Influence oriented foreign language teaching - Английский язык - Курсовые работы

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Influence oriented foreign language teaching

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CONTENT
Introduction ................................................................................................................................................. 2
CHAPTER ONE. Innovative ICT-based foreign language learning: evaluation techniques, assisted learning
and foreign language teaching .................................................................................................................... 5
1.1. Modern approaches to foreign languages teaching ............................................................................. 5
1.2.Innovative ICT-based foreign language learning: evaluation techniques, assisted learning and foreign
language teaching ...................................................................................................................................... 15
CHAPTER TWO. Foreign language teaching strategies ............................................................................... 21
2.1. Foreign language teaching methodology, teaching methods ............................................................. 21
2.2. Foreign language teaching strategies ................................................................................................. 24
CONCLUSION ............................................................................................................................................. 28
References: ................................................................................................................................................ 31
APPENDIX .................................................................................................................................................. 34
1

Introduction
One of the central problems in the modern methodology of teaching a
foreign language is the problem of improving the effectiveness of teaching. The
intensification of foreign language teaching involves the use of modern forms and
means of teaching, the use of new methods of cognition in teaching: the use of
computers, audio, video and electronic computing equipment.
The requirements for the modern educational process significantly exceed
the tasks of simple transfer of knowledge from the teacher to the students. In the
conditions of today's information age, the teacher needs to change from the usual
transfer of ready made knowledge to teaching students how to independently
extract them, how to obtain, comprehend and apply new information that they
need for their further self development.
So, the goals of modern education, outlined in the Federal State
Educational Standard, are sharpened on the principle «to teach not science, but to
teach to learn» The analysis of the methodological literature on this issue shows
that there is an increased interest in the methods of teaching communication
activities, the formation of listening and speaking skills in students. Thus, the
communicative method is by far the most popular and effective in teaching a
foreign language. The communicative method is a combination of traditional and
intensive methods, but with a number of its own features.
This method helps to overcome the language barrier, relieves a person from the
fear of speaking in a foreign language. In the classroom, students have the
opportunity to use the language in real-life situations. The communicative method
develops all language skills: from speaking and writing to reading and listening.
Grammar is learned in the process of communicating in a language: the student
first learns and remembers words, expressions, language formulas, and only then
begins to understand what they are in the sense of grammar. Classes are held in a
relaxed atmosphere.
Communication takes place only in a foreign language. New rules, words
2

are explained by the teacher only with the help of familiar vocabulary,
grammatical constructions, gestures, facial expressions, drawings and other visual
aids. Role-playing and dramatization are very effective at the initial stage of
training. Dramatization - representation in the form of scenes, fairy tales, stories,
as well as plot pictures. Everyday situations are played out: acquaintance, choice
of travel route, congratulations, shopping, etc. The game provides an emotional
impact on the trainees, activates the reserve capabilities of a person. It facilitates
the acquisition of knowledge, skills, and abilities, and creates conditions for active
mental activity of its participants. The educational game-exercise helps to
consolidate, control and correct knowledge. A game-task containing an
educational task, stimulates the intellectual activity of students, teaches them to
predict, investigate and verify the correctness of decisions made.
The formation of skills goes through several stages:
1. mastering standard skills;
2. automation of their application;
3. development of skills in free communication situations.
At the advanced stage, games like “Brain Ring " are quite effective, which help
to expand knowledge of the culture, literature, traditions of the countries of the
studied language and their country, general erudition and expressiveness,
linguistic horizons. Along with the communicative method, other modern methods
of teaching should be noted. Current teaching methods. Information technologies
are very relevant today. Computers, electronic materials, textbooks, encyclopedias
allow you to raise the educational process to a new level. Students receive an
educational task, determine the main ways to solve it, find effective methods and
means of independent work. Students follow the principles of developmental
learning: research sources, compare them, get acquainted with different points of
view, make a description of them, systematize reference material. Information
technologies contribute to the development of cognitive and cognitive abilities of
students: the ability to solve tasks, collect, analyze and synthesize data, extract
information from them, think independently, and possess communication skills.
3

As a result of training in information technology, students are critical of
information on the Internet.
The object of the research : Learning action research in language
teaching.
The subject of the research : working on formulation of research
question.
The aim of the research : to review the features of Influence oriented
foreign language teaching, and discuss and also is to present an overview of
Formulation of research question.
The practical value is in using theoretical and practical aspects of the
research.
4

CHAPTER ONE. Innovative ICT-based foreign language learning: evaluation
techniques, assisted learning and foreign language teaching
1.1. Modern approaches to foreign languages teaching
Scientific and technological revolution, caused abrupt increase of information,
made demands on a foreign language proficiency and thereby deter-mined new
approaches to foreign languages teaching methods.
Traditional pedagogical technologies are no longer adequate for complete
acqui-sition of increasing amount of knowledge as well as rapid renewal of
educational materials does not keep pace with rapidly changing information flow.
The impor-tance of the problem of training of self-instruction skills and abilities to
obtain educational materials independently, to process obtained information, to
draw con-clusions and to support them on the basis of necessary data is constantly
increasing. Dealing with information in foreign languages, especially taking into
account the opportunities of the Internet, is of great importance. Use of
information and com-munication technologies (ICT) opens up enormous potential
of a computer as an educational technology and enables to create marvelous world
of knowledge which is accessible to everyone. ICT have a number of advantages
over the conventional teaching technologies. They integrate audio-visual
information of any forms (text, sound, graphic, animation, etc.). Due to this kind
of the achievements, the inter-active dialogue of a user with a system is realized,
as well as various forms of inde-pendent activity on gaining and processing of
information are used, that exercises significant influence on quality of students’
knowledge.
Recent research and publications analysis has shown that the problem of the
project method usage in teaching process, its integration with informa-tion and
communication technologies is studied by V. Bykov, R. Hurevych, M. Zhaldak,
N. Morze, S. Sysoieva, Ye. Polat, etc. In the works of Ye. Polat, M. Bukharkina,
M. Moiseieva, O. Petrov, I. Trainiev, Ya. Bykhovskyi and others special emphasis
5

