1_module_lectures o n m e t h o d o l o g y

8/11/2019 1_module_lectures o n m e t h o d o l o g y

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MODULE_ O N M E T H O D O L O G Y

Methodology is a science which studies objectives contents !egulations "eans

devices "ethods and syste"s o# teaching and lea!ning and studying educational

$!ocess on the "ate!ial o# a given language%

&ny science has its own catego!ies' subject object !egula!ities and "ethods o#

!esea!ch the $!inci$les%

(athego!ies o# Methodology

)yste" o# teaching' a "odel o# the teaching $!ocess co!!es$onding to a de#inite

"ethodological conce$tion which dete!"ines objectives contents and "eans o#

teaching%

E%g% The "ethodological syste" o# M%*est% His conce$tion was that when you

have "o!e than +, $u$ils in the class you can teach the" english only th!ough

!eading whe!e eve!y $u$il advances in his own $ace and the teache! $lays the !ole

o# the "aste! o# the ce!"onies only%

&t that ti"e -ndia beca"e the colony o# G!eat .!itain% Unde! such conditions was

bette! to edit /,, good boo0s than to educate /,, good teache!s%

The objectives o# M%*est1s teaching was to teach to !ead by !eading%

2o! the contents $!esu$$oses he too0 in his boo0s eve!yday to$ics% The

"ethodological Guide #o! teache!s was called 3Teaching English in Di##icult

(u!cu"stances4%

&s the "eans o# teaching he designed a se!ies o# g!aded boo0s #!o" the easiest to

"o!e co"$licated ones%They we!e called 3G!een (o"$anoins4 35ed

(o"$anions4%%6 boo0s all in all%

Method is a gene!ali7ed "odel o# the "ajo! co"$onents o# teaching on the basis o#a do"inee!ing idea% M%*est1s "ethod was based on "a0ing the students !e"e"be!

the necessa!y vocabula!y and st!uctu!es th!ough #!e8uent !e$etition o# these wo!ds

and $h!ases9 at least 6 ti"es $e! $age:%

The!e a!e di##e!ent "ethods' g!a""a!;t!anslation "ethod

conte


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M

E%g% > devices how to e: by de!iving the "eaning #!o" the situation etc%

Means o# teaching' all so!ts o# "anuals boo0s elabo!ations technical aid

"ate!ials visual aids co"$ute! $!og!a""es etc%

)ubject = all the $!oble"s connected with the s$he!e o# activity which is called

teaching $!ocess'

?: ai"s and objectives o# teaching

@: selection and de#ining the contents o# teaching

/: a #o!eign language as a subject $!oble"s

A: Teache!1s and )tudent1s activities

B: e##ective "ethods and devices

+: histo!y o# develo$"ent etc

the sco$e o# all $!oble"s a!ound teaching $!ocess%

Object = all $edagogical $heno"ena connected with teaching and educating by

"eans o# a #o!eign language%

)che"e ?% Methodology and the othe! sciences%

Cedagagogy

CsychologyLingustics


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Table ?%5egula!ities

Language Csychology Cedagogy Methodoologylanguage s$eech education

thought cognition educating

!eality

to s$ea0 a

language you

should !e#lect the

!eality

s$eech and

cognition a!e

achieved th!ough

activeness o# the

s$ea0e!

education and

educating ta0es

$lace in the cou!se

o# teaching

teaching should

be done on the

!ealt!ue;to;li#e

situations

?:-n linguistics = linguistic and e


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teaching $!ocess which a!e co""on to

teaching any language i!!es$ectively o#

the "othe! tongue o# the students

"othe! tongues

E%g E%g%

Methods o# 5esea!sh'

The!e e


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E


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E%g% Cu$il' - bought a new boo0%

Teache!' &nd yeste!day%

Cu$il' - bought it yeste!day% = 9d!ill e


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o# co""unication% -ts basis is the di##e!enciation between $!e;co""unicative and

co""unicative activities%

Th!ough $!e;co""unicative activities the teache! isolites s$eci#ic ele"ents o#

0nowledge o! s0ill which co"$ose co""unicative ability and $!ovedes the

lea!ne!s with o$$o!tunities to $!actise the" se$a!ately% The lea!ne!s a!e thus being

t!ained in the $a!t s0ills o# the co""unication !athe! than $!actising a total s0ill tobe ac8ui!ed% This catego!y includes the "ajo!ity o# the lea!ning activities cu!!ently

to be #ound in the te


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E%g% -t1s inte!esting Let1s see wethe! it is !ight o! not%

