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Жакина С.К.

АО «Финансовая академия»
Преподаватель английского языка

Purpose –The purpose of this paper is to evaluate thetraditional methods of teaching as well as multimedia teaching and tosuggest other useful teaching methods that can be attempted inimparting knowledge to the students. Basically teaching must includetwo major components sending and receiving information. Ultimately, ateacher tries his best to impart knowledge as the way he understood it.So, any communication methods that serve this purpose withoutdestroying the objective could be considered as innovative methods ofteaching. The use of innovative methods in educational institutions hasthe potential not only to improve education, but also to empower people,strengthen governance and galvanize the effort to achieve the human
development goal for the country.
Language is the most important means of communication, the existence and development of human society is impossible without it. The current changes in social relations, communication means (the use of new information technologies) require increasing the communicative competence of students, improving their philological preparation. In order they could exchange their thoughts in different situations in the process of interaction with other communicators, using the system of language and speech norms and choosing communicative behavior adequate to the authentic situation of communication. In other words, the main purpose of a foreign language is to form a communicative competence, that is, the ability to carry out interpersonal and intercultural communication between a foreigner to one and native speakers. Educational aspect is an integral part of the educational process.
Modern educational technologies that are used to form the communicative competence of a schoolchild in learning another language are the most productive for creating an educational environment that provides a person-oriented interaction of all participants in the educational The search for new pedagogical technologies is associated with the lack of positive motivation of students in learning a foreign language. Positive motivation is inadequate, because when learning a foreign language students face significant difficulties and do not learn the material because of their psychological characteristics. Currently, more and more teachers are turning to the communicative method of learning English. The object of this method is speech itself, that is, this technique first of all teaches us to communicate. The long-term practice of teaching English proves that teaching with traditional technologies does not allow developing key, basic competencies in a particular academic discipline, so a drastic reorganization of the educational process is needed.
A number of different teaching techniques have emerged due to this change in education. Many of these teaching techniques are not actually new however! The use of technology in the classroom has simply given education a new lease of life allowing us to approach old ideas in new ways.
Outlined below are some popular teaching techniques that have arisen from the integration of technology in education.
Communicative method implies a great activity of students. The teacher’s task in this case is involving all students of the class into conversation [3]. For better memorization and use of the language, all channels of perception must be loaded. The essence of the communicative method is to create real communication situations. When recreating the dialogue, the student has the opportunity to apply all the knowledge in practice that was gained before. A very important advantage of the communicative method is that it has a huge variety of exercises: role games, dialogues, and simulation of real communication are used here
Flipped Classroom (Inverting your class):
The Flipped Classroom Model basically involves encouraging students to prepare for the lesson before class. Thus, the class becomes a dynamic environment in which students elaborate on what they have already studied. Students prepare a topic at home so that the class the next day can be devoted to answering any questions they have about the topic. This allows students to go beyond their normal boundaries and explore their natural curiosity.
Design Thinking (Case Method):
This technique is based on resolving real-life cases through group analysis, brainstorming, innovation and creative ideas. Although “Design Thinking” is a structured method, in practice it can be quite messy as some cases may have no possible solution.
However, the Case Method prepares students for the real world and arouses their curiosity, analytical skills and creativity. This technique is often used in popular MBA or Masters classes to analyze real cases experienced by companies in the past.
Curiosity is the main driver of learning. As a basic principle of learning, it makes little sense to force students to memorize large reams of text that they will either begrudgingly recall or instantly forget. The key is to let students focus on exploring an area which interests them and learn about it for themselves.
A common technique for exploring self-learning is the use of Mind Maps. Teachers can create a central node on a Mind Map and allow students the freedom to expand and develop ideas. For example, if the focus is the Human Body, some students may create Mind Maps on the organs, Bones or Diseases that affect the human body. Later the students would be evaluated according to the Mind Maps they have created and could collaborate with each other to improve each others Mind Maps and come to a more comprehensive understanding of the Human Body.
Learning through the use of games is one of the teaching methods that has already been explored especially in elementary and preschool education. By using games, students learn without even realizing. Therefore, learning through play or ‘Gamification‘ is a learning technique that can be very effective at any age. It is also a very useful technique to keep students motivated.
