Бастауыш мектепте ағылшын тілін оқыту әдістемесі пәні бойынш
жүктеу/скачать 167,52 Kb.
|
40-Ш- Конспект лекций (каз)
- Бұл бет үшін навигация:
- Secondary foreign language education.
| Questions for discussion:
1. What is a foreign language? 2. When were the standards for Foreign Language Learning introduced? 3. How many levels of learning foreign languages do you know? 4. The level of foreign language literacy is an indicator of what? 5. Can you tell about the five main goals in learning foreign languages? Secondary foreign language education. A foreign language may be learnt as a second language, but there is a distinction between the terms, as a second language may be used to describe a language that plays a significant role in the region where the speaker lives, whether for communication, education or government, and therefore a second language is not always a foreign language. As a modern and foreign languages teacher, you’d teach your pupils how to develop their skills in talking, listening, reading and writing in a foreign language. You could teach languages such as French, Spanish, German or Italian. You might teach more than one language. Learning a foreign language will help young people explore other cultures and get a better understanding of their role as global citizens. There is national guidance for Curriculum for Excellence Modern Languages and National Qualifications which you would use when planning your teaching. You would: • prepare lessons and teaching materials • assess students’ progress and mark their work • set homework • manage classroom behavior • discuss students' progress with parents and carers • organize study trips, social activities and sports events In recent decades the teaching and learning of modern foreign languages (MFL) in secondary schools in the UK has witnessed a number of important developments. Teaching and learning methods have gone in and out of fashion and there have been considerable innovations in the field of educational technologies. In addition, many changes have occurred in the wider educational context. All of these impact on pupils’ learning experiences. Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language learning. Germany is participating in several international comparative studies of student achievement. Among them is the OECD project entitled Programmer for International Student Assessment (PISA) which provides Germany with indicators concerning the knowledge, skills, and abilities of 15-year-old students in reading, mathematics, and sciences. The survey covers three thematically overlapping cycles (PISA 2000, PISA 2003, PISA 2006). After the publication of the results of PISA 2000 which focused on reading literacy, the KMK named seven areas in which the Länder and the KMK will undertake measures in order to • improve linguistic competence as early as pre-school education, • strengthen the link between the pre-school and primary school sector with the aim of an early school entry, • improve reading literary and basic understanding of concepts in mathematics and sciences in primary education, • support more efficiently educationally disadvantaged children, especially those from families of migrant workers. жүктеу/скачать 167,52 Kb. Достарыңызбен бөлісу:
|