Soviet Method of FLT

A scientific approach to foreign language teaching has always been followed in the former Soviet Union. Every pupil has to learn a foreign language and acquire habits and skills in using it.

Since then research work has been carried out in this field. As a result our schools have received new courses adjusted to the needs of Soviet schooling; various textbooks and books on the improvement of teaching methods have been published. The result is new textbooks and a whole series of supplementary teaching materials now in use in schools. These are the main features of the method which we believe may be recommended for the teaching of foreign language in schools.

The aims of our teaching are practical, educational and cultural. The teaching of a foreign language must first and foremost lead pupils to practical mastery of it. There are 4 (four) abilities to train: listening, speaking, reading, writing with understanding as the main ingredient in each. This indicates that the teacher’s chief concern should not be only over difficulties of pronunciation, the growth of vocabulary or grammar, but over language abilities into action.

The method is based upon a scientific approach to the determination of the content of teaching. This implies careful selection of linguistic material, a clear idea of the desired result in terms of the habits and skills that should be acquired by pupils; in other words, the exact knowledge, of what one expects to achieve at every stage of instruction.

The method is guided by the following principles:

oral language is the principal means of teaching a foreign language to achieve any objective the teacher sets;

the method is based on the following sequence of language activities: pupils assimilate the material orally before they read and write it;

activeteaching techniques are widely used: visual, audio and audio – visual aids, teaching materials for stimulating the pupil’s speech activities.

a special emphasis is laid on a definite sequence in forming language skills:

-getting information about a language unit;

-various drill exercises within the target language sufficient for fixing the material in pupils’ memory and forming habits in using it;

-a large number of creative exercises for the pupils for participate actively in the process of communication;

e) the method strives for the constant increase of active time for each pupil to practise in hearing, speaking, reading and writing.

All this should its reflection in a sequence of lessons as well as in each separate lesson. It should also be applied to work after classes (extra curricular work and optional course).

Since it is the teacher who teaches pupils a foreign language, a few words should be said about his work.

Teaching a foreign language is hard work. But hard will nearly always bring success when a teacher does his best to make his pupils do the work.

Indeed, a foreign language teaching requires so much mental and physical activity because of the complexity of language learning. On the one hand, the teacher must provide his pupils with the knowledge of different aspects of the language (phonetics, grammar and vocabulary); on the other hand, he should equip them with habits and skills in hearing (listening comprehension) speaking, reading and writing. Hence, the teacher of foreign language needs: 1) a good command of the language he teaches, and a efficient knowledge of its phonic, graphic, grammar systems and vocabulary; 2) a knowledge of pedagogics and psychology; the nature of the learner and the nature of teaching and learning processes; 3) a knowledge of teaching methods and techniques, the best and most effective ones to use; an understanding of the purpose and aim of each method and device he uses; 4) confidence and skill in his handling of teaching techniques. This will allow the teacher to find the right approach to each particular situation and therefore, to be really proficient.

Дата добавления: 2014-01-05