Kitabı oku: «Non-standard methods of teaching English and their effectiveness»

Proofreader Milena Babayan

© Anna Korshunova, 2024

ISBN 978-5-0064-1404-4

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NON-STANDARD METHODS OF TEACHING ENGLISH AND THEIR EFFECTIVENESS

INTRODUCTION

Language is what makes us human. One of the main differences between humans and other mammals is articulate speech. Of course, animals also have their own language, but only humans, thanks to their intelligence, have articulate speech and a huge variety of languages. In animals, communication consists only of basic needs. In humans, arbitrary sounds and signs form specific words that can be learned, invented, and endlessly combined within grammatical structures. The ability to remember and present various information is one of the key skills that a person possesses. It allows us to express our thoughts, feelings and ideas to others. Much knowledge, traditional values, historical facts and much more have been preserved to this day only through languages. Language allows us to learn from each other, share knowledge and information, and build relationships. It is an essential component of culture and society and substantial to personal and professional success. In addition, it is impossible not to mention that in the modern world, where there an international community exists and the world is open for tourism, it is very important to be able to communicate with speakers of other languages. Without the ability to speak a foreign language, traveling becomes complicated due to the inability to ask for help. In addition, without knowing the language, it is impossible to fully experience the culture and history of the country, and it also deprives of the opportunity to talk with residents of other countries, who can greatly expand horizons of knowledge. In addition, as long as there is a need in our society to communicate with foreigners, foreign languages will not lose its relevance. It is possible to endlessly list the reasons why it is worth learning foreign languages, because language is the key that can unlock many doors on the path of life, as well as the opportunity to get to know a world filled with such different cultures, places and people.

Some researchers believe that the first linguistic features were precise vocal control and learning. The idea of a musical proto-language originated with Darwin and has been modified several times over the years by various researchers. Another view suggests that the protolanguage began with gestures or pantomime. In this case, syntax and social communication presumably preceded vocal proficiency. To support the gestural hypothesis, researchers cite the fact that our closest evolutionary relatives show excellent skills in this area. They have about 70 controlled and variable gestures and about 4 types of calls. But in this case, it is unclear how the language became speech, because gestures should have dominated this development. It is worth noting that all these forms of development are combined into successive stages. Perhaps 2 or 4 million years ago, Australopithecines were singers, and around 1.9 million years ago, they began using gestures and vocalizations. Moreover, hierarchical syntax arose only about 200—300 thousand years ago.

The endlessly ongoing struggle between languages is similar to the process of evolution. A word, like a gene, will travel around the world according to its utility. Although the public often resists the entry of new words into their language, this process is irreversible and harmonious. The main achievement for the language is to become a lingua franca, a world language. Since the end of the 20th century, this status can be safely given to English, because it is international. In airports, train stations, on labels, on television – almost anywhere in the world you can find English. There are approximately 375 million native speakers and more than 1 billion second-language speakers. That means one in six can speak the English language. English is in almost every industry, whether its education, science, technology, business, media, medicine, etc. and of course English requires some effort to learn.

There are many various methods of teaching any language. The history of methods of teaching foreign languages knows numerous and diverse attempts to find the most rational method of teaching foreign languages. The natural method, pursuing purely practical goals of teaching, first of all, the ability to speak and read easy text, has long satisfied the needs of a society in which productive knowledge of a foreign language was the privilege of its upper strata. With the emergence of schools and the introduction of a foreign language as a general education subject, at first they also tried to teach the language using natural methods, but it was soon replaced by the translation method, which reigned supreme until the middle of the 19th century. Over the next 100 years, there was a constant struggle between supporters of natural, subsequently direct, and translation methods, and although modern methods of teaching foreign languages are in many ways different, the question of using the native language when teaching a foreign language or abandoning it is still of great importance.

However, at any time learning foreign languages was not only the acquisition of foreign language competence, but also communicative flexibility, the ability to learn, emotional stability, and the ability to psychologically engage in the learning process. The effectiveness of such a multifaceted process of mastering a foreign language is directly related to the psychological readiness of the student to assimilate and use a foreign language, both in the classroom and in life situations, to believe in their abilities, not be afraid to make mistakes and not experience embarrassment in communicating in a non-native language. Speaking generally, to be able to overcome psychological barriers.

That is why it is very important for teachers to consider psychological factors when choosing or creating teaching methods. Communication-based learning is the psychological essence of all intensive methods of teaching a foreign language. Communicative communication in foreign languages is of an active nature. Verbal communication serves to solve problems of fruitful psychological activity of a person in the conditions of social interaction of people in contact. With this approach, positive conditions are based for the active free formation of the individual for activity.

