1 вариант: 13-сұрақ

What no one tells you when you first begin working towards your dreams is that, motivation is the key to everything!

Intrinsic motivation is a type of motivation in which an individual is being motivated by internal desires.

For example, let’s say an individual named Bob has set himself a goal to begin losing weight and becoming healthier.

Let’s also imagine that Bob’s reason to pursue this path of fitness and wellness is to improve his health overall and feel more happier with his appearance.

Since Bob’s desire to change comes from within, his motivation is intrinsic.

2. Extrinsic Motivation

Extrinsic motivation, on the other hand, is a type of motivation in which an individual is being motivated by external desires.

Rather than being motivated by the need to look better and feel healthier, let’s say that Bob was feeling pressure from his wife to slim down and improve his physique so that she would be more attracted to him.

Since this pressure comes from the outside, this is an example of extrinsic motivation.

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 foreign language (FL) at school.

Aims of FLT 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.

Aims of FLT are also determined by the following conditions:

the type of schools (special schools)

specific character of the subject taught

social interest

personal needs of people

There are 4 aims of FLT:

Practical

Educational

Cultural

The idea Practical aim is to provide a sufficient level of knowledge, speech habits and skills (in Speaking, Reading, Writing, Listening) as well as some experience of independent work so that to enable school leavers to go on with their studies on their own.

According to the syllabus, practical command of a FL is specified in 2 aspects:

to teach a FL as a means of communication within the limits of the situations determined by the syllabus

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

Cultural aim

Cultural aim makes a substantial contribution to:

expanding pupils’ linguistic outlook, as they get acquainted with some phenomena which are not typical of their mother-tongue (e.g. tenses, articles etc.)

improving the pupils’ communicative abilities

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

developing the pupils’ intellect, their voluntary and involuntary memory, imaginative abilities, logical thinking, etc.

Cultural aims are realized within the process of achieving practical aims.

Educational aim

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

moral education

Educational aims can be achieved by means of:

selection of language material

correct organization and conduction of a FL lesson and effective combination of its main components

choice of visual aids

teacher’s manners and appearance

teaching pupils to work independently

The main idea of Developmental aim is 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) and attention

to develop the mechanisms of anticipation, prediction, etc.

to develop the abilities to start, to go on and to finish their communication.

Developmental aims are achieved by means of different problem-solving tasks, guessing games, etc.

15-сұрақ

Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. But teachers fill a complex set of roles, which vary from one society to another and from one educational level to another. Some of these roles are performed in the school, some in the community.

Roles in the school or university

Mediator of learning

joyed a very good reputation among the Indian teachers and the students, still enjoying.

Translation Method means teaching a target language ( here it is English) by translating it into mother tongue. The teacher translates each word and sentence in to the mother tongue. This is one of the simplest way of teaching a foreign language. Neither the teacher nor the taught have to make extra efforts to learn the target language.

Advantages of Translation Method -

1. This method is useful in the class in which there are a large no of students.

2. It is beneficial to use in the class where there are students of various levels - very intelligent and not-so-very intelligent.

3. It helps teacher much to clear the meaning of a word and sentence to the students easily by translating them in to the mother tongue.

4. The students understand the things very easily if taught using this method.

5. It doesn't consume the time in finishing the syllabus.

6. Precise pictures of things can easily be made in the minds of the learners using this method.

7. This Method is very useful for the average and below-average students.

1. No oral work takes place in the class room due to this method. Only teacher speaks.

2. The main focus remains only on the mother-tongue and the target language remains ignored.

3. No Speaking in the target language is possible. The only thrust remains on the reading.

4. The students don't develop the power of thinking in the target language. They become mentally lazy.

5. It doesn't help the students to learn correct pronunciation of English Language of the target language.

6. Main emphasis is given on the Rules of Grammar.

7. Students try to do everything by translating.

8. This method doesn't involve the students mentally and it is just like story telling method.

17-сұрақ

The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in England around 1900 and contrasts with the grammar–translation method and other traditional approaches, as well as with C.J. Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.[1]

In general, teaching focuses on the development of oral skills.[2] Characteristic features of the direct method are:

• 
  teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
  
• 
  teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
  
• 
  centrality of spoken language (including a native-like pronunciation)
  
• 
  focus on question-answer patterns
  

– the principle of conscious approach;

– communicative approach;

– differentiated and integrated instruction;

– activity;

– visuality;

– accessibility and durability;

– individualization;

– consecutiveness;

– systematicness;

– heuristics, etc.

