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| Relations of Methods of Foreign Language Teaching to Psychology of the
Higher Nervous system. Being connected with the psychology Methods of foreign language teaching takes into account functions of the brain and the higher nervous system. I.P. Pavlov’s theory of the higher nervous activity and his interrelated theories of “conditional reflexes” of the “second signaling system” and of “dynamic stereotype” bear a direct relation to the teaching of a foreign language. Pavlov writes that all human physical activity is the result of the physiological activity of the definite mass of the brain. Pavlov showed that man’s higher nervous activities – speaking and thinking – are the functions of a special system of organic structures within the nervous system. Pavlov’s theory of conditioned reflexes explains and confirms the necessity for the cultivation of habits and for frequent repetitions and revision of the material dealt with the teaching of all the subjects of instruction, in particular in the teaching of foreign languages, where those precepts arte of special importance. Consequently, one of the forms of human behavior is a speech response to different communication situations. Therefore, in teaching a foreign language we must bear in mind that students should acquire the language they study as a behavior, as something that helps people to communicate with each other in various real situations of intercourse. Hence a foreign language should be taught in through such situations. Pavlov’s theory “dynamic stereotype” also furnished the psychological base for many important principles of language teaching, e.g. for the topical vocabulary arrangements. 9 Relations of Methods of Foreign Language Teaching to Linguistics. While linguistics is a science, language as a subject of instruction is not a science, but an activity. Methods of foreign language teaching is closely related to linguistics, since linguistics deals with language and thinking, grammar and vocabulary, the relationship between grammar and vocabulary. Methods of foreign language teaching successfully uses, for example, the results of linguistic investigation in the selection and arrangement of language material for teaching. There can be no doubt that all the branches of linguistics: phonetics, the two divisions of grammar – morphology and syntax, lexicology and semantics can furnish useful data to foreign language method. Many prominent linguists have not only developed the theory of linguistics, but also tried to apply it to language teaching. The following quotation may serve as a proof of this: “It has occurred to the linguist as well as to the psychologist that the foreign language classroom should be an excellent laboratory in which to test new theories of language acquisition”. Lecture 2 Theories of language acquisition. Basic methodological categories: Approach, Method, Technique 1. Theories of language acquisition. How children learn their first language. a) The behaviorist position b) The innatist position c) The interactionist position 2. Theoretical views of language and language proficiency. a) views of language and language proficiency b) psychological theories of FLT 3. Approach, Method, Technique. 1. First Language Acquisition Theories Every few years new foreign language teaching methods arrive on the scene. New textbooks appear far more frequently. New methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. Sometimes they are said to be based on recent developments in language learning theory and research. Both second language research and second language teaching have been influenced by theories of how children acquire their first language. It is considered that there are important similarities between first and second language acquisition. One of the most fascinating aspects of human development is the ability to learn language. How do children accomplish it? What is it that enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language? We shall consider the three central theoretical positions: the behaviorist, the innatist and the interactionist views, which have been offered as explanations of how language is learned. a) The behaviorist position. Behaviourism is a psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of 10 habits. According to the behaviourists’ view, when learners imitate and repeat the language they hear in their surrounding environment and are positively reinforced for doing so, habit formation (or learning) occurs. Traditional behaviorists believed that language learning is simply a matter of imitation and habit formation. Children imitate the sounds and patterns which they hear around them and receive positive reinforcement (which could take the form of praise or just successful communication) for doing so. Thus encouraged by their environment, they continue to imitate and practice these sounds and patterns until they form “habits” of correct language use. The behaviorists consider imitation and practice as primary processes in language development. To clarify what is meant by these two terms, consider the following determinations and examples. Imitation: Word for word reception of all or part of someone else’s utterance. For example: жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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