Based on all of the above, in this research work, 3 of the most interesting techniques were selected, speaking about their psychological impact on a person. It is thanks to their unusual approach both in terms of presentation of the material and in terms of the psychological state of a person during training that these methods provide a special technique. But at the same time, due to their atypicality, they are less popular and less information is available about them. Therefore, in addition to a theoretical study of each technique, including the history of the creation of the method, the basic principles of operation, the target audience, etc. A practical part will be carried out in which the effectiveness of all selected methods was tested in practice on different age groups, as well as consultations with existing teachers from different countries and educational institutions and surveys among the potential target audience of these methods. Based on all the material, conclusions will be drawn about the effectiveness of these methods and some improvements will be made with mandatory testing of their effectiveness.

CHAPTER 1: THEORETICAL PART

1.1. Common study methods in different countries

Speaking about researching different teaching methods, it is impossible not to mention the difference in educational systems depending on geographical location. Every nation possesses a unique economic status and quality of life, primarily influenced by the effectiveness of its government. Nevertheless, every factory and company requires a workforce, and these individuals do not simply appear out of thin air. They are the product of educational institutions, particularly universities, which plays a pivotal role in this context.

Let us turn to the history of the creation of education systems in the form in which we now see them. The initial period of development of schools, higher education institutions and other educational institutions dates back to the era of great civilizations. The emergence of the school occurred during the era of transition from the communal-tribal system to a socially differentiated society. Despite the fact that ancient civilizations, as a rule, existed separately from each other, they were guided by fundamentally common principles in the field of human education. According to ethnography, the preliterate (drawing) period ended around the 3rd millennium BC. e. and there was an emergence of cuneiform and hieroglyphic writing as methods of transmitting information. It was the emergence and development of writing that was the most important factor in the genesis of the school. Since writing became a technically more complex way of transmitting information, it required special training.

The second factor that determined the emergence of schools was the division of human activity into mental and physical labor, as well as the complication of the nature of the latter. The division of labor led to the formation of various specializations and specialties, including the profession of teacher and educator. A certain result of social development was expressed in the relative independence of the school from the institutions of the church and state. First of all, it established itself as a school of writing. Its goal was to teach the ability to read and write, or literacy, to individual members of society (the aristocracy, clergy, artisans and merchants). The family, church and state were the focus of education in the era of ancient civilizations. Therefore, different types of schools appear: home, church, private and public. The first educational institutions that taught literacy received different names.

For example, literacy schools in ancient Mesopotamia were called «houses of tablets», and during the heyday of the Babylonian state, they grew into «houses of knowledge». In Ancient Egypt, schools arose as a family institution, and later they began to appear at temples, palaces of kings and nobles. In Ancient India, family schools and forest schools first appeared (his faithful disciples gathered around the hermit guru; training took place in the fresh air). In the Buddhist era, schools of the Vedas arose, the education in which was secular and caste-based in nature. During the period of the revival of Hinduism in India (II—VI centuries), two types of schools were organized at temples – primary (toly) and a higher level educational institution (agrahar). In China, the first schools appeared in the 3rd millennium BC. and were called «Xiang» and «Xu». In the Roman Empire, trivial schools took shape, the content of education of which was represented by the trivium – grammar, rhetoric, dialectics, and grammar schools – educational institutions of a higher level, where four subjects were taught – arithmetic, geometry, astronomy, music, or the quadrivium. The trivium and quadrivium constituted the program of the seven liberal arts. In the 4th century, rhetorical schools appeared, which mainly trained orators and lawyers for the Roman Empire. During the era of the formation of a three-level education system in Byzantium, grammar schools appeared (church and secular, private and public). Grammar schools meaningfully enriched the program of the seven liberal arts.

In the Islamic world, two levels of education have developed. The initial level of education was provided by religious schools at mosques, opened for the children of artisans, merchants, and wealthy peasants (kitab). The second level of education was received in educational circles at mosques (fiqh and kalam). Here they studied Sharia (Islamic law) and theology, as well as Arabic philosophy, rhetoric, logic, mathematics, astronomy, and medicine. In addition, there were four types of schools for primary and advanced primary education: Koranic schools, Persian schools, Persian and Koranic schools, Arabic schools for adults.

During the Middle Ages (XIII—XIV centuries), from the apprenticeship system in Europe, guild and guild schools arose, as well as counting schools for the children of merchants and artisans, in which education was conducted in their native language. At the same time, city schools for boys and girls appeared, where teaching was conducted in both the native and Latin languages, and the training was of an applied nature (in addition to Latin, they studied arithmetic, elements of office work, geography, technology, and natural sciences). In the process of differentiation of urban schools, Latin schools emerged, which provided advanced education and served as a link between primary and higher education. For example, in France such schools are called colleges. From the middle of the 15th century, colleges were organized at universities. Over time, they grew into modern colleges or general educational institutions.

