FLT Methodology as a Science.

FLT Methodology

Lecture № 1-2

Subject of Methodology. General and special Methodology.
The main methodological categories.
Links of Methodology with other Sciences.

Science- it is a sphere of human activity , which function is the production and theoretical systematization of objective knowledge about reality.

Methodology of FLT – is a science which studies aims of teaching, content of teaching, methods, means and principles of teaching.

The word ‘method’ primarily means a way of doing something. The word method has two meanings: 1) a branch of science 2) a way of teaching. FLT Methodology has undergone many changes in the course of its development. There were different methods, trends, aims of teaching, content of teaching, different techniques, devices and approaches of teaching. A method is a generalized model of realization of the main components of teaching process, oriented on fulfillment of the main methodological task.

System of teaching- is a common model of teaching process , which corresponds to a definite methodological conception. This conception determines the selection of the material, aim, forms, content and means of teaching. E.g. system of teaching of H. Palmer (Speaking priority), M.West (Reading priority).

Approach- is a strategy of teaching FL. There are 4 approaches in Methodology:

1) behaviorism (based on intuition)

2) inductive- conscious (based on consciousness)

3) cognitive( usage of all cognitive mechanisms)

4) integrative (integration of previous 3 approaches ).

Technology- is a complex of approaches, having a special purpose for getting effective result. E.g. project work, role plays, case technologies, pragma- professional tasks.

FLTM is a young developing science and it is challenging too. Some specialists say that it is rather an art than a science ( scientific art).

There were opinions according with which FLTM is an Applied science. According to Belyaev B.V., M. West FLTM is a rather an Applied Psychology. According to Charles Frees and L.V. Sherba FLTM is a rather an Applied Linguistics.

FLTM is a pedagogical science. It has its subject of investigation, object of investigation, methods of research. The object of investigation is a process of teaching. Its subject of investigation are aims and objectives of Teaching, the content of Teaching, means, methods and devices of Teaching.

Methods of research: 1) methods of theoretical level 2) methods of practical level

1.1 critical study of literature;

1.2 method of analysis

1.3 method of synthesis

1.4 modeling

1.5 method of induction (from particular to general)

1.6 method of deduction

1.7 method of analogy

2.1 observation (2.1-2.4 main methods)

2.2 generalization of teacher’s experience

2.3 experimental work

2.4 experiment

2.5 method of form ( 2.5- 2.9 supplementary methods)

2.6 testing

2.7 interview

2.8 use of chronometer

2.9 statistical and mathematical processing

Aim- a long term goal, objectives- a short term goal.

Methodology deals with 3 problems, which constitute WHY? ( aims) WHAT? (content) HOW? ( method). They are closely connected.

FLTM can be general and special. General concerns with all languages. Special deals with particular language.

The thing is that FLTM doesn’t deal with a study of language itself , it only deals with methods of teaching language phenomena.

FLTM closely connected with many sciences such as Linguistics, Psychology, Pedagogy, Psycholinguistics, Cognitive Psychology, Cognitive Linguistics, Linguodidactics, Statistics, Philosophy, Phisiology, Didactics, Cybernetics.

Pedagogy is a science which is concerned with testing and education of the young generation. As FLTM also deals with a process of teaching , it is most related to Pedagogy and mainly to the branch which is called Didactics. FLTM may be regarded as a Special Didactics as a branch of Linguodidactics. The link of Pedagogy and Methodology are revealed in the use of the didactic principles: 1) P-l of activity 2) p-l of visuality 3) p-l of durability 4) p-l of consecutiveness 5) p-l of accessability 6) of consciences 7) of systematicness

FLTM closely connected with Linguistics. Linguistics deals with language and speech. Language is a system, it exists. Speech is a process, it happens. Language is a social phenomena, speech is an individual phenomena. It is of paramount importance for FLTM to use the results of linguistic investigations.