is placed on the usage of project-based technology and tele-communication
projects in foreign languages learning.
Paper objective is to consider the project method, its integration with ICT and
the application of Web 2.0 technologies in foreign languages teaching, and
influence on the formation of information and communication competence and
quality of knowledge of a foreign language.
Paper main body. The advantages of modern information and communica-
tion networks and the potential of electronic forms of educational materials are
being used extensively nowadays. The application of ICT in the teaching pro-cess
gives an opportunity to reach qualitatively new level of foreign languages
learning. However, it is necessary to differentiate between notion of “learning by
ICT” and that of “computer assisted learning”. In that case, the use of a com-puter,
for example for slides presentations with the help of Power Point pro-gram, does
not yet mean the use of ICT. 1
The transition to the use of electronic learning (E-learning) in the teaching
process causes changes in the structure of the educational process.
Let’s consider the E-learning definition.
E-learning (abbreviation for Electronic Learning) is a system of electronic
learning and is often used as a synonym of such terms as: electronic learning, dis
tance learning, computer assisted learning, network learning, and virtual learning,
learning with the help of information or electronic technologies
There is also the definition given by UNESCO experts: E-learning is a type of
learning by means of the Internet and multimedia.
Nowadays foreign languages lecturers at establishments of higher education of
Ukraine have gained considerable independence to choose educational tech-
nologies. Recognizing existence of different foreign languages teaching methods,
it is necessary to mention intensive introduction of technologies based on the use
of ICT. The most of the high education establishments, however, do not give up
the traditional teaching methods. Therefore, the reasonable balance should be
1
Azimov E. G, Shchukin A. N. "New dictionary of methodological terms and concepts", M.: Ikar, 2009.
6

found which will enable resolution of the given problem as effectively as possible
under the present-day conditions, and thereby to help a teacher to take a new
approach to the educational process. It is necessary “to extend “the narrow scope”
of com-munication in the classroom relying on practical forms of activity . To
gain information students should move “beyond” the classroom, to manifest
activity and self-dependence. In other words, in order to increase effectiveness of
the teaching process it is necessary to activate student’s cognitive motivation.
To resolve this problem scientists and experts refer to the project approach .
The essence of the project approach is that a student discloses new facts and com-
prehends new concepts by himself/herself instead of acquiring them from a
lecturer (principle of constructivism). Hence a lecturer’s role is changing: a
lecturer is turn-ing from an instructor into a competent colleague, a tutor.
The application of new teaching methods, for example project-based learning,
enables to ensure quality of education. Thus, in the process of applying of the
project approach in the education process, complex interaction of all elements of
the given process, namely conceptual, illustrative, training, control, etc., takes
place. Use of elements of play, e.g. “quests”, will facilitate better understanding
and acqisition of educational material.
Quest is understood as a computer game where a player using his/her own
knowledge and experience, as well as communicating with people participating in
the quest, is supposed to achieve the stated aim .
When specially equipped (computer) classrooms are available, the project
approach blends in quite naturally with teaching process and at the same time does
not affect the syllabus. It enables to achieve expected learning aims and to reveal
potential of every student in the most effective way. Taking into account the
peculiarities of “a foreign language” as a subject, such technology may provide
necessary conditions to activate cognitive and speech activity of each student
giving him/her the opportunity to realize and comprehend new language material,
to acquire sufficient practical skills to train necessary abilities. Independent stud-
ies of students directed and corrected by a lecturer take on a special significance
7

for foreign languages learning. It contributes to training skills which in its turn
demands systematic, continuous everyday work.
In comparison with the conventional teaching technologies, this technology of
training has the following significant advantages:
– develops creative competence as an indicator of a certain level of a foreign
language communicative proficiency;
– enables to train various aspects of communication and connect them in differ-
ent combinations;
– helps to become aware of speech features and skills;
– helps to form linguistic abilities;
– creates communicative situations;
– facilitates automation of speech acts;
– facilitates the implementation of individual approach;
– intensifies students’ independent study;
– enables to save time;
To organize educational process with the use of ICT effectively, the teacher
should prepare the presentation in advance, provide the list of web sites and other
sources, which can contribute to solving of the raised problem, and also choose
the questions or formulate the problem. The essential requirement is to raise such
issues which must be obligatory resolved and complex. The more exact and
specific the wording of the task will be, the better result will be achieved. It is also
important to discuss the final presentation, the result of work (design, type,
placement on the site and so on.).
The quality of the task performance depends largely on how well-organized
the class with the use of ICT is in the view of methods. The results of the activity
can be checked by means of current control using ICT with the help of testing
systems. Thus, the use of ICT and game technologies and the Internet opens the
possibilities of “Web - quest” project technologies application.
Web-Quest (Webquest) in pedagogy is a problem task with elements of role-
play, and to perform it one should use the Internet resources .
8

