26. What is direct method?

The direct method, also known as the natural method, is an instructional approach to language teaching
that focuses on oral communication and immersion. The direct method aims to create a learning
environment that closely resembles the way native speakers acquire their first language. It emphasizes the
use of the target language exclusively in the classroom, minimizing or eliminating the use of the native
language. This creates an immersive experience where students are encouraged to think and communicate
directly in the target language. In the direct method, language is taught through meaningful and authentic
contexts. Instead of starting with explicit explanations of grammar rules, the method employs
demonstration, visual aids, and real-life situations. Vocabulary and sentence structures are introduced
through actions, objects, and pictures rather than translation.
27. How many new words on average are given on the lesson?
The number of new words introduced in an English language lesson can vary depending on various
factors, including the grade level, the specific curriculum, and the teaching approach. However, as a
general guideline:
1. Elementary School: In lower grades, such as elementary school, a lesson might introduce around
5 to 10 new words. These could include basic vocabulary, sight words, and words related to the
theme or topic of the lesson.
2. Middle School: In middle school, English language lessons might introduce a slightly higher
number of new words, ranging from 10 to 15. The complexity of the words may increase, and
students may also be introduced to literary terms and more advanced vocabulary.
3. High School: In high school, especially in literature or advanced language classes, lessons might
introduce 15 to 20 or more new words. The focus may include vocabulary related to specific
texts, literary devices, and advanced language skills.
It's important to note that these are general estimates, and the actual number of new words introduced can
vary based on the specific curriculum, the lesson objectives, and the teaching methods employed by the
instructor. Effective language instruction often involves not just introducing new words but also
providing context, examples, and opportunities for students to use and practice the new vocabulary in
meaningful ways.
28. What is CLIL?
CLIL, which stands for Content and Language Integrated Learning, is an educational approach that
integrates the teaching and learning of both subject content and language skills. It is based on the
principle that students can effectively acquire both subject knowledge and language proficiency
simultaneously. In a CLIL classroom, the target language is used as the medium of instruction for
teaching subject-specific content. It goes beyond simply teaching language as a separate subject but aims
to use language as a tool for learning other subjects. For example, in a science class, students may learn
scientific concepts and theories in a second language (e.g., English) rather than their native language.
CLIL classrooms typically employ various strategies and techniques to support language development
and content comprehension. Teachers may use visuals, hands-on activities, group work, and authentic
materials to engage students and facilitate their understanding. The emphasis is on promoting meaningful
communication and interaction in the target language. CLIL is often implemented in bilingual or
multilingual education settings, where students have the opportunity to learn and use a second language
for academic purposes. It not only aids in language acquisition but also cultivates critical thinking,
problem-solving, and cross-cultural awareness.
29. How videos can be used in a lesson?
Videos can be used in various ways in a lesson, including:
  Introduction: A video can be used to introduce a new topic or concept, providing a visual and
engaging way to capture students' interest and spark curiosity.
 Explanation: Videos can be used to provide detailed explanations of complex concepts or
processes. They can break down information into easily understandable segments and use visuals
or animations to enhance understanding.
 Demonstration: Videos can showcase practical demonstrations, experiments, or procedures that
may be difficult or impractical to perform in a classroom setting. They can show real-world
applications of theoretical concepts.
 Supplemental material: Videos can serve as supplementary material to reinforce learning. They
can review key points, provide additional examples, or present alternate perspectives or
viewpoints.
 Case studies: Videos that present real-life scenarios or case studies can be used to analyze and
discuss complex issues, encouraging critical thinking and problem-solving skills.
 Discussion starters: Videos can be used as a starting point for class discussions or debates. They
can present thought-provoking content or present opposing viewpoints to encourage critical
thinking and enhance student engagement.
 Assessment: Videos can be used for formative or summative assessments. Students can be asked
to analyze and interpret the content, answer questions, or create their own videos as a project.
 Virtual tours or field trips: Videos can be used to virtually explore places, cultures, historical
events, or scientific phenomena that may not be possible to experience firsthand. This enhances
students' understanding and broadens their perspectives.
 Collaborative learning: Videos can be used in group activities or presentations where students
work together to create, analyze, or respond to video content. This promotes teamwork,
creativity, and communication skills.