Neve! say 3You a!e !ightw!ong4 neve! be a judge it is bette! to "a0e

so"ebody else a judje%

Methodology and its !elations with othe! sciences%Methodology as a science can not develo$ i# it doesn1t ta0e into account the latest

develo$"ents o# a nu"be! o# sciences it !elates to%

Tis #act can be e


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E%g% The #!e8uency o# the "ate!ial in$ut in#luences the $hysiological state o# the

sudent%> hou!s o# ha!d wo!0 can "a0e a $e!son "ad but i# they can listen to so"e

$leasant "usic in the head$hones du!ing that wo!0 it beco"es less dange!ous%

Native wo!d(once$t o! object

2o!eign wo!d

Object o# the !eality

Language is a syte" o# "eans9 lenguage vehicles: which a!e necessa!y and

su##icient #o! co""unication $lus !ules o# thei! use%

)$eech is actualisation o# language syste" in conc!ete acts o# co""unication i%e% it

is not only the 0nowledge o# language "eans and !ules o# thei! uses but alsoauto"ati7ed usage in co""unicative acts% &cco!dingly a $e!son "ay be assesed by

the co"$etences he has ac8ui!ed% *hen only the language st!uctu!e is ac8ui!ed and

the $e!son s$ea0s with good g!a""a! we "ay s$ea0 only about language

co"$etence%

.ut linguistic co"$etence is not enough to s$ea0 the 3authentic language4% .y the

3authentic language4 we "ean s$eech which is #o!"ulated in acco!dance with

cultu!al and conven tional t!aditions o# the $eo$le% *hen a $e!son s$ea0ing

co!!ectly #!o" the g!a""atical $oint o# view uses $h!ases which a!e the e


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L&NG C&5OL

Language as a syste" Language as a "eans o# co""unication

O!tho;

g!a$hy

Chone;tics Le


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The ne


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3- have "ade this e


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Listening5eading9silent: 5etelling5eciting a $oe"

o! singigng a song

9without une!standing the

language:

C!oduction is a $!ocess o# s$ontaneous s$eech e


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5ole o# "e"o!y in ac8ui!ing a #o!eign language%

The!e a!e such ty$es o# "e"o!y as' sho!t;te!" "e"o!y

long;te!" "e"o!y

$hoto;"e"o!y

intentional "e"o!y

unintentional "e"o!y visual "e"o!y

"oto! "e"o!yetc%

2o! language lea!ning we need only so"e ty$es o# "e"o!y%

)ho!t;te!" "e"o!y is connected with "ate!ial $e!ce$tion and lasts #o! about A

"inutes at the "ost and #o! di##e!ent $eo$le it is di##e!ent%te! we have hea!d an

utte!ance it is in ou! sho!t;te!" "e"o!y #o! so"e ti"e necessa!y #o! ou!

unde!standing it and then it goes to the long;te!" "e"o!y whe!e it can be !etained

#o! @A o! A> hou!s o! even longe!% &nd then this "ate!ial goes to the subconscious

a!ea o# the hu"an b!ain% -n othe! wo!ds this in#o!"ation is i"$!inted in theeng!a""es o# ou! b!ain% -t is i"$!inted in the #o!" o# so called t!aces% &cco!ding

to the law o# i"$!inting a $e!son neve! #o!gets anything% Eve!ythin he sees hea!s

!eads etc all that leaves t!aces on his b!ain% That is why the "ain $!oble" o#

"ethodology is not to "a0e the stunent study but to hel$ hi" to e


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Fnowledge habitss0ills%

These catego!ies a!e at the sa"e ti"e "ethodological and $sychological

catego!ies%Fnowledge = is the whole bul0 o# language "ate!ial liable9: to be ac8ui!ed

actively and $assively%

Habits = a!e auto"ati7ed actions with $honetical le


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*hen the teache! as0s a 8uestion the student "ay give not only one to one

answe!s%Ta0ing into conside!ation that the student has his own bac0g!ound sco$e

o# 0nowledge di##e!ent attitude to the #o!eign language as a school subject we can

not e


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dialogues o! it "ay be a s$ontaneous s$eech% -n the #i!st case !e$!oduction o# the

dialogues can be a good "eans o# develo$ing s$eech habits but s$ontaneous

s$eech achieved only th!ough un$!e$a!ed tal0ing%M% *esta $!o"inent b!itish

"ethodologist said' 3Lea!n to s$ea0 by s$ea0ing to !ead by !eading etc4 He

"eant s$ontaneous s$ea0ing% *hile co""unicating the student assu"es so"e

!oles and each ti"e he $e!#o!"s a new social !ole9 $!o#esso! and a student a waite!and a custo"e! etc:%