Web-quests are organized means of Web-technologies in the environment of
the WWW. According to their organization they are quite complex: they aim to
develop students’ analytical skills and creative thinking; a teacher must possess a
high level of subject, methodical and information and communicative
competence .
Thus, Web-quest combines the ideas of the project method and game technolo-
gies in the environment of the WWW by means of Web-technologies.
The development of the Internet has contributed to active usage of Web- tech-
nologies in educational process, particularly Web 2.0 technologies.
Web 2.0 is a platform of social services and agencies that allows a wide range
of Internet users not only to receive information, but to be its creators and
coauthors . All materials used by students are drawn from the Internet. Web-
projects involve rational planning of time, and most importantly allow students to
focus not on searching of information but on its use. The way of dealing with such
types of social services is based on the principle of con-
structivism, where it is important not to reproduce objective encyclopedic real-ity,
but to form individual understanding of the problem.
Let’s single out the types of Web 2.0 technologies usage which are employed
to train communicative abilities and skills in the process of foreign languages
learn-ing: Web-quest; Blog; Viki.
1. The student chooses one of the proposed roles. Having chosen a specific
“role”, the student goes to one of the dossiers available at the sites of Web-quest.
2. The student analyzes how his/her role is conformed to the tasks of the other
team members. As a result of passing of these stages the elements of information
and communicative competence of students are formed: choice of the social role,
obtaining skills of work in the group.
3. Then, students examine the proposed resources and library resources of the
educational establishment (books, magazines, encyclopedias). While performing
this task they analyze information resources, select the necessary information, and
search for extra information.
9

4. To prepare the report the description of artifacts, which, in the opinion of
students, characterize the studied subject, is composed. The source of each artifact
(paper manual, electronic publication, Internet address), is indicated, and an
explanation of its necessity for researching of the given topic is provided. Due to
this activity the student gets experience in information storage, struc-turing
information resources.
5. After the completion of the process of searching the student submits a report
on the chosen topic.
6. Web-quest involves collaboration, and so then students discuss, argue, and
plan a teamwork as a whole. Here, each of them being an expert in his/her field,
wants to find the best solutions of their tasks. Then students choose the form of the
submission of the general report and may divide roles for further work: developing
of the site model or presentation, design creation, etc.
7. This process is terminated with the group presentation (defence work).
Let’s characterize practical significance of using of the proposed technology
Web-quest:
– training and display of communicative competence;
– possibility to evaluate the level of competence formation. The objects of eval-
uation are the results of the students’ activity, presentation of the final product.
Using of Web-quest technology in foreign languages learning has the following
advantages:
– ensures autonomy and independence of students;
– facilitates independent decision-making and enables to realize an individual
approach;
– develops critical thinking, trains cognitive skills;
– makes systematic use of Internet resources as well as multimedia and conven-
tional methods of teaching in class sensible and justified;
– motivates learning of new language material;
– enables to use a great amount of authentic information which is of current
importance;
10

– organizes the work on the problem in the form of purposeful research,
intended for any period of studying (from some minutes to some weeks).
Le’s consider the usage of Blog technology.
“Blog” is the public diary with comments .
The ordinary diary is not shown to a lot of people. Blog is opened for reading
by all interested persons and, moreover, the readers can make their comments to
the notes.
Blog advantages:
– clear structure of the course with instructions for seminars, descriptions
of tasks;
– frequently update content;
– simplicity of using: possibility to add any objects without restrictions (video,
illustrations, etc.);
– possibility to develop the writing skills and publish your own thoughts in the
Internet;
– possibility to continue the discussion started in class;
– fulfilling of creative tasks with using of pictures, audio and video materials;
– possibility to communicate both with group mates and with teachers;
– possibility for each student to take part in the discussion, “which is not always
possible in the case of conventional organization of teaching process because of
the lack of time and amount of hours during the course of study” .
The next technology which is used in the process of teaching foreign
languages is Viki – a kind of public service allowing one or more persons to create
content. It is, so to speak, a public page. The created information can be added,
changed, deleted both by authors and by guests of this page .
The advantages of “Viki”:
– possibility to change the site without using additional software;
– participation of several authors with different points of view;
– presentation of the materials based on hyperlinks, which enables visualization
and correlation between pages;
11

– possibility to change and correct the material immediately;
– possibility to compare the material before and after correction, and also return
to previous publication version .
The application of these technologies allows the possibility both for individual
and group work (for example, Viki is more applied in groups), i.e. co-education.
Let’s determine the advantages of co-education.
As the practice shows, joint resolution of the posed problem is not only eas-ier and
more interesting but also more effective. It is important to note that this efficiency
concerns not only academic success (intellectual development) of the students but
their moral education as well. The main idea of co-education is to help each other
in solving problems and then share the joy of success. 2
Let’s examine the example of one of the co-education methods, which is based
on the usage of Web 2.0 technology, namely on the application of “Viki”.
The group of students should be divided into small groups (in 3-4 persons)
beforehand. The whole group is given the same common task. It is necessary to
dis-cuss the role of each subgroup in the realization of the common task. For
example, the common task is “The European Union countries”. The first group is
supposed to correct the proposed document according to the links. The second
group is going to search (in the given links) for the missing information, from
their point of view. And the third group, for example, just scans the offered
document. The result of such work may be the common discussion. The
responsibility for the work can be either shared between all participants of the
subgroups or the student appointed by the group can be made responsible for the
result. It may be the best student or on the contrary the weakest one. All depends
on the characteristics of the composed summary. The students are in the situation
when the success or fault of one student influence the result of the whole group.
The mark for the common task performance should be given (preferably) to the
whole group. As a result the situation is created where each participant of the
subgroup is responsible not only for the result of his own work (which often
2
Galskova N. D. " Modern methods of teaching foreign languages: A manual for teachers. - 2nd ed., reprint.
12

