interactive methods of teaching foreign languages

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methods of teaching contents: introduction……………………………………………………………...…3 chapter 1. introduction to interactive methods………….4 1.1. creative abilities, informative activity………………………………………...4 1.2. discovery learning……………………………………………………………9 chapter 2. types of teaching methods ………………………....15 2.1. methods of teaching…………………………………………………………15 2.2. factors that determine the choice of the method of teaching in history……..19 conclusion………………………………………………………………….24 used literature…………………………………………………………..25 introduction for the last years there often arises an issue of applying interactive methods in teaching foreign languages. it is not only new techniques but new forms and methods, new approaches to the teaching process. interactive training is a special form of the organization of informative activity. it means quite concrete and predicted purposes. one of such purposes is in creation of such comfortable conditions of training, at which the student feels his successfulness, intellectual strength that makes the process of training productive and gives a chance to each individual to reveal himself completely, his inclinations to develop creative abilities and realize himself as …

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each student, to choose such training methods which would allow each student to show his activity and creativity. unlike traditional didactic systems where an explanation (monologue) is considered the basis of any technology of training, interactive educa tion, sources of which are in the dialogue concept, makes emphasis on understanding and mu tual understanding (dialogue). chapter 1. introduction to interactive methods 1.1. creative abilities, informative activity. in the course of interactive training students interact or are in the mode of conversation, dialogue with some- one, that focuses the person on development of his/her intellectual and creative abilities, further elf-development and self-education, aims at the activity stimulating "invention" and “discovery”. it is considered that communication in the course of training foreign language can be "unilateral" and "multilateral". in the first case it is the organization of educational process at which “the teacher asks, i.e. induces the student to speech activity - …

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to start a conversation, pick a topic for conversation, help others to start, keep a conversation going, move smoothly from one topic to another, and conclude a conversation naturally. group and collective forms of work are typical for "multichannel" communication. here each student has possibility to show himself as an independent and full participant of certain activity. the model of "multilateral" communication at the lesson has difficult structure of interrelations and interconnections between participants of educational process. it represents training as “free revealing of personality possibilities”. role-plays, projects, video situations can greatly widen our horizons of creativity within the suggested methods. the system of role-plays is a valuable approach because it is very motivating and integrates all the language skills. it encourages the students to work independently and together and involves genuine communication. it takes language learning out of the classroom into the real world. more over role-plays take an …

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ealized by students in which speech communication is organically intertwined in intellectual and emotional context of other activity (games, questionnaire, issues of magazine, search activity, etc.). thus it enables to realize links among subjects in training foreign language, to expand “narrow space” communication at the lesson, to carry out a wide support on practical kinds of activity. work on the project is a creative process. students co-operating with each other are engaged in search of problem solving significant for them. in overwhelming majority of cases it demands from students an independent transfer of knowledge, skills and abilities to a new context of their use. therefore it is possible to confirm with confidence that at students there develops a creative competence as an indicator of communicative foreign language skills at certain level. thus in educational process such situation is created in which the use of a foreign language by students is …

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ry – communication. game forms of training are actual at all levels as they activate informative processes of students; raise their motivation to studying foreign language. but what really important is the fact that game techniques create quite natural situations of communication between participants. games are used as simple recreational activities most of the time, but they are not always that simple. they have a reason for being. while performing games, there is always competition to win, rules to follow, and enjoyment to experience. these activities help teachers to create a better teaching-learning process. they could be presented at different stages of the class at the appropriate moment to create a positive atmosphere while learning without thinking about learning. teachers should decide carefully when and what kind of games students are going to perform by analyzing different factors such as the aim of the game, the students’ level of english, …

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methods of teaching contents: introduction……………………………………………………………...…3 chapter 1. introduction to interactive methods………….4 1.1. creative abilities, informative activity………………………………………...4 1.2. discovery learning……………………………………………………………9 chapter 2. types of teaching methods ………………………....15 2.1. methods of teaching…………………………………………………………15 2.2. factors that determine the choice of the method of teaching in history……..19 conclusion………………………………………………………………….24 used literature…………………………………………………………..25 introduction for the last years there often arises an issue of applying interactive methods in teaching foreign languages. it is not only new techniques but new forms and methods, new approaches to the teaching process. interactive training is a special form of the organization of informative acti...

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