The Principle of Activity

The didactic principle of activity presupposes a constant accumulation of knowledge and active participation of learners in the process of instruction. In TEFL we usually differentiate between intellectual, emotional and speech activities, which, if taken together, ensure favourable conditions to master the language (cf. 59, p.49). The intellectual activity can be obtained through guesswork, problem-solving questions, reading texts with their subsequent interpretation, etc. The emotional activity takes place when the pupils are pleased with the work they perform, when they like to learn a FL, and like the way of teaching. Speech activity appears during oral communication and is largely due to the intellectual and emotional activity which “feeds” it. To enhance the activity it is necessary to intensify the learning activity of the pupils. Group, choral, and collective work (discussion of a book, role-playing, holding a press conference, etc) can achieve this.

1. The pupils must be taught to think from the outset not in the mother tongue but in the foreign language.

2. In the early stages and on, the approach to FLT should be primarily oral.

3. The pupils must, whenever it is possible, speak and act, perform actions, and at the same time comment on them. The Total Physical Response Method could be recommended here.

4. Throughout the whole course of instruction, the inductive approach should be adopted: practice precedes theory, since theory is active if put to practical use.

5. Group and choral procedures should be encouraged since they enable all pupils to participate actively in the class-work.

At its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat it.

Other types of drill include substitution drills, or question and answer drills. Substitution drills can be used to practise different structures or vocabulary items (i.e. one or more words change during the drill).

Example:

Response: 'He goes to work.'

In question and answer drills the prompt is a question and the response the answer. This is used for practising common adjacency pairs such as 'What's the matter?', 'I've got a (headache).' or 'Can I have a (pen) please?', 'Yes, here you are.' The words in brackets here can be substituted during the drill.

In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice. There is one correct answer and the main focus is on 'getting it right' i.e. on accuracy. Drills are usually conducted chorally (i.e. the whole class repeats) then individually. There is also the possibility of groups or pairs of students doing language drills together.

Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of

the lesson or during certain task types.

Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.

Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers.

Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence.

Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.

Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners.

Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.

For the teacher, drills can:

Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.

Help us recognise if new language is causing problems in terms of form or pronunciation.

20-сұрақ

Total Physical Response (TPR) was systematized as a language teaching method by American psychologist James Asher in the 1970s. It is rooted in the belief that when action is combined with language, learning is boosted. TPR is a comprehension approach, stressing the importance of input in the initial phase and modelled on the stress-free way that children learn their mother tongue. By listening to the target language and converting it to action, speaking will eventually manifest spontaneously. Motor activity encourages right-brain learning and long-term storage (similar to learning to ride a bicycle).

Note that Total Physical Response was never intended to be a stand-alone teaching method. It is ideally used in combination with other methods and can be particularly useful for, though not limited to, teaching young learners

Typical features of a TPR lesson:

target language

teacher-centred

low-stress environment

motor activity elicited by spoken commands

no requirement for any learner to speak until ready

commands (spoken and initially demonstrated by teacher) elicit physical response (stand up, pick up the book, close your eyes)

commands later given by learners to teacher and others

inductive learning of grammar (no explicit grammar teaching)

extended "action sequences" created later

more advanced vocab and grammar structures possible: If somebody just knocked at the door, stand up.

2-вариант;13-сұрақ

Harold Palmer, the great English authority and teacher, experimented extensively with the question-answer method. He considered question-answer work to be “the most effective of all language learning exercises ever devised”.

Palmer insisted, however, that if this technique was to be carried out successfully, all questions asked by the teacher must be carefully planned and thought out beforehand. Questions should never be haphazard, either in form or content. Specifically, H. Palmer thought that any question asked by the teacher should be of a nature that admits the following:

a) an obvious answer, not an answer that requires one or more complicated acts of judgement on the part of the student;

b) an easy answer, not one that requires the use of words, facts, or constructions unknown to the student;

c) a relevant answer, i.e., a direct answer involving only a moderate change through the process of conversion, substitution, or completion of the material contained in the teacher’s question.

In H. Palmer’s view, there are three stages of learning:

1. Receiving knowledge.

2. Fixing it in the memory by repetition.

3. Using the knowledge by real practice.

H. Palmer was the author of some 50 theoretical works, textbooks and manuals. Of great interest are H. Palmer’s “100 Substitution Tables”, in which sentence patterns are arranged in tables for pupils to make up their own sentences, following the pattern. His main findings can be conveniently summarised as the following objectives:

1. Phonetic, semantic and syntactic aspects.

2. Oral speech by way of speaking and understanding.

3. Accumulation of passive material with subsequent active reproduction.

4. Techniques used for translation include visuality, interpretation and verbal context.

5. Speech patterns to be learnt by heart.

6. Rational selection of vocabulary based on frequency counts and utility.

7. Topical selection: minimum vocabulary list of 3000 words.

H. Palmer paid great attention to a system of exercises, which in his opinion should include:

1. receptive – questions and short answers to them;

2. receptive-imitative words and word-combinations repeated after the teacher;

3. conversational – questions, answers, commands and completion of sentences.