makes him indifferent) but, which is very important, for the result of the whole
group. It should be mentioned that all three tasks are of various level of complicity
(it depends on the training level of the students), but every stu-dent of the group
takes equal part in common work. While fulfilling the task, the lecturer can
consult students and give recommendations as to the current task per-formance.
And, finally, the control and evaluation of the process and results is one of the
important and crucial parts of this work. The students should be informed about
the criteria of control and evaluation of the results in advance.
The use of this technology in foreign languages teaching practice facilitates:
– quick search of necessary information in the Internet;
– development of computer skills;
– development of thinking during the process of analyzing, generalization and
evaluation of information;
– skills of summarizing, drawing conclusions and making own decisions;
– extension of the students’ vocabulary;
– motivation for self-education;
– achievement of the new quality of communication competence of the
students.
At the same time while learning foreign languages on the bases of Web the
following skills are trained:
– listening: with the help of Podcast, YouTube;
– speaking: Podcast, YouTube, Flickr;
– reading: Blogger, Wiki, Bookmarks;
– writing: Blogger, Wiki, Bookmarks.
Podcast (abb. iPod + broadcast). Podcast is a public service, on which video,
audio and photo materials can be added or down loaded.
Youtube is a social service of video segments recording. For example, a
necessary video segment can be found through the use of a key word.
Flickr is a social service of photos (illustrations) of certain topics.
Bookmarks is a social service containing references of informational sources
13

of certain topics.
Consequently, the students who study with computer technologies application
have a possibility to make electronic records of materials in a current class-room
environment. It is made with the help of any recording device aiming to obtain
additional possibility to study educational material in class. The students’
computer literacy is a necessary condition.
A student must be able to work with certain programmes as well as in the
Internet, and possess the skills of using various devices. Such skills can be par-
tially obtained while the studying process that won’t influence a student’s learning
performance.
With this aim, the courses for computer skills training are being established in
educational institutions.
It’s useful to remark that because of this educational technology tiredness of
students and their eye-sight loading can increase. That is why it is necessary to be
careful in preparing the deductive means taking into consideration sanitary
requirements, and the proposed educational material must be rationally measured.
Application of ICT in class should be not the way of introducing educational
material but only the supplementary means for educational process carrying out.
ICT performs the best result in the process of integration of unconventional and
innovative educational technologies. That is to say the Internet does not alter
conventional forms and educational methodologies but allows achieving educa-
tional goals and tasks faster and more effectively.
Moreover, the Internet enhances students’ educational interest, promotes the
growth of their cognitive activity which helps their obtaining and learning more
information, and facilitates training such skills as reading, speaking, listening
com-prehension and so on.
While using modern educational project technol-ogies, the most essential
points are the following: availability of the required facili-ties with the
corresponding access to the Internet, as well as training of the teaching staff who
master ICT which demands relevant knowledge of how these technologies and
14

methods can be applied in foreign languages studying.
Consequently, it is necessary to consider the fact that in such classes a teacher
bears great responsibility because he is not only a subject consulter but also an
organizer of independent educational and cognitive, communicative and creative
students’ activity. A teacher obtains opportunities for educational process perfec-
tion, students’ communicative competence promotion and integral development of
their personalities. 3
1.2.Innovative ICT-based foreign language learning: evaluation techniques,
assisted learning and foreign language teaching
Currently, ICT (Information and Communica- tion Technology) has the major
aspect in education and the essential role in foreign language acquisition as well as
the significant issue in modern education all over the world, which will facilitate
students and teachers to acquire the new teaching and learning method . ICT can be
described as the use of technology to maintain the effort of passing on in-formation
and communication mainly in the scope of education . ICT in English language
teaching is the powerful tool for academic curriculum modifica-tions and
education reforms. As Moseley D. ex-pressed the vital role of computers in
learning and teaching method, which could be measured as the medium tool for
facilitating students in learning the foreign language, however the effectiveness
depends entirely on the students. The necessity of technologi-cal innovation has
brought the communication revo-lution and fast development of technological
applica-tion in teaching and learning .
The English language teaching is in search for the ‘one best method’ of
teaching the language, despite the focus of teaching has been reading, the
grammatical rules and vocabulary of the target language (Grammar Transla-tion
Method), speaking (Direct Method, Audio-Lingual Method, The Silent Way,
3
E. S. Polat, M. Yu. Bukharkina "Modern pedagogical and information technologies in the education system": Textbook. - M.: Academy, 2007.
15

Suggestopedia, Community Language, Communicative Approach), or other issues
(The Total Physical Response Method).
Furthermore, the term Information and Commu-nications Technologies
comprises technologies in which the computer plays a central role, i.e. Computer
Assisted Language Learning (CALL).
English language is a requirement in today’s
world, whilst information technology has the greatest role in the education
improvement, especially English. According to K.M. Culp, V. Honey & E.
Mandinach “ICT in education point of view refers to “informa-tion and
communication Technology such as comput-ers, communications facilities and
features that va-riously support teaching, learning and a range of activ-ities in
education. Some of these skills are global and associated with a general
performance in using and working with the language and some of them are quite
specific. They all need to be assessed if we are to suc-cessfully appraise a
student’s complete verbal com-munication aptitude. Conversely, it is not only the
presence of aptitude and awareness to become the successful language users,
however the assessment has changed as well; all these due to the thoughtful of
what evaluation is and how to assess efficiently has also changed – the changing is
in the nature of ap-praisal like whom, where, and when. It is well known that the
simple mark, score or grade doesn't fully show the exact student’s language
ability.
The most recent technique in foreign language teaching is Computer Assisted
Language Learning (CALL) . Most professionals support the use of ICT in foreign
language learning for improving com-petence and efficiency of learning that can
advance in value of understanding and mastery of the lan-guage studied. The use
of Computer Assisted-Learning language (CALL) has noticeably increased and
the integration of ICT in language learning are the two-side aspects which
maintain each other, which can persuade students in learning language and is able
to create communication and improve competence or self – learning.
The proficiency of any modern language course has changed and because what
16