-# acco!ding to the co""unicative a$$!oach the student is given an o$$o!tunity to

choose the !ole to solve to #ind solutions inde$endently he is su!e to be "otivated

and willing to s$ea0%

E%g% & #light to s$ace%*hat 8ualities should the $e!sonnel have to "a0e a tea"%

The tache! b!ings u$ a $!oble" but doesnQt say what should each student

do%)$ecialist in languages can ude!stand the $u!$ose and the beni#it o# doing

e


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language teache!swhose st!ong $oints "ust be accu!acy theo!etical 0nowledge o#

a language%

Didactic basis o# Methodology%

& #o!eign language lesson%-%& t!aditional lesson%

-t shoud co"$!ise a nu"be! o# obligato!y stages'

?: Eve!y lesson should begin with so called o!gani7ation $e!iodstage %Usually

at this stage the teache! as0s about the absent $u$ils who is on duty what

the wethe! is li0e9 -t is not bad% .ut un#o!tunately !eal weathe! is nea!ly

always is not ta0en into account:%

@: The second stage is s$eech e


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?: To give a gene!ali7ed objective% -t "ust be vaguely $ut "ust contain a

con#lict and have a nu"be! o# solutions%

E%g% The teache! has in "ind (onditionals%.ut he just says' 3-s it sise to give

child!en "oney-# you give%%%%%4That is a $!oble" with "any solutions at least

th!ee%The conc!ete solutions o# the $!oble" constitute al!eady the scena!io o# the

lesson and each conc!ete objective should be solved by the students acco!ding tothe algo!yth"

@: Each conc!ete objective "ust contain a con#lict%

E%g%- want to ta0e "oney #!o" the ban0 but - have neve! been the!e%

/:To give the behaviou!al "odel' what to do and how to do% The lesson should

have !easonable objectives%

E%g%Clease $hone you! uncle and as0 #o! in#o!"ation and $ut it down%

A: To give the students language "odels i%e% to su$$ly the students with all the

new "ate!ial he needs% -t is he!e to teach the" wo!ds g!a""a! etc%The language

"ate!ial is given in connection with the $!oble" solved but not all the "ate!ialneeded #o! this $a!ticula! day%

A: Uniting the students1 e##o!ts =s"all g!ou$s #o!"ation%

B: 5e8uisite$!o$e!ties = hand;out "ate!ials% *hen the student has so"ething in

his hands it is "o!e conc!ete s$eci#ic%

E%g% -# the conc!ete objective is to $ost the $ostca!ds the teache! "ay give the

student so"e !eal $ostca!ds% The student1s s$eech beco"es "o!e $!ecise and

c!eates une


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They taught "e all - 0now%

Thei! nai"es a!e *hat and *hy and *hen

&nd How and *he!e and *ho%

Objectives o# Teaching Languages%

?: Educational objectives 9]]X]`fZ:@: Educative objectives 9 ]^\`fZ:

/: C!actical objectives 9\X^:

Educational objectives% Teaching a language o# a #o!eign count!y $!esu$$oses not

only lea!ning the language as such but also getting ac8uainted with the cultu!e o#

the count!y% The gena!al in#o!"ation about the count!y1s geog!a$hy and histo!y

custo"s lite!atu!e "ain indust!ial cent!es #ol0lo!e wide the sco$e o# vision o# the

students% -t ve!y good when the teache! doesn1t con#ine hi"sel# to the "ate!ial o#

the te


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audio and video "ate!ials that the student ac8ui!es a language #!o"% .ut not only

that%

&s we 0now lea!ning a #o!eign language $!esu$$oses not only language "ate!ial

ac8uisition bu also develo$"ent o# habits and s0ills o# using this "ate!ial%)o the!e

has been a long a!gue"ent whethe! habits and s0ills ac8uisition should be

conside!ed as a $a!t o# contents o# teaching% -t is only !easonable to conside! the"as contents o# teaching because othe!wise the "ate!ial ac8uisition at the level o#

unde!standing "ight be ta0en #o! the #inal 8oal o# language lea!ning% .esides

0nowing about the language !e8ui!es so"e 0nowledge o# cultu!e lite!atu!e

histo!y custo"s t!aditions etc a s$ecialist in a #o!eign language should 0now

about !ealias 9:% 5ealias en!ich the student1s idea about the cultu!e o# the count!y

get to 0now habits and custo"es and should go within the contents o# teaching%

)$eech activity and e


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*!iting an e

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