Thus, H.Palmer’s method is based on rationalisation of teaching/learning process and systematic selection of material. Teaching speaking features prominently in H. Palmer’s method, hence its name “oral method”.

14-сұрақ

Content of FLT

The first component is habits and skills which pupils should acquire, that is (listening comprehension, speaking, reading and writing).

The second component is a linguistic one. It includes:

1. Language material (sentence-patterns, pattern-dialogues, texts)

2. Linguistic material, i.e. phonology, grammar and vocabulary

3. The third component is a methodological component, i.e. the techniques which pupils should acquire to learn the FL in a most effective way. The content of teaching is laid down in the syllabus and realized in teaching materials and in the teacher’s own speech.

Цели обучения определяются требованиями программы средней школы к конечному уровню знаний, умений и навыков, которые ученики должны приобрести (усвоить, усвоить) в результате изучения иностранного языка (FL) в школе.

На цели FLT влияют задачи всестороннего развития личности и воспитания детей, а также требования учебной программы определенного типа школы.

Цели ФЛТ также определяются следующими условиями:

тип школы (спецшколы)

специфика преподаваемого предмета

социальный интерес

личные потребности людей

Есть 4 цели FLT:

практический

образования

культурный

развивающий

Практическая цель

Идея Практическая цель состоит в том, чтобы обеспечить достаточный уровень знаний, речевых навыков и навыков (в разговорной речи, чтении, письме, аудировании), а также некоторый опыт самостоятельной работы, с тем чтобы выпускники школ могли продолжить обучение самостоятельно. ,

В соответствии с учебной программой, практическая команда FL определяется в 2 аспектах :

преподавать ФЛ как средство общения в рамках ситуаций, определенных учебным планом

читать простые тексты без словаря, а более сложные - с помощью словаря.

Культурная цель

Культурная цель вносит существенный вклад в:

расширение языкового мировоззрения учеников, поскольку они знакомятся с некоторыми явлениями, которые не характерны для их родного языка (например, времена, статьи и т. д.)

улучшение коммуникативных способностей учеников

расширяет коммуникативное видение учениками мира, поскольку оно знакомит их с жизнью, обычаями и традициями людей, чей язык они изучают

развитие интеллекта учеников, их произвольной и непроизвольной памяти, творческих способностей, логического мышления и т. д.

Культурные цели реализуются в процессе достижения практических целей.

Образовательная цель

Учебная цель способствует формированию таких черт характера, как трудолюбие и способности к самостоятельной работе, настойчивость, концентрация и любознательность.

Образовательные цели также реализуются в процессе достижения практических целей и предполагают содействие:

всестороннее развитие личности

расширяя кругозор учеников

нравственное воспитание

Образовательные цели могут быть достигнуты посредством:

подбор языкового материала

правильная организация и проведение урока FL и эффективное сочетание его основных компонентов

выбор наглядных пособий

манеры и внешность учителя

учить учеников работать самостоятельно

Цель развития

Основная идея Развивающей цели - научить ученика:

развивать свои творческие, интеллектуальные и познавательные способности

развивать различные типы памяти (визуальную / звуковую, кратковременную / долговременную, произвольную / непроизвольную) и внимание

разработать механизмы прогнозирования, прогнозирования и т. д.

развивать способности начинать, продолжать и завершать общение.

Цели развития достигаются с помощью различных задач по решению проблем, игр в догадки и т. Д.

Cultural aim makes a substantial contribution to:

expanding pupils’ linguistic outlook, as they get acquainted with some phenomena which are not typical of their mother-tongue (e.g. tenses, articles etc.)

improving the pupils’ communicative abilities

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

developing the pupils’ intellect, their voluntary and involuntary memory, imaginative abilities, logical thinking, etc.

Cultural aims are realized within the process of achieving practical aims.

19- сұрақ

Cognitive Motivation

Cognitive theories of motivation assume that behaviour is directed as a result of the active processing and interpretation of information. Motivation is not seen as a mechanical or innate set of processes but as a purposive and persistent set of behaviours based on the information available. Expectations, based on past experiences, serve to direct behaviour toward particular goals.