The teacher should design projects that are appropriate for their students, taking into account their age and knowledge, while making them attractive enough to provide extra motivation. One idea may be to encourage students to create quizzes online on a certain topic. Students can challenge their peers to test themselves and see who gets a higher score. In this way, students can enjoy the competition with peers while also having fun and learning.
Social Media:
A variant of the previous section is to utilize social media in the classroom. Students today are always connected to their social network and so will need little motivation to get them engaged with social media in the classroom. The ways you can use teaching methods are quite varied as there are hundreds of social networks and possibilities.
A good example is the initiative carried out by the Brazilian Academy of Languages “Red Ballon”, which encouraged students to review the tweets of their favorite artists and correct grammatical errors that they committed in an effort to improve their English language skills!
Free Online Learning Tools:
There is an array of free online learning tools available which teachers can use to encourage engagement, participation and a sense of fun into the classroom. Teachers can create an interactive and dynamic classroom environment using, for example, online quizzes to test student’s knowledge.
If you haven’t used GoConqr’s free online learning tools yet, sign up now to create Mind Maps, Flashcards, Quizzes, Course and even Flowcharts. Encourage your students to sign up to GoConqr too so that you can create a Group and invite each of your students to become a member. This means you can share study resources directly with each student online and even apply the Flipped Classroom Model to your teaching methods.
Follow the link for a GoConqr Mind Map with a summary of these 6 teaching techniques should know:
As you can see, technology has created many teaching techniques that can help you connect better with your students.
Have you had experiences with these teaching techniques? Do you have different techniques you’d like to share? Comment below to share your experiences with others!
Learning foreign languages is impossible to imagine without the use of multimedia learning tools. Of course, important tasks for the methodology of teaching foreign languages include providing opportunities to illustrate the actual process of communication in English, and creating an educational environment that provides real conditions for learning use of the target language and its culture.
The 21st century, often called the information age, is bringing about changes to the traditional teaching of language. The use of computer technology in teaching in our time is of great importance, thanks to its new possibilities. The introduction of new information and communication technology expands access to education, forming an open education system, and changes the idea of the qualifications needed by modern graduate students [1].
The most significant group of benefits is teaching the virtues of computer-based training. For example, teachers use the ability of computers to react instantly to input information to create simple training programs in the form of exercises. The technical advantage of teaching English with the help of multimedia technology is that sound cards allow users to record their speech and then compare it with the pronunciation of native speakers. Graphics capabilities of computers can represent any type of activity in the form of pictures or animation. This is particularly important when learning new vocabulary, as images on the monitor allow students to associate English phrases directly with actions, rather than with phrases in their native language. Moreover, the media are an excellent means of interactive communication between different linguistic groups, which is particularly evident in the application of computer networks. This could be a local area network connecting several machines in one school, or the Internet — a global network of millions of users [2].
These advantages allow us to conclude that multimedia learning has great potential for teaching oral speech in other languages. Through the optimal combination of a number technology (language laboratory, video, television, radio, newspapers, magazines, books, bibliographies, and phones) and having additional features (interactivity, graphics capabilities, etc.), multimedia learning provides almost limitless opportunities for teaching and learning.
Modern pedagogical science seeks to use new technology in teaching. The aforementioned interactive media get their proper use. Most of the wide variety of interactive educational software for learning English is aimed at independent elaboration of phonetic and grammatical aspects and making their use automatic. Features of these programs include interactive dialogues, speech recognition and visualization of pronunciation, animated videos showing articulation of sounds, exercises for development of all kinds of speech skills, videos with translation, and tracking one’s own learning outcomes.
Since the purpose of learning the English language is communicative activity, which requires practical command of the language, the task of teachers is to revitalize all students in the learning process to create a context for their creative activity. The use of modern means, such as awareness programs and Internet technology, as well as cooperative learning and project methodology, allow us to solve these problems [9].
So, Internet sources that may come to the aid of foreign language teachers in the organization of independent work, include broadcasting, interacting with and searching in online resources, where cognitive information, training materials and conditions can be found that are conducive to the formation of professional competence for future specialists [3].
Among the various types of innovation, as shown by the results of a survey conducted in the universities of the CIS, teachers are most familiar with training through the use of multimedia tools (66.7 %) [6].
Multimedia technology is considered to be information technology training that integrates audiovisual information in several media (text, video, audio, graphics, animation, etc.). This implements interactive dialogue with user systems and various forms of self-employment [4].