 Differentiation: Videos can cater to various learning styles, allowing students to absorb
information through visual and auditory means. They can provide additional support or challenge
for students at different levels, facilitating personalized learning experiences.
30. Warm-up activities
A warm-up activity is a short task or exercise that is conducted at the beginning of a lesson or class
session to prepare students mentally and physically for the upcoming learning experience. It serves as an
introductory activity to engage students, activate their prior knowledge, and create a positive and focused
learning environment. Here are some more detailed characteristics of warm-up activities:
1. Time frame: Warm-up activities are usually brief, typically ranging from three to ten minutes,
depending on the length of the class session. The purpose is to transition students from their previous
activities or mindset into the current learning environment.
2. Attention grabber: Warm-ups aim to capture students' attention and pique their interest. They often use
stimulating and engaging content, such as visuals, discussion prompts, or interactive elements, to hook
students and create curiosity about the topic or concept to be addressed in the lesson.
3. Connection to the lesson: Warm-up activities are designed to connect students' prior knowledge or
experiences to the upcoming lesson. They may include questions, prompts, or activities that help students
recall information, make connections, or activate relevant background knowledge to build upon during
the lesson.
4. Active participation: Warm-ups encourage active participation and engagement. They can involve
individual reflection, pair or group discussions, brainstorming, problem-solving, or physical movement,
depending on the nature of the activity and the learning objectives of the lesson.
 5. Skill reinforcement: Warm-ups can be used to reinforce and review essential skills or concepts. For
example, if the lesson focuses on grammar, the warm-up activity may involve correcting sentences or
identifying parts of speech.
Here are a few warm-up activity ideas:

 Icebreaker questions: Ask students to pair up and share answers to fun introductory questions,
such as "What's your favorite hobby?" or "If you could have any superpower, what would it be?"
 Quick writes: Give students a prompt related to the topic of the lesson and ask them to write for a
few minutes. For example, if the lesson is on environmental issues, the prompt could be "What
are some ways you can reduce your carbon footprint?"
 Brainstorming: Present a topic or question related to the lesson, and ask students to brainstorm as
many ideas or words they associate with it. Write their responses on the board to generate
discussion.
 Visual stimuli: Show students an image, photograph, or video clip related to the lesson. Ask them
to describe what they see, make predictions, or connect it to their prior knowledge.
 True or False statements: Present a series of statements related to the upcoming lesson. Ask
students to determine if each statement is true or false and provide a brief explanation.
31. Basic pedagogical values
While the specific pedagogical values may vary among educators and educational contexts, some basic
pedagogical values that are commonly emphasized include:

 Inclusivity: Educators value creating an inclusive and equitable learning environment where all
students feel respected, valued, and supported regardless of their background, abilities, or
identities.
 Learner-Centeredness: Pedagogical practices should prioritize the learner, taking into account
their interests, needs, and prior knowledge. Teachers should adapt their teaching methods to the
individual learners and foster active engagement and participation.
 Critical Thinking: Educators strive to develop learners' critical thinking skills, encouraging them
to analyze, evaluate, and make informed decisions. This involves fostering curiosity, questioning,
and providing opportunities for independent and creative thinking.
 Collaboration: Pedagogy values collaboration among students and teachers. Cooperative learning,
group work, and peer interaction are encouraged to develop students' social skills, communication
abilities, and teamwork.
 Engagement and Motivation: It is important to create a learning environment that fosters
enthusiasm and intrinsic motivation. Teachers aim to engage learners through interactive and
relevant activities, real-life connections, and the use of diverse instructional strategies.
 Reflection and Metacognition: Educators value promoting reflection and metacognitive skills in
learners. Students are encouraged to think about their own thinking, set goals, monitor their
learning progress, and develop strategies to improve their learning.
 Differentiation: Pedagogy should be flexible and responsive to the individual needs and abilities
of learners. Teachers aim to differentiate instruction by providing varied learning materials,
strategies, and assessments to cater to diverse learning styles and levels.
 Continuous Improvement: Emphasizing a growth mindset, pedagogy values continuous
improvement for both teachers and learners. Educators seek professional development
opportunities, engage in reflective practices, and constantly seek ways to enhance teaching
effectiveness.