The development of the Western European school in the period from the 15th to the first third of the 17th century is closely related to the transition of feudal society to industrial society. This transition had a certain impact on the formation of schools of three main types, respectively focused on elementary, general advanced and higher education.

In Catholic and Protestant countries, the number of urban primary schools established by authorities and religious communities grew. For example, small schools in France, corner schools in Germany. However, the Roman Catholic Church lagged behind the Protestant Church in the process of organizing elementary education. Therefore, in all Catholic parishes, Sunday schools were opened for the lower strata of the population and primary educational institutions for the nobility. And also pious schools were created for the poor.

Over the course of the 15th-17th centuries, the place of the teacher-priest in primary schools was gradually taken by a professional teacher who had received special education and training. In this regard, the social position of the teacher changes. Previously, he lived on offerings from the community and parishioners. Since the end of the 16th century, the teacher’s work was paid by the community. At the same time, improvements have been made in the organization of the educational process: textbooks and blackboards appear in classrooms.

To educational institutions of advanced general education of the XV—XVII centuries. relative to strength: city (Latin) schools, gymnasiums (in Germany in Strasbourg, Goldelberg and other cities); grammar and public schools (in England in Winchester, Eton, London); colleges (in France at the Sorbonne and the University of Navarre, in Bordeaux, Vendome, Metz, Chatillon, Paris, Toulouse); Hieronymite schools (religious community of brothers of common life); noble (palace) schools (in Germany and Italy), Jesuit schools (in Vienna, Rome, Paris).

In the period from the 17th to the 18th centuries, due to the increased influence of secular education, the classical school became the main form of education. First of all, the classical school focused on the study of ancient languages and literature: in Germany – city (Latin) school (hereinafter – real school) and gymnasium; in England – grammar and public (boarding houses for children of the elite of society) school; in France – college and lyceum; in the USA – grammar school and academy.

In the process of development of school education, each type was enriched and improved pedagogically, and also acquired national features and characteristics.

In the 19th century, the legal foundations of the school were laid in Western Europe and the USA. Thus, the class of industrial bourgeoisie, dominant in society, sought to strengthen its position in the future. In the leading industrial countries, the formation of a national school education system and the expansion of state participation in the pedagogical process (its management, in the relationship between private and public schools, in resolving the issue of separating the school from the church) were carried out. As a result, state bureaus, councils, departments, committees, and ministries of education were created. All educational institutions were subject to state control. During the 19th century, a differentiation was made into classical and modern schools. Thus, the following were organized neoclassical gymnasium, real school and mixed school in Germany; municipal colleges and lyceums in France; and additional educational institutions (high schools) in the USA.

As a result of historical school reforms in the 20th century, the foundations of compulsory free primary education and paid education were strengthened (with the exception of the USA and France: in the USA there is a state system of free education up to 16—18 years of age, in France education in secondary school has become partially free since the beginning of the 1940s). x years) state secondary education; the privilege of wealthy sections of society to a full and high-quality education has been preserved; the primary education program was expanded; intermediate types of schools have appeared, connecting primary and secondary education; The secondary science education program was expanded.

As the result a plenty of various approaches to learning across the world had appeared. In the USA, two principles of school organization are currently being implemented: 8 years of education (primary education) +4 years (secondary education) and 6 years (primary) +3 years (junior high school) +3 years (senior high school, as well as private schools and elite academies). The basic approach to education in America is that learning should be fun. American students go to school primarily to have fun. The educational process should be fun, interesting and stress-free. The opposite is considered child abuse.

It is clear that an enhanced thought process cannot be a «fan». This is contraindicated for American students. If, during the learning process, the thought process cannot be avoided completely, then it should be reduced to a minimum, and it must be followed by encouragement in the form of a high mark for the solved problem. Simpler and more understandable ways of rewarding students, for example, in the form of candy for the correct answer from the spot, are also very popular. Otherwise, for an American student, the meaning of learning is lost, since knowledge in itself is not a value. The educational process without remuneration for work ceases to be «fun». Sitting for a long time on one task is not in their rules. First, it requires tension. Secondly, the fact that a student sits for a long time on a problem and cannot solve it indicates either the teacher’s poor performance or the student’s low mental abilities. But this is already a mess. This should not happen in a democratic country. This also implies an attitude towards the teacher. In USA, the teacher is more of a mentor, an assistant, rather than someone in authority.

