Aims and Content of F.L.Teaching in secondary schools

Outline

1) Practical, cultural, educational and developmental aims of FLT in secondary schools. Their interrelation and interdependence.

2) Content of FLTeaching in secondary schools.

Aims of teaching are determined by the requirements of secondary school syllabus to the final level of knowledge, skills and habits the pupils are to acquire (to get, to assimilate) as a result of learning a F.L. at school.

Aims of F.L.teaching are influenced by the tasks of all-round development of a personality and up-bringing of children as well as by requirements of the syllabus of a certain type of school.

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Aims of teaching a F.L. are determined by the following conditions:

-a type school (special schools);

- specific character of the subject taught;

- social interest;

-personal needs of people.

There are 4 aims of F.L.teaching. They are:

· Practical;

· Educational;

· Cultural;

· Developmental.

The idea the Practical aim is to provide a sufficient level of knowledge and speech habits and skills (in Sp.,R.,Wr., LC) as well as some experience of independent work so that to enable schoolleavers to go on with their studies on their own.

According to the syllabus, practical command of a F.L. is specified in 2 aspects:

1) to teach a foreign language as a means of communication within the limits of the situations determined by the syllabus;

2) to read plain texts without a dictionary and more difficult ones – with the help of a dictionary.

Cultural aims make a substantional contribution:

· to the developing pupils’ linguistic outlook, as they get acquainted with some phenomena which are not typical of their mother-tongue (e.g. tenses, articles….);

· to developing the pupils’ communicative abilities;

· to widening the pupils’ communicative vision of the world, as it makes them acquainted with the life, customs and traditions of the people whose language they study;

· it also implies developing the pupils’ intellect, his voluntary and involuntary memory, his imaginative abilities, logical thinking, etc.

The cultural aim is realized within:

· critical, patient and creative attitudes to yourself and others, to a new culture, event, knowledge;

· the development of different character traits, outlooks, beliefs, moral-esthetic and emotional experience, different kinds of motivation and the abilities to use them to contribute successfully into the process of real and pedagogical communication;

· the development of the awareness of the new activities, new people civilizations;

· the development of the desire to cooperate and socialize;

· the keeping up cultural traditions of your own country and understanding and respect others’; to compare different cultures, to express a personal point of view on other cultures, problems as well as to use the knowledge, got from learning other subjects.

It is important to point out and note down that cultural aims are realized within the process of achieving practical aims.

Educational aim promotes formation of such features of character as diligence and abilities for independent work, persistence, concentration, inquisitiveness.

Educational aims are also realized within the process of achieving practical aims and presuppose to contribute to: -all-round development of a personality;

-widening the pupils; world outlook;

-moral education.

Educational aims can be achieved by means of:

· selection of language material;

· correct organization and conduction of a F.L. lesson and effective combination of its main components;

· choice of visual aids;

· the teacher’s manners and appearance;

· teaching the pupils to work with books on their own, e.g. independently.

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The main idea of the Developmental aim is how to teach a learner:

· to develop his creativity, intellectual and cognitive abilities;

· to develop different types of memory (visual/audio, short/long-termed, voluntary/involuntary), attention, skills, necessary for creative activities;

· to develop mechanisms of anticipation, predicting, guessing, etc.;

· to develop the learners’ initiative, logical thinking. The abilities to start, to go on and to finish their communication.

Developmental aims develop creativity, intellectual and cognitive abilities of a person. The are achieved by means of different problem-solving tasks, guessing games, etc

The content of teaching a F.L.

Common European Framework of Reference, a document,where the foundations for an international comparison of objectives and qualifications relating to language learning and teaching are laid. The framework of reference describes what a language user can do in languages at a certain proficiency level.

Common European Framework of Reference
Proficient user	C2	Mastery
C1	Effectiveness
Independent user	B2	Vantage
B1	Threshold
Basic user	A2	Waystage
A2	Breakthrough

Language Portfolio for adults outlines which proficiency level a learner has reached and which plans he has to extend his language competences in the future.

Portfolios have been worked out for 3 groups of learners:

1) young children (8-12) –A1 level;

2) adolescents (12-16) – A2 level;

3) young adults (16+) – B1-B2 levels.

The Portfolio promotes the insight into each own learning process so that an individual learner can design an efficient learning strategy.

Methodological principles of communicatively-oriented teaching:

· language as a means of communication;

· learner-based learning of a F.L.;

· integrative approach in teaching;

· using different types of activities, regimes and tasks;

· a teacher in the classroom is manager, motivator, stimulator, adviser, analyzer, negotiator, researcher, material designer, facilitator;

· a pupil is responsible for his studies:

a) he must find out the ways of learning, effective for him/her, cooperate with other pupils and learn from them;

b) pupils are active participants of communication, they should show their knowledge and interests in problem solving tasks and also initiate different speech activities;

c) they participate in the choice of texts, exercises, methods of teaching and evaluation of them;

d) should be able to enlarge their knowledge independently using different literature and reference books;

e) should be able to overcome difficulties and to talk about them with a teacher;

f) should be able to evaluate their own and their friends’ achievements in learning a F.L.

Communicative language competence is the ability of a learner to use all of 4 competences: sociolinguistic;

linguistic;

Дата добавления: 2014-01-11