These are just a few basic pedagogical values that guide teaching practices in a learner-centric and
inclusive manner. They provide a foundation for fostering effective learning experiences and supporting
the holistic development of students.
32. Which documents teacher must and mustn’t have
Teachers must have certain documents to fulfill their professional responsibilities:
 Teaching Certificate or License: Teachers must possess a valid teaching certificate or license that
verifies their qualifications to teach in a specific subject or grade level.
 Lesson Plans: Teachers should create lesson plans that outline instructional goals, activities, and
assessments for each class or subject they teach. These plans serve as a guide for effective
teaching and recordkeeping.
 Curriculum Documents: Teachers should have access to curriculum frameworks or guidelines
provided by their school or educational institution. These documents outline the scope and
sequence of subjects, learning objectives, and standards that teachers are expected to cover in
their instruction.
 Student Records: Teachers must maintain accurate and up-to-date student records, including
attendance records, grades, and assessments. These records are crucial for tracking student
progress, communicating with parents or guardians, and complying with legal requirements.
 Individualized Education Programs (IEPs) or 504 Plans: If teaching students with special needs,
teachers must have access to and be familiar with their students' IEPs or 504 plans. These
documents outline accommodations, modifications, and specific goals for students with
disabilities or other exceptionalities.
 Professional Development Records: Teachers should maintain records of their professional
development activities, including workshops, conferences, courses, and certifications. These
records demonstrate ongoing professional growth and help teachers stay current in their field.
Teachers must not possess any documents that violate ethical or legal guidelines, such as:
o Unauthorized Student Records: Teachers should not have access to or possess confidential
student records that they are not authorized to handle or maintain. Student privacy and
confidentiality must be respected at all times.
o Inappropriate Content: Teachers should not possess or distribute materials that are inappropriate,
offensive, or illegal, such as explicit or discriminatory content that goes against ethical and
professional standards.
Teachers' document requirements may vary depending on the educational system, school policies, and
local regulations. It is important for teachers to familiarize themselves with the specific documentation
requirements for their teaching context.
33. Methodology of FLT as an independent science
The methodology of teaching foreign languages is a system of knowledge about the regularities of the
process of teaching a non-native language and about ways to influence this process in order to optimize it.
The methodology of teaching a foreign language reveals and substantiates the patterns of teaching a
foreign language. Historically, two functionally different methods have developed: general and particular
methods. The general methodology, as a rule, is devoted to the study of the patterns and features of the
process of teaching a foreign language, regardless of what foreign language is in question. a private
technique explores the teaching of those linguistic and speech phenomena that are specific to a particular
student.
General and private methods are interconnected. General methodology is enriched on the basis of the
experience of private methods. In turn, the laws of the general methodology are reflected in the particular.
The subject of the methodology of teaching foreign languages is the knowledge accumulated about the
object, a numerous theory that models the learning process; these are the regularities of the process of
teaching a foreign language. The main concepts that make up the foundation of the methodology include:
process, goals, content, principles, methods, techniques, means and organizational forms of training.
The basic categories of the methodology are considered to be:
Method as a system of purposeful actions of the teacher, on the one hand, and learning actions of
students, on the other. Technique is an elementary methodological act aimed at solving specific problems
at a certain stage of the lesson. Approach - a common starting position, starting from which the researcher
considers most of his remaining provisions. The question of the relationship between method and
approach remains debatable. Domestic methodologists and most foreign researchers believe that the
approach to learning plays a fundamental role and is the dominant idea on which the new method is built.
Method and approach interrelated and interdependent, they are characterized by constant interaction. The
researchers unanimously express the opinion that there is no absolutely correct and effective method for
all learning conditions and come to the conclusion that it is necessary to combine different approaches,
principles and elements of various methods, taking into account the specifics of learning, since what is
effective in one environment may have a completely opposite result in other learning environments
A principle is a guiding idea. It is customary to distinguish the following general didactic, general
methodological, particular methodological principles. The goal of learning is what we strive for in the
process of teaching a foreign language, this is an ideally planned result. First, the goal of training is set,
only then the methodology is developed. The purpose of learning is closely related to learning conditions,
because without them it is impossible to achieve it. Learning conditions are the circumstances under
which learning takes place.
