NEW METHODS OF TEACHING ENGLISH IN THE MODERN CLASSROOM | Алламурадова Акджемал, Караева Насиба. Работа №320833. Номер работы: №320833

5th year student Karayeva N, Teacher, Department of Languages Allamuradova A.

Turkmen state architecture and construction institute,

City Ashgabat,Turkmenistan

NEW METHODS OF TEACHING ENGLISH IN THE MODERN CLASSROOM

Abstract: While traditional methodologies such as the audio lingual and direct methods still offer useful elements, they’re clearly outdated in the modern classroom. As we know that methodological approach in teaching foreign languages may be divided into three groups.

Keywords: innovation, methods, learning by doing, grammatical skills, passive methods, active methods and interactive methods.

If we speak here in the first place about the passive methods, it should be noted that in passive methods a teacher is in the center of teaching. He plays active role but the learners are passive. Control can be carried out by the way of questions, individual and control work, tests etc. In active methods learners are also active. Their role and activity is equal in the process of interaction. Learners may ask questions; express their ideas with a teacher. The last but it is in the first nowadays interactive method or approach is a modernized form of active methods. Interactive methods are the methods that involve co-education, i.e. collaborative learning: students and teacher are the subjects of learning. The main distinguishing feature of interactive teaching methods is an initiative of students in the learning process, which is stimulated by teacher from the position of assistant partner. Within the lesson of a foreign language, teachers use the following interactive methods and techniques:

Brainstorming; conferences / discussions; cluster; role-playing / business games; multimedia learning; business game; carousel; aquarium; the concept wheel; Brownian motion; decision tree; receiving a mental (intellectual) card; debates; jigsaw; cinquain; case-study; thick and thin questions; circles on the water; zigzag; case, mincer, basket; reasoned letter.

Brainstorming. It is technique for generating new ideas on a topic. This method stimulates creative activity of the learners in solving problems and expresses their ideas quickly. Teacher should listen to all utterances and not criticize them. Instead of this he inspires the learners to give as many variants of solving the problem as he (or she) can. At the end of brainstorming activity all the expressed utterances are written and then analyzed. Therefore, one of the main conditions of brainstorming is avoidance of criticism.

Icebreaker. This technique is used to create comfortable and friendly relationship between learners at the beginning of the lesson. The purpose is to remove communicational ,barrier and overcome some difficulties in communication.

Discussion. This type of interactive method requires studying teaching material on the theme before starting discussion. After having learnt the lexical-grammatical material on the theme the learners may start discussion. This method helps the learners consistently and logically expresses their ideas by presenting grounds for their utterances. The learners work in small groups and this improves their activity because every member of the group may express his/her ideas and takes part in the discussion.

Cluster/ mental map. Cluster can be used in all stages of teaching English to both young and aged learners. In presenting new words a teacher writes a new word on the blackboard. And then learners tell the words that can be used together with the given word. This method involves all the learners into active work and forms of motivation.

In a mental map the teacher clearly sets out the problem or issue that needs to be addressed. Such cards are diagrams, that represent various ideas, tasks, theses connected with each other and about the card allows us to cover the whole situation as well as keep a lot of information in the mind simultaneously in order to find the links between the individual sites, the missing elements, remember the information and be able to reproduce it even after a long time.

Role playing. Role playing involves the learners into active work by positively influencing on their inner activity. This creates favorable conditions for cooperative work. Such atmosphere creates their motivation, personal potentials of inner activity and helps to form practical skills and habits.

Multimedia learning. This is the next innovative method. It is the combination of various media types as text, audio and video materials by the help of which teacher present information to the learners. By using information technology as an innovative teaching and learning strategy in a problem based learning teacher tries to motivate learners to active knowledge through real life problems.

Business games unlike other traditional teaching methods allow you to reproduce the situation more fully, to identify problems and their causes, to develop solutions to the problems, to evaluate each of them, to make a decision, and to determine the mechanism for its implementation.

Carpet of ideas is one of the methods of solving problems. It takes place in three stages. Students are divided into 3-4 groups. The first stage understands the problem. Participants are invited to answer the question why there is such a problem.

The group writes the answer on sheets of colored papers and then hangs on the poster "Carpet of Ideas. The second stage is the search for solutions. What can be changed? Each group offers its answers and writes them on sheets of colored paper.

The third stage is the individualization of activity. What I personally do to change the existing situation. The fourth stage is the evaluation of ideas. Individual decision making: what I can do to solve the problem and what I will try to do.

Carousel is an interactive method of work, in the process of which two rings are formed: internal and external. The inner ring is formed by the students sitting motionless, and in the outer ring the pupils change every 30 seconds. Thus, they manage to say a few topics in a few minutes and try to convince them that they are right.

Aquarium is a performance where the spectators act as observers, experts, critics and analysts. Several students play the situation in the circle, while the others observe and analyze it.

Brownian movement approach assumes the movement of students in the class with the purpose of collecting information on the proposed topic while working on the grammatical constructions studied. Each participant receives a list of questions-quests: «Interview your group-mates what subculture they belong to or share ideas with» or «Who can help teenagers cope with their problems?" The teacher helps formulate questions and answers and ensures that the interaction is conducted in English.

Jigsaw. Students are grouped in groups of 4–6 people to work on educational material, which is divided into logical and semantic blocks. The whole team can work on the same material, but each member of the group gets a topic that he develops especially carefully and becomes an expert in it. Meetings of experts from different groups are held, and then each one reports in his group about the work done. The students are interested in ensuring that their comrades conscientiously fulfill their task, this may affect the overall final evaluation. Reports on the whole topic are given to each student individually and the entire team as a whole. At the final stage, the teacher can ask any student in the group a question about the topic.

References
[1]. Diller, Karl Conrad (2005). The Language Teaching Controversy. Rowley, Massachusetts: Newbury House. ISBN 912066–22–9. §11
[2]. Fries Ch. C. Teaching and Learning English as a Foreign Language. AnnArbor,1947.
[3]. Palmer H. Scientific Study and Teaching of Languages. London, 1922.