particular lesson i.e. the teacher should know the aims and objectives of foreign

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teacher is called upon to encourage a scientific outlook, to prepare the young people 
for an active participation in socially useful activities. 
Cultural aims. The cultural aims mentioned in the school programs of foreign 
language imply the following tasks widening the pupil’s general and philological 
outlook developing their powers of abstract thinking, cultivating their sense of beauty 
and their appreciation of art. The reading of texts (in English) is acquainting the 
learners with the life and culture of the English-speaking nations, and with their 
manners and customs, will contribute to the mental growth of the students. Later the 
ability of reading English and American authors in the original and texts in the 
English language reflecting the culture of the countries where that language is spoken 
will likewise serve the students as a means of attaining a higher general educational 
level. Foreign language teaching should promote learners’ general educational and 
cultural growth by increasing their knowledge about foreign countries and by 
acquainting them with progressive traditions of the people whose language the pupil 
gains a deeper insight into the nature and functioning of language as a social 
phenomenon. 
2. Content of foreign language Teaching 
What to teach or the content of foreign language teaching is one of the main 
problems the Methods deals with. Instruction in a foreign language comprises, like 
instruction in other school subjects (a) the imparting of knowledge, (b) the formation 
of habits, and (c) the development skills. 
1. The first component of “what to teach” (content) is habits and skills which 
students should acquire while learning a foreign language. Habits are series of 
connected acts which have become automatic or semi-automatic as the result of 
repetitions. Skills – are combination of specific useful habits, serving a definite 
purpose and requiring the application of definite knowledge. The four basic skills to 
be acquired as the result of the study of a foreign language are the ability to 
understand the language when heard, to speak it, to read it, and to write it. In other 
words they are hearing (language comprehension), speaking, reading, and writing. 
The level of habits and skills is determined by the syllabus for each form. 
2. The second component of “what to teach” is a linguistic one. It includes on 
the one hand language material, such as sentence patterns, utterance-patterns, pattern-
dialogues, text different in style arranged in topic and serving as starting points for 
the development of oral language and written language, which allows the teacher to 
reach the practical, educational, and cultural aims set by the State Syllabys. 
3. The third component of what “what to teach” is a methodological component 
i.e. learners should be taught how to learn the foreign language, how to work at the 
subject to attain the aims. 
To sum up, the content of foreign language teaching involves three main 
components:
Psychological components: habits and skills which ensure the use of the target 
language as a means of communication in oral (hearing, speaking) and written 
(reading, writing) forms.

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Linguistic components i.e. language and linguistic material which should be 
assimilated to be used in language skills.
Methodological component i.e. the techniques which students should acquire to 
learn the foreign language in a most effective way. 
3. Principles of Foreign Language Teaching. 
Principle is defined as a guide to action, in our case as a guide to teaching. 
Methods of teaching foreign language are based on the fundamental principles of 
pedagogic (didactics). The seven didactic principles (consciousness, activeness, 
visuality, consecutiveness, systematicalness, accessibility, and durability) are 
interdependent and mutually complementary. 
In each subject those principles are applied specifically. For instance, the 
principle of visuality is differently realized in the teaching of mathematics, geography 
and foreign languages. 
One of the main methodological principles in FLT is the principle of practical or 
communicative approach. It means learners should be involved in oral and written 
communication throughout the whole course of leaning the foreign language. This 
principle is realized in modern teaching aids and teaching materials now in use in 
schools. Students are taught to use the target language as a means of communication 
for listening comprehension, speaking, and reading. 
The principle of a differential approach in foreign language teaching – each 
activity requires special attention on the part of the teacher. 
The principle of accessibility – in teaching of every subject including a foreign 
language, the principle of accessibility is realized through conformity with the 
following requirements:
1. The subject- matter of the instruction must correspond to the age and mental 
powers of the learners; be either too difficult, nor to easy or too childish for them.
2. Be rightly closed, i.e. be neither overabundant, nor scarce; this refers to the 
whole course as provided for in the program, to teach lesson, and each home 
assignment; in terms of time relations this means that the rate of progress of the 
instruction must be neither too rapid nor too slow;
3. Be properly graded; each stage should be prepared by, and follow logically 
from, the preceding stages, without gaps or missing links in the previous instruction. 
4. Be so presented that the students have to grapple only with one difficulty at a 
time; graduation of difficulties is also an indispensable condition of accessibility. For 
example, new grammar material should be introduced on familiar lexical material lest 
the students should be confronted simultaneously with two sets of difficulties. Or in 
teaching the Past Indefinite tense aspect form of the verb the affirmative form must 
be introduced first, then the interrogative and negative. 
The Principle of durability stands somewhat apart from the other didactic 
principles, so far as it determines the nature not of the teaching, but of the 
assimilation of the instruction. To be exact, it (durability) means the ability to keep in 
memory linguistic and language material learnt, i.e. learners can use units of language 
semantic-patterns whenever they need them for oral or written communication. The 
durability is ensured: by vivid presentation of the material ,when students are 