we understand about the nature of evaluation has also changed due the im-pact of
ICT and the affordances that it offers. The changes taking place in mainstream
education and not just language education are also influencing both the way we
teach and learn a language, and the way we assess it .
The move towards the communicative approach in language learning emerged
in the 1960s and over the next 50 years a different scope in mainstream edu-cation
made an impact on language learning and on evaluation too .
The integration of ICT in foreign language teach-ing and learning process is
extremely required and significant for many researchers, including education
practitioners . ICT can be applied in three different areas such as: core curriculum,
subject, and evaluation methods. Consequently evaluation method has changed
and we need to reconsider the influence and the importance of self-learning,
learning based on true to life situations, the role self-reflection, peer reflec-tion
and self-esteem, and other issues of motivation to develop a clear picture of why
evaluation has changed and how we might effectively assess in the 21st Cen-tury
language class. Within the recent times, the inno-vative technology occupies the
most essential part in English language teaching and learning and help to
accomplish the problematical setback.
ICT is beneficial in several ways as mentioned by Herington (2002):
(1) technology facilitates experience to real lan-guage;
(2) technology provides the access to wider sources of information and
varieties of language;
(3) technology gives the opportunity to people to correspond with the outside
world;
(4) technology allows centered approach;
(5) technology develops learner’s self-
sufficiency.
ICT is another area that is having a direct im-
pact on language evaluation and can provide new ways of assessing: can evaluate
students in ways that simply were not available before; can video our stu-dents
17

interacting in groups or even working on a mo-nologue; can get our students to
record pod casts and audio files; can get them to develop their written work .
There is an abundance of tools that can be used in evaluation, which broaden the
types of evaluating tasks as well as offer quicker and easier ways to con-duct.
Before we look at why evaluation has changed, we want to cover some of the
terminology associated with evaluation, a number of terms like: collective,
seminal; wash back effect; peer-evaluation, self-evaluation and reflection.
Collective evaluation is to evaluate how well the student has learned what has
been presented at the end of a unit, module, or a whole course. Seminal evalua-
tion is more on gathering data about the student’s im-provement and using this
data to help them to advance and usually take place during a course, module or
unit. Nevertheless, the dissimilarity between collective and seminal evaluation is
perhaps overstated, the distinc-tion really builds up of how the information from
evaluation is used.
1, As the Collective evaluation is the end of the course and consequently the
information gathered cannot always be acted upon since the teacher may not
continue teaching the class.
2. So far the Seminal evaluation is about product and process: to focus more on
the process and helping students to produce better on the final outcome.
3. Both, the collective and seminal evaluations well combined one is at the end
of a course, while the other take place during the learning.
Currently there is much more interest in the area of seminal evaluation: we
evaluate students at differ-ent stages and provide feedback to improve, re-draft or
change what they are currently working on, but also to help them into their future
learning (often referred to as feed-forward). Assessment is part of the learning
cycle for students to improve, they need to take the information from assessments
and use it to improve their work; both teachers and students struggle with
providing good seminal feedback . The study of process writing and the benefits of
seminal evalua-tions and feedback stated:
(1) Students still valued the grades more than the feedback they received on
18

seminal evaluation;
(2) Teachers worried about the extra time and energy that would be required to
provide feedback and conferencing on drafts and re-drafts.
Obviously, teachers provide feedback all the time but providing feedback in
various periods of a devel-opment can be very time-consuming, although the
practicalities of the classroom mean that it is not done as much as one would hope.
The well-designed se-minal evaluations with practical, and well considera-tion,
will greatly help students in understanding their progress.
The wash back (backwash) effect is the impact that an assessment will have on the
teaching and learn-ing: on what a teacher teaches, what the students’ re-vise, how
motivated the student feels what skills the students focus on. An evaluation
accurately reflects the skills a student needs to be an excellent language learner
which will have a positive impact on their learning. E.S. Pianfetti highlights the
limitations of the positive impact of wash back if the evaluations are given are too
narrowly defined focus too much on accuracy and are time limited. Excellent
evaluations, reflect practices in language learning, are likely to have a positive
wash back both from the teaching per ception and the education perception; in
other words good evaluation will actually offer real opportunities for foreign
language learning. 4
As the whole process has become much more in-clusive the views on
evaluation has greatly changed, therefore the significant interest is given to self-
evaluating and in building up a picture of their indi-vidual foreign language
learning. The terms like ref-lection, peer-evaluation, self-evaluation and self-
assessment are used to improve the students’ ability in thinking, learning and to be
conscious of their person-al underperformances and strong points. The main target
of evaluation process is to present information, which will be helpful for students
in learning foreign languages and to make them more self-determining and
hopefully more encouraged too.
The main factors that have influenced the way evaluate has broke down into
4
Solovova E. N. "Methods of teaching foreign languages: basic course of lectures: a manual for students of pedagogical universities and
teachers", 4th edition, M.: Prosveshchenie, 2006.
19

