4. Research methods in language education
Methods of Foreign Language Teaching like any other science have definite
ways of investigating the problems which may arise. They are:
1.
A critical study of the ways, foreign languages were taught in our
country and abroad.
2.
A through study and summing up of the experience of the best foreign
language teachers in different types of schools.
3.
Experimenting with the aim of confirming or refuting the working
hypotheses that may arise during investigation. Experimenting becomes more and
more popular with methodologists. In experimenting, methodologists have to deal
with different data that is why in arranging research work they use mathematics,
statistics, and probability theory to interpret experimental results.
5. Teaching aids
To achieve effective classroom learning under the conditions of compulsory
secondary education, teachers must use all the accessories at their disposal in order
to arouse learners' interest and retain it throughout the lesson which is possible
only if students are actively involved in the very process of classroom learning. To
teach a foreign language effectively the teacher needs teaching aids and teaching
materials. During the last few years important developments have taken place in
this field.
By teaching aids we mean various devices which can help the foreign
language teacher in presenting linguistic material to learners and fixing it in their
memory, in testing learners’ knowledge of words, phrases and grammar items,
their habits and skills in using them. Teaching aids which are at teachers’ disposal
contemporary schools may be grouped into: a) Non-mechanical aids b) Mechanical
aids.
Non-mechanical aids are: a blackboard is perhaps the most useful of visual
aids and the majority of teachers would feel hammered in a classroom which did
not have one. It is the oldest aid in classroom; the teacher turns to the blackboard
whenever he needs to write something while explaining some new linguistic
material to his pupils, correcting pupils’ mistakes, or arranging the class to work at
some words and sentence patterns, etc.; the blackboard can also be used for quick
drawing to supply pupils with “objects” to speak about; Unfortunately many
teachers do not make full use of the blackboard or they use it badly. Some hints: 1)
Turn to the students as you are writing and turn round frequently to face them. 2)
ask them what they think this word picture is going to be 3) Get them to read
things as you write them 4) Ask them to spell the difficult words for you When
writing try standing on the right of the board as the students see it. rd drawing,
saying that they can’t draw, often without ever having tried. However, simple stick
figures are not beyond even the most hopeless artist, and with a little practice every
teacher can learn enough to draw simple pictures for drills or picture compositions.
The blackboard is probably the most useful visual aid available to use, but our
lessons can be enlivened enormously if we have other aids at our disposal.
A flannel board (a board covered with flannel or other soft fabric for sticking
pictures on its surface). It is used for creating vivid situations which would
stimulate learners' oral language; the teacher can have a flannel board made in a
workshop or by one in a specialized shop; the use of a flannel board with cutouts
prepared by the teacher or by the pupils leads t active participation in the use of the
target language as each pupil makes his/her own contribution to working out "a
scene" on the flannel board;
A magnet board (a board which has the properties of a magnet, i.e., can attract
special cards with letters, words, phrases, or pictures on it) used with the same
purpose as a flannel board.
Mechanical aids are: the tape-recorder has come to be an invaluable aid to the
language learner and teacher, and after the blackboard, is probably one of the most
commonly used pieces of equipment in the classroom. The tape-recorder can
obviously be used for all the listening activities. Listening is a skill which requires
a great deal of concentration so it is a good idea to limit the time spent on
continuous listening.
An overhead projector used for projection of a table, a scheme, a chart, a
plan, a map or a text for everyone to see on a screen. They can be used both in a
daylight and artificial light.
Computers are used for all kinds of activities: during the presentation of a new
material, for listening and reading activities as well as for exercises with
pronunciation, grammar and vocabulary.
A language laboratory. This is a special classroom designed for language
learning. It is equipped with individual seats or semi-private stalls. They are
connected with a network of audio writing, the nerve centre of which is the
monitoring console which has a Switch board and tape decks, making it to all
possible to play tapes and send the programme to all or any combination of booths.
The teacher at the monitoring console can listen in, or can have a two-way
conversation with any student. The teacher must know about each aid described
above, be able to operate it, and train pupils to use it.
When used in different combinations teaching aids can offer valuable help to
the teacher of a foreign language in making the learning of this subject in schools
more effective for pupils.
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