18 
involved in the act of presentation, their thinking and senses are at work; by constant 
revision or drill students reproduce the material, and review it throughout the course, 
their auditory, visual, kinesthetic and motor analyzers are at work. Modern 
methodology pays much attention to this principle. The idea of intensive work of 
visual, auditory, and kinesthetic analyzers has been made real because of the use of 
various teaching aids and teaching materials. 
The Principle of conscious approach. Consciousness as a principle of didactics, 
or in one of the two main senses of this word, (сознательность, сознание) is 
knowledge, and understanding by the learner (students) of what he or she is doing. 
Students understand both the form and the content of the material they are to learn, 
and they are aware of how they should treat the material while performing various 
exercises which aim at developing habits and skills in using it. Such an approach to 
language learning usually contrasts with “mechanical” learning through repetitive 
drill. In teaching a foreign language therefore, it is reasonable to help students in 
assimilating language rules which function in this language by introducing the rules, 
rather than to wait until the learners deduce these rules through speech activity. V.A. 
Artemov a prominent psychologist, B.V. Belyayev and others whose contribution to 
foreign language teaching is considerable insist on a similar conscious approach to 
foreign language teaching. Only language practice supported by the theory can 
develop language habits and skills in a desirable direction and lead to mastering of a 
foreign language. A conscious approach to foreign language teaching implies the use 
of the learner’s native language (mother tongue). Comparison contributes to the 
thorough understanding of the material studied, since it causes the learner to observe 
and analyze the linguistic phenomena.  
The Principle of activity (Activeness) is largely dependent upon interest. We 
know that the chief psychological factor naturally conditioning interest is relatedness 
to self. In order to awaken or stimulate the students’ interest in the English language 
the teacher will tell them at the very first lesson about the manifold possibilities that 
open out before each of them at the result of studying that language. The learner 
should feel a need to learn the subject and have necessary prerequisites created for 
satisfaction of this need. The main sources of activity are motivation, desire and 
interest in reading the original interesting and useful books written in English; 
corresponding with English schoolchildren; conversing with foreign guests to our 
republic, perhaps visiting or being sent on a mission to one of the countries of the 
English- speaking nations and converting with the residents in their own language. 
The principle of visuality in foreign language teaching is consistent with the 
psychological principle of associative memorization and with Pavlov’s theory of the 
two signaling systems: A wide use of visuality in the teaching all the subjects is also 
as main requirement of didactics. Since the gaining of knowledge begins either with 
sense perception or with what has been formerly perceived that is with previous 
experience. In foreign language teaching the realization of the principle of visuality 
primarily finds expression in the direct or visual modes of semantizing, or explaining 
meanings i.e. the demonstration and naming by the teacher of objects, pictures and 
actions, wherefore the learners infer the meanings of the words and expressions used. 
The use of visual aids develops the students habits of speech, enhance the emotional 

19 
influence of visual impressions causing the desire to speak. Visualization allows the 
teacher to create natural conditions for students’ oral practice and “free conversation”. 
The principle of individualization in foreign language teaching is of great 
importance since this subject is an essential one in the curriculum in our schools; 
therefore each pupil should have habits and skills the syllabys sets. However some 
individuals in a class learn more rapidly than others. The teacher should assess the 
progress of each individual in the class and find the way how to manage the 
classroom activity so that the slowest learners are not depressed by being left behind 
and the fastest and most able learners are not frustrated by being held back. 
Individualization in foreign language teaching is achieved: 1) through the use of so-
called “individual cards” (раздаточный материал); 2) through the use of the 
programmed materials when each pupil can work at his own place; 3) by special 
selection of exercises for each group of students in the class: bright average and dull; 
the former can do more difficult exercises than the latter; 4) by the use of additional 
material, for example: reading for bright students; 5) by arranging students 
communication in the target language so that each pupil can do his best as a 
participant of the work done in the classroom. In conclusion it should be said that to 
apply the principle of individual approach in foreign language teaching the teacher 
should be familiar with the class, with its individuals. The foreign language syllabus 
(State syllabus) is the main document which lays down the content of teaching 
foreign languages in schools. 
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 thorough 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 

20 
skills in using them. Teaching aids which are at teachers’ disposal in 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 
students, correcting students’ 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 students 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; 
5) When writing try standing on the right of the board as the students see it. 
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. 

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