four areas that in reality often merge.
(1) The changes in foreign language education;
(2) The changes in evaluation understanding;
(3) The impact of ICT;
(3) Other drivers from mainstream education that
have also influenced on evaluation.
Evaluation types are structured and built into the
academic year as well as more informal types of as-sessment, which can cover
formal exams and tests, both external and internal that teachers undertake as a part
of their day- to-day practice. Nevertheless, the majority of teachers have nothing
to do with the eval-uation itself since the examination are offered by an institution
and are generally set at institutional level or run by external exam bodies,
subsequently, our centre of attention are the types of assessments that the teacher
can place while conducting a course.
It is our outlook, that these types of evaluations have the significant impact on
a student’s foreign lan-guage learning because the teacher has control over and has
a much clearer idea of learners’ needs at any point in a course of study and
perhaps provide encou-ragement to teachers who are potentially reserved or
anxious about incorporating ICT into the evaluation they do. Through the real-life
practice we can build principles.
1, E-evaluation : experimental use of internet: a tool that helps to broaden the
skillfulness base of their evaluations often starts with videoing a pair work ac-
tivity or getting the students to keep a blog.
2. Re-development : altering assessment proce-dures by introducing a
technology to expand the foun-dation, later they might look at recuperating the
evalu-ation criteria and later they might look at the feedback they are providing.
The process is normally done in stages with the focus shifting as the teachers get
more confident.
3. Experimental: the use of ICT in all area, the first attempt is crucial, but
teachers become self-assured when they experiment more and make use of a
20

greater number of tools.
Testing and evaluation has changed over the last 50 years and we consider that
most of the changes have been very positive.
Information Technology has played the major role in evaluation for a long
time however with the introduction of the Internet, and now mobile technolo-gies,
the role of Information Technology is superior than before.
There will be many teachers, who are using tech-nology in their evaluations,
but in general the large majority of evaluations are still paper-based and the use of
ICT for assessment, just like the use of ICT for teaching, is still at a very
experimental stage.
In the period of worldwide competition through innovative ICT-based foreign
language learning can grant immense future prospects for students to perfect and
encourage proficiency on an international level ICT is a form of advanced science
technology must be optimized function, especially in the implementation of
learning and evaluation.
CHAPTER TWO. Foreign language teaching strategies
2.1. Foreign language teaching methodology, teaching methods
"Innov6ation" means a tool, new method, methodology, technology. "Innovation"
is a process that develops according to certain stages of education. The
development of world science is growing and developing day by day. It was this
positive development that affected our country as well. Advanced innovative
technologies are being applied to our world of science. As a result of this, our
President named this year as "Year of Youth Support and Public Health", which
increased the responsibility of the youth of our country. It would not be a mistake
to say that the wide application of advanced, modern innovative technologies in
the field of education has opened the door to many opportunities and goals for
young people learning foreign languages.
21

The methodology of foreign language teaching as a science has more than
200 years of history. During this period, it can be observed that different attitudes
towards foreign language teaching methodology were expressed. One of these
views belongs to academician L.V. Shcherba. In his opinion, although the
methodology of teaching any subject is a subject, it is not considered a theoretical
subject. It solves practical issues. In particular, the methodology of foreign
language teaching does not rely only on psychological evidence, but is based on
general and specific linguistic studies. If linguistics deals with the origin and laws
of movement of language phenomena, the methodology answers the question of
what should be done in order to use the necessary language phenomenon in
practice based on these laws. The most valuable books on methodology are also
written by linguists. These include G. Suit, one of the 19th century phonetists and
a great English linguist, O. Yesperson, who is considered the most original
phonetist and theoretical linguist in England at the end of the 19th and the
beginning of the 20th century, the 19th century among the most prominent French
linguists at the end and beginning of the 20th century are F. Bruns and Bréal, a
prominent Anglicist and famous phonetician V. Fyodor, and others. Academician
L.V. Shcherba and his mentor, the great linguist scientist I.A. Baudouin-de-
Courtone and their students dealt with the issue of language teaching methodology
in Russia. Psychologists have a different attitude to the methodology of foreign
language teaching. Professor V.A. Artemov made a valuable comment about the
relationship between methodology and psychology. In his opinion, psychology
provides material for methodology. Methodology studies how the teacher
conducts the lesson. Psychology deals with how students learn this subject.
However, this opinion cannot be fully agreed. Because the teacher in the process
of teaching, and the student in the period of mastering, experience certain mental
processes and states, whether they want to or not, they face and are influenced by
the laws of psychology. 5
Method without translation. Various forms of this method are known historically.
5
Titarenko N. V. "Methods of organizing role-playing games of problem orientation in distance learning of foreign languages: on the material of
the English language", Moscow: Moscow State University of Economics, 2007
22

They can be divided into two large groups: natural and correct methods. Learning a
foreign language in a natural way should be similar to the conditions of acquiring
the mother tongue. The main goal of the method is the idea that by learning to
speak a foreign language, it is possible to learn to read and write. The most
important of the principles included in the natural method is to create a language
environment. Various approaches have appeared in the practical application of the
advanced methodical principles. This can be clearly seen in the creative activity of
the method exponents.
The new interpretation of the purpose of foreign language education was
mainly based on the results of pragmatic linguistics research. This field of
linguistics interprets language as a field of human activity rather than a system of
linguistic forms. In the field of foreign language education, since the beginning of
the 70s, a set of new conclusions has led to intense discussions in the field of
educational goal setting. New curricula were adopted, which set the main
directions of foreign language education, with the goal of "teaching students to
communicate", "Befaeigung zur Kommunikation" (communicative Kompetenz).
In the 70s, the "communicative method" was proven in several stages after a series
of attempts. In this way, the science of methodology was developing. We cannot
master any foreign language without a deep study of its methodology. The method
of "communicative didactics" is also considered important in the methodology of
foreign language teaching. Communicative didactics includes the following.
Learning a foreign language is a multifaceted discipline, in which a person
undergoes
complex psychological changes. In particular, the process of comparing the native
language with a foreign language occurs. Various teaching methods and
technologies are used in this process. With the help of modern pedagogical
technologies, teaching by comparing the foreign language with the mother tongue
gives an effective result. Teaching a foreign language requires knowledge of its
methodology.
Methodology and technologies are important in the process of learning a foreign
23