Power Point can not Take the Place of Student’s Thinking and Practices
At present, most multimedia courseware mainly feature on image and animation of teaching materials in order to cause audio and visual effect, which lively displays the content of textual materials and helps the student deeply understand the texts. A problem remains that displaying of the content of texts in the PPT courseware cannot take the place of students’ thinking or English communication in simulated circumstance, When working on and utilizing the courseware, we need to encourage the students to use their own mind and speak more, actively join in class practice, we should not overuse the courseware merely in the hope of adding the modernized feature to class teaching
The Computer Screen can’t Substitute the Blackboard
Some teachers take the computer screen as the blackboard, They have input exercises, questions, answers and teaching plans into the computer and display thempiece by piece, without taking down anything on the blackboard or even the title of a lesson. It is known thatteachers are supposed to simulate situations based on teaching and guide the students to communicate in English. Beside traditional writing on blackboard is
concise and teachers can make adjustment and amendment to it if necessary. Furthermore, experienced teachers know well that a perfect courseware is an ideal
project in mind, and that in practice, they need to enrich the content on the blackboard with emerging of new question raised by the students.
The CLIL Method of Teaching: 4 Ways to Implement This Method in Class
Lately, the CLIL method of teaching has become incredibly popular, mainly due to the growing interest in educating bilingual children.
If you’re still unfamiliar with it, CLIL stands for Content and Language Integrated Learning, and it’s a fabulous language immersion method that aims at teaching subjects such as science, history, geography and art to students through a foreign language.
CLIL is a fantastic method to empower students of all ages and levels of fluency. By teaching CLIL lessons, you’re giving students the tools to grow, acquire and activate cross-disciplinary skills by using a language different from their own.
It’s also a great method to promote positive attitudes towards language learning from an early stage. Students won’t be corrected on every single error they make. Instead, they’ll be encouraged to keep talking and learning in the language, which lets them feel good about their ability to communicate from the get-go.
CLIL supports critical thinking and collaboration skills. Students won’t be spoon-fed their language lessons, but rather they’ll need to pay attention, observe and learn the language by learning about other subjects in that language. They can look to their peers to support them in this process.
“Ideally, the purpose of both the traditional and computer-assisted cooperative language leaning classrooms is to provide a space in which the facilitation of learning, and learning itself, can take place” (Shi, 2008: 76). It is true that one of the ultimate goals of multimedia language teaching is to promote students’ motivation andlearning interest, which can be a practical way to get them involved in the language learning, Context creation of ELT should be based on the openness and Accessibility of the teaching materials and information. During the process of optimizing the multimedia English teaching, students are not too dependent on their mother tongue, but will be motivated and guided to communicate with each other.
Concerning the development of technology, we believe that in future, the use of multimedia English teaching will be further developed. The process of E
nglish learning will be m ore student-centered but less time-consuming. Therefore, it promises that the teaching quality will be improved and students’ applied
English skill scan be effectively cultivated, meaning that students’ communicative competence will be further developed.
In conclusion, we believe that this process can fully improve students’ ideation and practical language skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning. Barring a few problem areas multimedia technology can be used effectively in classrooms of ElT with proper computer knowledge on the part of teachers, overcoming the finance problemsin setting up the infrastructure and not allowing the teachers to become technophobes.


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    1. 2.David Graddol, The future of English,Page 2
    1. 3. The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer- Assisted Foreign Language Education
    1. 4.Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy.Beijing: Foreign Language Teaching and Research Press.
    1. 5. Holec,H.(1981). Autonomy and Foreign language learning.Oxford: Pergamon.
    1. 6., vol.1, No 4, November 2008. 156
    1. 7.Modern information technologies in education. Robert I. V. -Moscow School Press, 1994.
    1. 8.Benefits and drawbacks of controlled laboratory studies of second language acquisition. Yang L. R. Cambridge: Cambridge University Press, 2001. — 173–193 p.
    1. 9.Problems of application of multimedia technology in higher education // High technology in the pedagogical process: abstracts Interuniversity Scientific Conference university professors, scientists and specialists. Frolov N. H. — Nizhny Novgorod, VSPI, 2000. — 96–98 p.
    10.New teaching and information technology in the education system. Polat ES — Moscow, Education, 2000.-45–46p.


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