Important concepts of cognitive motivation theory include expectancy-value theory, attribution theory, cognitive dissonance, self-perception, and self-actualization.

1. No oral work takes place in the class room due to this method. Only teacher speaks.

2. The main focus remains only on the mother-tongue and the target language remains ignored.

3. No Speaking in the target language is possible. The only thrust remains on the reading.

4. The students don't develop the power of thinking in the target language. They become mentally lazy.

5. It doesn't help the students to learn correct pronunciation of English Language of the target language.

6. Main emphasis is given on the Rules of Grammar.

7. Students try to do everything by translating.

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used mostly to learn foreign languages.

The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on "desuggestive learning" and now is often called "desuggestopedia".[1] Suggestopedia is a portmanteau of the words "suggestion" and "pedagogy". A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.

In practice Edit

Physical surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident",[2] and various techniques, including art and music, are used by the trained teachers. The lesson of Suggestopedia consisted of three phases at first: deciphering, concert session (memorization séance), and elaboration.[1][3]

Deciphering: The teacher introduces the grammar and lexis of the content. In most materials the foreign language text is on the left half of the page with a translation on the right half, i.e. meanings are conveyed via the mother tongue not unlike the bilingual method.

Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Baroque music is played in the background.

Elaboration: The students finish off what they have learned with dramas, songs, and games.

Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production.[1][3]

Introduction: The teacher teaches the material in "a playful manner" instead of analyzing lexis and grammar of the text in a directive manner.

Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly.

Elaboration: The students sing classical songs and play games while "the teacher acts more like a consultant".[1]

Production: The students spontaneously speak and interact in the target language without interruption or correction

19-сұрақ

Intrinsic motivation is a type of motivation in which an individual is being motivated by internal desires.

For example, let’s say an individual named Bob has set himself a goal to begin losing weight and becoming healthier.

Let’s also imagine that Bob’s reason to pursue this path of fitness and wellness is to improve his health overall and feel more happier with his appearance.

Since Bob’s desire to change comes from within, his motivation is intrinsic.

2. Extrinsic Motivation

Extrinsic motivation, on the other hand, is a type of motivation in which an individual is being motivated by external desires.

Rather than being motivated by the need to look better and feel healthier, let’s say that Bob was feeling pressure from his wife to slim down and improve his physique so that she would be more attracted to him.

Since this pressure comes from the outside, this is an example of extrinsic motivation.

19-сұрақ

Communicative competence” was developed by Dell Hymes to describe, and account for, the knowledge that speakers and listeners have in order to communicate appropriately in different social contexts. It is a central notion in sociolinguistics and other socially oriented approaches to the study of language. This article aims to define the term as used by Hymes, discuss how it relates to other key concepts in sociolinguistics and to briefly explore extensions of this term into other domains. The article will conclude with a re-examination of this notion drawing on critical and post structuralist perspectives.

20-сұрақ

Means of FLT.

The problem of means of FLT is one of the main considerations in modern Methodology. Because the success or failure of FL largely depends not only on the teacher’s qualifications, but on the materials we use. 2 groups of FLT means: 1) Main ( УМК- Учебно-методический комплекс which includes Textbook, Teacher's Book, Workbook); 2) Supplementary means : 1 technical means( tape- recorder, video, computer, TV , radio and Distance Learning); 2 non- technical (traditional) e.g. blackboard , pictures( static and dynamic) 99 ways of work with pictures, different types of albums, postcards, books of illustrations, maps, dictionaries, books for reading, flannel graphs, cards.

Main means: Textbook, Teacher's Book, Workbook, Reader, a set of video and audio cassettes , a set of pictures and tables. E.g. English File , Opportunity, Cutting the Edge, etc.

The main requirements to the textbook:

1) The book should be communicatively oriented

2) Pupil-centered

3) Correspond to the aims at different stages, to the program requirements

4) All didactic and methodological principles should be realized in the text book.

5) Develop all the skills such as L,R,W,S

6) Give an opportunity to use the language in different regimes

7) Be well illustrated with the help of pictures, tables, schemes

8) Be of educative value

9) Be informative

10) Be updated

Functions of T.B.

1) communicative

2) educative

3) organizing

4) informative

5) motivating

6) controlling

There is a tendency not only to use foreign T.B. for our teaching needs, but to create a new T.B. taking into account the advanced experience in this field. All T.B. are leveled. According to a new conception all levels of teaching FL should stick to the program (state document)

4-вариант:10-сұрақ