language. There are various methods of teaching methodology. The widely used
methods in foreign language teaching methodology are: communicative didactic
method, intercultural dialogue organization method and exercise organization
method. All three methods are closely
related and complement each other. Since the science of methodology is related to
the science of didactics, it is based on communicativeness during foreign language
learning and the method of communicative didactics is created.
2.2. Foreign language teaching strategies
Formation of skills of independent work is a difficult and not always successful
process. Teaching foreign languages in primary school does not provide students
with sufficient readiness for communication, and is a weak point of language
education. This readiness is shaped by the development of the main components of
universal learning activities (here in after ULA) and learning activities in mastering
a foreign language. The Federal State Educational Standards have updated the need
for the formation and development of ULA in English lessons. In a broad sense,
the term “universal learning activities” means the ability for self-development and
self-improvement through conscious and active appropriation of a new social
experience.
In a narrower (actually psychological) sense, this term can be defined as a set of
student actions that provide social competence, the ability to independently learn
new knowledge and skills, including the organization of this process, cultural
identity and tolerance. The quality of learning is determined by the diversity and
nature of the types of universal actions. The functions of the UWD are, firstly, to
ensure the student’s ability to independently exercise the exercise, set learning
goals, seek and use the necessary means and methods of achievement, monitor and
evaluate the process and results of the activity, secondly, create the conditions for
personal development and self-realization in the system of lifelong education, the
formation of “competence to renew competencies”, tolerant attitudes of
individuals, ensuring their life in a multicultural society, high social oh and
24

professional mobility, thirdly, in ensuring successful mastering of knowledge and
skills, forming a picture of the world, competencies in any subject area of
knowledge.
Among the main types of ULD, there are four blocks: personal, regulatory,
cognitive, and communicative. Criteria for assessing the formation of an ECL in
students are: compliance with age and psychological regulatory requirements; the
conformity of the properties of the CRA to predetermined requirements. The
ability to learn is ensured by the fact that universal learning actions as generalized
actions open to him "the possibility of broad orientation, both in various subject
areas, and in the structure of the learning activity itself, including an awareness of
its target orientation, value-semantic and operational characteristics." Formation of
the ability to learn, or the ability to self-productive foreign language activities,
means that students master all the components of learning activities, including:
motives (play, cognitive and learning motives); learning goal; learning task;
learning activities and operations (orientation, material conversion, monitoring and
evaluation).
Thus, the formation of universal learning activities associated with the
formation of the main components of the educational activities of younger students
in the mastery of foreign language speech activities. In order to build a learning
process for students on the basis of universal learning activities, it seems
appropriate to characterize universal learning activities taking into account the
specifics of the subject “Foreign Language”: Personal actions: actions in personal
self-determination (related to the formation of the I-concept); the establishment of
a link between the result of educational activity and what motivates this activity,
for the sake of which it is carried out. The student needs help to think about the
question “what is the meaning and what sense does the assimilated activity in the
lesson of the FY and the teaching have for me?” And stimulate the search for an
answer to this question. personal moral choice - an assessment of what the student
hears, reads in a foreign language and what he says and writes himself (mastered
content), based on moral values - social and personal. Regulatory actions: goal-
25

setting based on the correlation of what is already known and what is still
unknown and to be mastered. The little student wants to understand what he will
do in the classroom and at home, and why he will do it.
Only in this way are such subjective characteristics of the student so necessary
for successful educational activity. determination of the sequence of intermediate
goals of mastering speech activity in a foreign language, taking into account the
final result - the ability to use the IL as a new means of communication; the ability
to act on the proposed plan and independently plan their learning and foreign
language and speech activities.
The prediction actions are formed through the execution of tasks: “Look at the
title of the story and tell me what it will be about”, “Read the last paragraph of the
story and guess what happened to the main character”. The actions of forecasting
the level of their listening, speaking, reading and writing skills are formed using
the “European Language Portfolio” technology, which allows the student to
independently and, based on European requirements, determine how well he or
she has mastered this or that speech ability. Comparison of the results of their
speech actions and activities in general with a given reference sample in order to
identify deviations from the sample, that is, the ability to control the process and
results of their activities in collaboration with the teacher and peers; adequate
perception and understanding of the assessment of the teacher and peers. These
actions are formed by performing various control tasks, including a test one.
Making the necessary corrections in their actions of speech generation and speech
perception in case of discrepancy between a given reference pattern and its result,
real speech action, that is, the ability to see the error and correct it both with the
help (first year of study) and without the help of an adult (teacher, parents ). the
student's awareness of how well he learned to speak, understand foreign language
by ear, read and write on FY, what level he is at and what else to learn and learn in
order to use FY like real English boys and girls.
When forming assessment / self-assessment actions, it is necessary to use the
aforementioned “SNP” technology. The ability to focus on the performance of
26