The means of learning are the tools of the educational process, with the help of which the set goals are
achieved more successfully and in a short time. Teaching aids include: textbook, workbook, tape
recorder, cards. All of the above categories serve learning system - a general model of the educational
process, corresponding to a certain methodological concept. The training system is a complete set of
components corresponding to a certain methodological concept; it determines the goals, content,
principles, methods, techniques, ways, means, forms of organization of training and, in turn, is
determined by them.
34. Theoretical basis of foreign methodology
The theoretical basis of foreign methodology can be traced back to the broader field of comparative
research. Comparative research involves analyzing and comparing phenomena across different cultures,
societies, or countries to understand similarities, differences, and underlying mechanisms.
One of the key theoretical foundations of foreign methodology is the concept of cultural relativism, which
acknowledges that different cultures have their own unique systems of values, beliefs, and practices.
Foreign methodology recognizes that what may be deemed as appropriate or effective within one culture
or society might not be applicable to another. Hence, it emphasizes the need to consider cultural context
when conducting research and interpreting findings.
Another theoretical basis of foreign methodology is the recognition of the complex interplay between
structure and agency. This perspective acknowledges that individuals and social groups are influenced by
both external social structures and their own agency or ability to act. Foreign methodologies seek to
understand how structural factors, such as political, economic, and social systems, shape human behavior
and outcomes in different contexts.
Additionally, foreign methodologies are often influenced by postcolonial and decolonial theories. These
theories challenge the Eurocentric biases in knowledge production and research methodologies and seek
to decenter Western perspectives. By integrating postcolonial and decolonial theories, foreign
methodologies aim to address power imbalances, give voice to marginalized communities, and broaden
the understanding of phenomena by including diverse perspectives.
Overall, the theoretical basis of foreign methodology lies in the principles of cultural relativism, the
interplay between structure and agency, and the critique of Eurocentrism. These foundations guide the
design, implementation, and interpretation of research that aims to compare, understand, and explain
cross-cultural phenomena.
35. The content of FLT
FLT, or Foreign Language Teaching, refers to the teaching and learning of a language that is not the
native language of the learners. The content of FLT typically includes various elements that are necessary
for language acquisition and development. Here are some key components of FLT content:

 Vocabulary: Vocabulary forms an essential part of language learning. FLT content focuses on
introducing and practicing new words and phrases that are relevant to various topics, themes, and
language functions.
 Grammar: Grammar rules and structures play a vital role in language proficiency. FLT content
includes teaching and practicing grammatical concepts such as verb tenses, sentence structures,
and word order.
 Speaking and Listening: FLT content emphasizes the development of speaking and listening
skills, as these are crucial for effective communication. Activities and materials are designed to
provide opportunities for learners to practice their oral skills and improve their comprehension of
spoken language.
 Reading: The content of FLT incorporates reading materials, such as texts, articles, and stories, to
develop reading skills and comprehension. Learners engage with different types of texts, ranging
from beginner-level to more complex materials, to enhance their language abilities.
 Writing: FLT content includes activities and exercises that focus on developing writing skills.
Learners practice various types of writing, such as letters, essays, reports, and creative pieces, to
improve their written communication.
 Culture and Context: A significant aspect of FLT content involves cultural and contextual
understanding. Learners are exposed to the culture, traditions, customs, and societal norms of the
target language, fostering a deeper understanding of the language in its cultural context.
 Language Skills Integration: FLT content aims to integrate the different language skills, such as
reading, writing, speaking, and listening. This integration helps learners develop their overall
language proficiency and enables them to use the language in real-life situations.
 Authentic Materials: FLT content often utilizes authentic materials, such as newspapers,
magazines, videos, or audio recordings, to expose learners to real-world language use and provide
a practical and engaging learning experience.
 Task-based Activities: FLT content emphasizes task-based activities that involve learners in
practical, goal-oriented language tasks. These activities focus on real-life language use and
promote communicative competence.
 Assessment and Feedback: FLT content includes methods for assessing learner progress and
providing feedback. Assessments can involve a variety of tasks, such as quizzes, exams,
presentations, or projects, to evaluate learners' language skills and knowledge.
The content of FLT is designed to cater to learners' linguistic needs and progress gradually, from basic to
more advanced levels, facilitating effective language acquisition and proficiency.