This attitude to education has both pros and cons. Thanks to such a system, everyone can work at their own pace, and anyone who really wants to gain knowledge will be able to do it. On the other hand, because of this kind of permissiveness, many do not receive even basic skills and it is more difficult for them to live in the modern world.

In England there are two types of comprehensive schools – primary (from 6 to 11 years old) and secondary (from 11 to 17 years old). Children under 14 years old study for free. Secondary educational institutions include: grammar and public (elite) schools for preparation for universities, a modern school for the middle class of British society, a central school with an emphasis on vocational training.

In a two-year pre-preparatory school, children are not yet studying, but rather preparing for the lower grades – primary school (also known as preparatory school and elementary school). Education at the next level includes basic subjects: languages, elementary mathematics, history, science, physical education, music. In lower grades, project work is very common – students form groups and work on common assignments together. In general, the principle of «together» in the English school is very developed, if not cultivated. Teachers in most cases know all the children by name (and many parents) and help children make friends with each other and approve of the initiative of elders in relation to younger ones. Much attention is paid to relationships between schoolchildren: aggression is punished strictly, including expulsion from school.

At the age of 11—12, the second stage begins – Secondary school, high school. It can be a comprehensive school, a gymnasium, a selective school or a church school. Church schools are schools formed at parishes; selective schools require high grades in basic subjects, that is, successful testing before entering school; gymnasiums place an emphasis on mathematics.

At this stage, many students move from state schools to private ones, although there are, of course, private primary schools in the UK as well. The British private school is as much a hallmark of the country as the monarchy, the performing arts and rock music. Today there are almost four thousand private schools in Great Britain, and the first of them appeared here many centuries ago in monasteries. True, now they have a very indirect relationship with monasteries. An independent school is what they are also called, meaning independence from government funding and the state educational program. Although the educational basis for the systems is the same.

However, a private school is considered to place more emphasis on students and provide a higher standard of education. Another reason to study at an independent school is to become part of history and maintain tradition, something that has always been very important to the British. Many English families study in the same school generation after generation and do not even consider any other options solely because of maintaining tradition.

But the separate education of boys and girls is not only a tribute to tradition, but also a reasoned common practice. There are approximately equal numbers of supporters and opponents of such a scheme in the UK today, which is why such schools are still popular. The motives of the adherents of separate education are by no means sanctimonious. On the contrary, they believe that children should be separated into different buildings (and schools), taking into account the following reasons: girls develop intellectually faster than boys – there is no need to interfere with those in the same class who are ahead and behind. Boys and girls have different criteria for success – there is no need to pit them against each other «Women’s» and «men’s» responsibilities are leveled out – both boys and girls in their teams learn to do «non-female» and «non-male» work, become more independent and organized.

If the primary school pays great attention to community, then the secondary school relies on education and upbringing, and the concept of «education» includes not only learning, but also rhetoric skills, working with text and information, the ability to speak in front of an audience, and an understanding of art as classical, and modern. Raising an English gentleman or young lady is the prerogative of the most elite schools, but the ability to behave in society is also monitored in simpler schools. It’s interesting how all these principles correlate with reality: it’s no secret that English teenagers are considered almost the most cocky and hooligan in Europe. At the same time, they are all trained in good manners and at the right moment they very quickly «activate» their knowledge.

The A-Level certificate or its international analogue IB (International Baccalaureate) is still a secondary school, but it is already direct preparation for entering a university. It lasts for another two years. At this stage, students again choose the subjects they will need when entering university. The school has a department that helps you decide on a career (careers department). Each student is assigned a personal mentor with whom they can discuss their prospects, and he also helps them choose a university. The free choice of subjects and the school’s interest in the success of its students almost eliminates absenteeism – it becomes completely useless, because you yourself decided what you need to study. Lessons are built on constant discussion, discussion and searching for answers. This approach to education makes England one of the world’s leading leaders in education and develops children’s talents in line with their interests.

Children in China start school at the age of 6—7 years. Education at the school is divided into three levels: primary school (the period of study lasts 6 years), secondary school (children also study here for 6 years) and high school (training lasts 3 years). The first nine years of school are free, parents pay for high school, but gifted children can receive a scholarship. It is very rare that a Chinese school combines all three levels at once; most often these are three different schools with different names. The territory of Chinese schools is huge, consists of a complex of buildings and is a mini-town. This allows it to accommodate about 4 thousand students, and in one class the number of students sometimes reaches 90 people. Thus, it is very difficult to convey information to all students, an individual approach is lost, basically all tasks are completed by the choir.