speech actions, the ability to show volitional effort and perseverance to achieve
goals, to overcome failures, or when something does not work the first time with
oral and written communication on IL, to overcome impulsivity and
involuntariness.
Self-regulation actions are formed through performing tasks, when you need to
act in accordance with a given goal, when you need to act independently,
following a pattern and a given rule, when you are set to find ways to solve
communicative and cognitive tasks, when children learn to interact with their
peers and teacher. Cognitive universal actions: independent selection and
formulation of a cognitive task. For example, familiarization with the linguistic
means of foreign language communication is organized by us in such a way that
the children themselves formulate cognitive tasks: “What signals do the British
(Germans, French, etc.) use to show where one thing is, and where is a lot? How
to distinguish where the story is and where the question is in English (French,
German, etc.). ” searching and highlighting the necessary information in a foreign
language when carrying out project activities related to mastering a new language
and searching information using a computer; awareness and self-construction of
oral and written speech statements on the FI; choice of language tools depending
on the specific situations of foreign language communication; reflection on the
activity of mastering the IY, control and evaluation of the process and results of
foreign language speech activity; semantic reading, understanding the purpose of
reading and choosing the type of reading depending on the communicative task;
extracting the necessary information from the listened texts of various genres; with
the definition of primary and secondary information; with the formulation of the
problem and the main idea of the text.
At the same time, knowledge and skills are considered as derived from the
respective types of targeted actions, that is, they are formed, applied and
maintained in close connection with the active actions of the students themselves.
The quality of learning is determined by the diversity and nature of the types of
universal actions. Designing the process of teaching students on the basis of
27

universal educational actions, the teacher needs to analyze the teaching materials
and carefully prepare the work program for the diversity of the educational process
in order to form groups of cognitive educational devices. All this will make it
possible to realize the structure of the organization of the educational process as a
whole and to share each type of activity when learning English with a
fundamentally new structure of work, which is based on universal educational
activities.
CONCLUSION
Interactive learning methods. Unlike traditional methods, where the teacher
is used to give and demand certain knowledge, when using interactive forms of
learning, the student himself opens the way to knowledge. The student becomes
the main acting figure. The teacher in this situation is an active assistant.
Assimilation of realities-that's what interactive forms of learning give. But the
main thing is to develop the student's abilities, to prepare for society a person who
is able to think independently and make decisions.
The use of tests in the learning process. The use of tests is a promising
means of teaching at a university, since the use of personal computers allows you
to automate the process of processing results and reduce the time spent on
checking solutions. In the system of training specialists, tests perform the
following functions: informational, activity– based, monitoring, updating,
diagnosing, developing, educational and creative, and training. The immediate
result of practical training according to the developed testing method is the
formation of skills: to understand the exact meaning of the topic; apply the
material to specific relationships; correctly determine the nature and structure of
the topic.
A variety of modern pedagogical technologies helps to implement a
personality oriented approach to teaching, increase motivation and ensure the
differentiation of training taking into account the individual abilities of students. A
vivid example of the combination of several pedagogical technologies at once —
28

such as problem-based learning, project method, and collaboration-is the story-
role (creative) game.
The New Dictionary of methodological terms and concepts, edited by E. G.
Asimov and A. N. Shchukin, provides the following definition of role-playing:
«Role-playing is a form of organizing collective learning activities in a foreign
language lesson, aimed at the formation and development of speech skills and
abilities in conditions as close as possible to the conditions of real communication.
Provides for the distribution of students by roles and playing out communication
situations in accordance with the topic of the role-playing game and the roles of
students» One of the most interesting is a role-playing game of a problem
orientation, where participants will have to solve a certain problem, face a conflict
of interests, goals, points of view, critical understanding of the task.
E. S. Polat identifies the characteristic features of role-playing games of a
problem orientation: 1) the mandatory presence of a problem situation; 2) a pre-
prepared scenario (plot) role-playing game; 3) the presence and distribution of
roles (each participant in the role-playing game gets a certain specified role and
legend); 4)
the presence of a common goal for the team; 5) collective decision - making by
the participants of the game; 6) multi-alternative solutions. Role-playing game
mobilizes all students regardless of language training, during the game there is a
passion for the process, creative potential is revealed, the language barrier is
removed in a relaxed atmosphere, each participant feels their importance and
shows activity, which, of course, creates a favorable psychological situation. The
priority becomes the need to solve the problem, and a foreign language and
communication in it turn into a real means of achieving the goal of the game. The
line of the UMK "English in focus" adheres to the communicative orientation in
teaching English, organically training all types of speech activity is carried out,
the activity, personality-oriented character in training is clearly expressed. The
authenticity of the texts and the inclusion of the native language and socio-culture
make it possible to activate the knowledge of vocabulary and grammar in the
29

realities of everyday life.
In our opinion, this is most clearly reflected in the section "Focus on
Russia", which allows you to build training in such a way that the student,
comparing and analyzing the material, can compare and draw parallels between
historical facts and the cultural realities of the foreign and native language being
studied. Taking into account the fact that conducting a lesson in the form of a
game is always exciting, lively and exciting, many sections of the UMK "English
in focus" can be used for plot-role-playing games of a problem orientation with
elements of career guidance, which is now of great relevance and significance.
Trying on a particular role, the student unobtrusively gets acquainted with the
profession, its specifics, independently analyzes and realizes the possibility of
implementation in this particular industry, whether his character and abilities are
suitable enough for it, performs well-coordinated work in a team on a favorable
competitive basis, makes a constructive solution to a given problem, which helps
him to understand how correct and suitable for him to choose such a profession.
30

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33

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