36. The connection between foreign education methodology and other sciences
Methods of foreign language teaching are closely related (connected) to other sciences such as pedagogy,
psychology, physiology, linguistics, and some others.
 Relations of FLT with Pedagogy
Pedagogy is a science connected with the teaching and education of the younger generation.. One branch
of pedagogy is called didactics. Didactics studies general ways of teaching in schools. Methods as
compared to didactics, study the specific ways of teaching a definite subject. Thus it may be considered
special didactics. Pedagogy is the science or general theory, of the bringing up and teaching of children
and the young, in other terms, the science of education in the narrower sense and instruction or of
education in the wider sense. It consists, accordingly, of two main divisions: educational pedagogy and
instructional pedagogy, of which the latter is called didactics, otherwise method or methods.
 Relations of FLT with Psychology
One cannot develop language skills (listening comprehension, speaking, reading and writing) of our
learners effectively if we do not know and take into account the psychology of habits and skills, the ways
of forming them, the influence of formerly acquired habits on the formation of new ones, and many other
necessary factors that psychology can supply us with. Since bringing up and teaching children are
particular modes of combined physical and mental activity, it is clear that psychological principles must
largely contribute to the theoretical foundation of pedagogy in general and of methods of teaching in
particular. Pedagogy and psychology may be said to overlap each other, or like two interesting circles, to
have a common area, which do main bears the name of “educational psychology”. This relationship may
be represented graphically as follows: Pedagogy - Educational Pedagogy - Psychology. Psychology
allows the methodologists to determine the so-called psychological content of teaching i.e. in what habits
and skills should be developed in pupils to acquire language proficiently. Psychology also helps Methods
in selecting techniques for teaching and learning, i.e. in how to teach in a most effective way, for
example, under what conditions students can learn words, phrases, sentence-patterns more effectively, or
how to ensure students memorizing new words in an easier way
 Relations of FLT with 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 most closely related to linguistics deals with the problems which
are of paramount importance to Methods, with language and thinking, grammar and vocabulary, the
relationship between grammar and vocabulary and many others. Methods successfully use, for example,
the results of linguistic investigation in the selection and arrangement of language material for teaching.

37. Educational program of level ranking according to the European system of level model of foreign
language education.
The European system of level model for foreign language education is commonly known as the Common
European Framework of Reference for Languages (CEFR). It provides a framework for assessing
language proficiency and categorizing learners into different levels. Based on the CEFR, the educational
program of level ranking can be summarized as follows:
1. Level A1: Beginner
At this level, learners are considered beginners and have minimal or no knowledge of the target language.
They focus on acquiring basic vocabulary, grammar structures, and simple communication skills for
everyday situations.
2. Level A2: Elementary
At the elementary level, learners can handle elementary, day-to-day interactions but still have limited
proficiency. They expand their vocabulary, learn additional grammar structures, and develop more
confidence in using the language.
3. Level B1: Intermediate
At the intermediate level, learners are able to engage in more complex conversations and express their
opinions on various topics. They work on improving their fluency, accuracy, and expanding their
vocabulary and knowledge of grammar.
4. Level B2: Upper Intermediate
At the upper intermediate level, learners have a good command of the language and can communicate
effectively in a wide range of situations. They focus on refining their language skills, understanding more
challenging texts, and expressing themselves clearly in both spoken and written forms.
5. Level C1: Advanced
At the advanced level, learners have a high level of proficiency and can understand and produce complex,
nuanced language. They engage in discussions, debates, and analyze authentic materials, such as
literature, films, and academic texts.
6. Level C2: Proficient
At the proficient level, learners have near-native or native-like proficiency in the target language. They
are able to understand and produce language effortlessly, including idiomatic expressions, subtle nuances,
and complex ideas.
It is important to note that these levels are not meant to represent specific courses or timeframes but rather
serve as a guideline for evaluating and categorizing learners' language proficiency. Institutions and
language programs often align their curriculum and assessments with these CEFR levels to ensure
consistency and provide learners with a clear understanding of their language skills.
38. Methods of scientific research in the methodology of foreign language education.
Research methods are ways of knowing and studying the phenomena of reality. With regard to language
learning, such methods are used in the study of the learning process in order to increase its effectiveness.