The first vocabulary for teaching needs was selected by a linguist Herald Palmer. Structural linguists Charles Frees, Robert Lado selected language structures for teaching needs. Linguistics is one of the basic sciences FLTM deals with. Language fulfills different functions: 1) communicative (language is a mean of communication); 2) cognitive (we cognize the world with the help of language); 3) cumulative (Language is a storehouse of information. Culture is reflected in the language and history as well. They are embodied in the language. Language is one of the means by which culture is transmitted ) ; 4) regulatory (it helps to establish relations between people); 5) discourse (we produce and reproduce texts in which thought and speech are inseparable. Text is the main unit if communication. In order to understand how the language functions we must take into consideration context(concrete situations). The result of communication between people depend on their communicative competence. Communicative competence (ability to communicate) consists of the following subcompetences: 1) Language competence which implies the knowledge of vocabulary, grammar, phonetics)

2) Speech competence (Listening, Reading, Writing, Speaking); 3) Socio- cultural competence (you should be aware of culture of these people where you communicate); 4) Strategic competence ( different strategies: e.g, guess the words or look them up); 5) Discourse competence ( the ability to communicate with the help of verbal and non-verbal means)

Psychology is also closely connected with FLTM. It helps to understand the process of learning and teaching , which implies the cognitive mechanism of memory, perception, thinking and its process ( analyses, synthesis, anticipation, comparison, induction, deduction, etc) .

Motivation is a psychological phenomenon. The word motivation is a widely used term, which express success or failure of smth. Motivation is usually understood as an inner drive , impulse or desire that moves person to a particular action. Motivation is a determination which is realized through psychology. A.A. Leontiev Motivation is a motor of activity. As a matter of fact any human activity is motivated. Motivation is a structural component of activity. Any aspect of FLT can be related to Motivation. Motivation is considered to be the main factor which determines the process of teaching any subject at school but it’s the most urgent and necessary in FLT. According to M. West FL should not only be taught it must be learnt. At the initial stage of FLT learners are usually highly motivated. But some factors can affect M-n and pupils become demotivated: 1) physical conditions (overcrowded, bad light, dirty blackboard, the lack of books, of technical equipment ,etc); 2) the personality of the teacher (the mood, appearance, activity,etc.); 3) the methods which are used; 4) success or lack of it. According to Soviet psychologists there are 2 types of M-n: extrinsic (stems from outside) and intrinsic ( stems from inside, within yourself). Intrinsic m-n can be of 3 types : 1) communicative m-n (integrative) is the desire to communicate in FL, to be valued between members of the target language community; 2) instrumental m-n is interpreted differently by our and foreign scholars . In American and British literature, this term is used to describe situation when the target language is regarded as an instrument for getting a better position (job, career, status). The language is an instrument to attain smth. According to our specialists the term instrumental m-n suggests pupils’ positive attitude to certain types of work (work with dictionary, work with grammar references, homereading,etc.) The teacher’s primary concern is to show rational ways of work with dictionary, work with grammar references, homereading,etc. The teacher should show the learners’strategies. Intrinsic m-n should be developed by the teacher because the Intrinsic m-n is the necessary prerequisite for achieving success. There are different resources teacher can use for it when planning the lesson. Some practical ideas for sustaining M-n: 1) experiment, take risk. Try to do different kinds of work in the classroom. See what different students respond to best. For ex: short stories, filling the gaps, dictations, reports, etc. 2) involve students in the classroom decision making ( when hometask is set , what they will do at the next lesson, how much time they devote to homereading,etc) ;3) find out what your students think . You may use suggestion box ; 4) communicate with the sense of optimism for learning, encourage students to learn, offer your help if they ask for it.

3) linguacognitive m-n suggests that pupils have positive attitude to the language material itself . There are 2 ways to develop FL: 1) indirectly ( through communicative motivation); 2) directly (through pupils’ research work with the language). Pupils should feel the necessity to learn FL to deepen their knowledge, to practice it. For this teacher can use different situations, linguistic games, crosswords, chainwords, searchwords and limerix.

Conclusion: M-n is the key to all learning. Lack of M-n is the biggest obstacle faced by the teachers. The problems with the discipline occur and seem to be related with the lack of m-n. If pupil is motivated he can accomplish learning of any skill.

Literature:

1. Лекции по методике.

2. Гез Н.И., Ляховицкий М.В. и др. – Методика обучения иностранным языкам в средней школе. М., Высшая школа, 1982.

3. Глава I. Методика как теория обучения ИЯ. § 4. Методы исследования. Стр. 11-17.

4. Глава II. Связь методики со смежными науками. Стр. 21-43.

5. Rogova G.V. Methods of teaching English. L. 1975. Chapter I. Pp. 5-9.

6. Гальскова Н.Д. – Современная методика обучения ИЯ. Москва, 2000, стр. 37-48. Лингвистические основы обучения ИЯ.