In the field of foreign language education, a range of main and auxiliary research methods are used to
investigate various aspects of language learning and teaching. These methods help researchers collect
data and analyze different facets of foreign language education. Here are some main and auxiliary
research methods commonly used in this field:
Main Research Methods:
 Experimental Research: Experimental research involves manipulating variables to study the
cause-and-effect relationships in language learning. Researchers design controlled experiments to
assess the impact of specific teaching methods, interventions, or materials on language
proficiency and learning outcomes.
 Survey Research: Surveys are widely used in foreign language education research to collect data
from a large number of participants. Researchers employ questionnaires or structured interviews
to gather quantitative data on learners' attitudes, beliefs, preferences, and experiences related to
language learning.
 Case Study Research: Case study research involves in-depth investigations of individuals,
classrooms, or language programs. Researchers gather multiple sources of qualitative data,
including interviews, observations, and document analysis to gain comprehensive insights into
specific educational contexts, teaching practices, or learning processes.
 Observational Research: Observational research methods involve direct observation of language
classrooms, learners, or language learning environments. Researchers observe and document
interactions, behaviors, and instructional strategies to understand classroom dynamics, language
use, and teaching practices.
 Action Research: Action research is a collaborative approach where teachers or educators
actively engage in researching and improving their own teaching practices or classroom
experiences. It involves a cyclic process of planning, implementing, observing, reflecting, and
modifying instructional strategies based on practitioner insights and student feedback.
Auxiliary Research Methods:
 Interviews: Interviews provide an opportunity to collect in-depth qualitative data about
individuals' language learning experiences, motivations, challenges, or beliefs. Researchers
engage in one-on-one or group interviews to gain rich insights into learners' perspectives.
 Focus Groups: Focus groups involve interactive group discussions with a small number of
participants who share common characteristics or experiences related to language learning.
Researchers facilitate discussions to explore specific topics or themes in detail, gathering multiple
perspectives.
  Document Analysis: Document analysis involves examining written texts, such as textbooks,
curriculum documents, or learners' work, to gain insights into language teaching materials,
curriculum design, or language learning processes. Researchers analyze these documents to
understand the contextual factors influencing language education.
 Language Tests and Assessments: Language tests and assessments are used to measure learners'
language proficiency or assess the effectiveness of instructional interventions. Researchers may
employ standardized language tests, develop their own assessments, or analyze existing language
proficiency data to evaluate learning outcomes.
These main and auxiliary research methods provide researchers in foreign language education with
diverse approaches to investigate language learning and teaching processes, explore learner
characteristics, and evaluate the effectiveness of instructional strategies. The choice of methods depends
on the research questions, available resources, and the desired depth of understanding. Researchers often
employ a combination of these methods to obtain comprehensive and nuanced insights into foreign
language education.
39. The essence of the modern competence-methodological foreign language educational paradigm as
a system of intercultural and communicative foreign language education.
The modern competence-methodological foreign language educational paradigm is a learner-centered
approach that focuses on developing learners' communicative competence and intercultural
understanding. Here are some key aspects that define this paradigm:

 Communicative Competence: The paradigm places a strong emphasis on developing learners'

ability to use the target language in real-life communicative situations. It shifts the focus from
rote memorization of grammar rules and vocabulary to the practical application of language for
meaningful interaction. Learners are encouraged to engage in authentic communication, express
their ideas, and understand messages in various contexts.
 Intercultural Competence: The paradigm recognizes the importance of intercultural understanding
and fosters learners' ability to navigate different cultures and contexts. It promotes sensitivity,
tolerance, and respect for cultural diversity. Learners are exposed to authentic materials from
different cultures, enabling them to learn about and appreciate the perspectives, values, and
practices of other communities.
 Task-based Learning: The paradigm advocates for task-based learning, where learners actively
participate in meaningful, goal-oriented language tasks. These tasks simulate real-life situations
and require learners to use their linguistic and communicative skills to accomplish a specific
objective. Tasks can include role-plays, problem-solving activities, presentations, debates, and
group projects.
 Authentic Materials and Contexts: To promote language authenticity, the paradigm encourages
the use of real-world materials and contexts. Learners are exposed to authentic texts, audiovisual
resources, and cultural artifacts that reflect the target language culture. This exposure helps
learners develop their language skills in a more relevant and meaningful way.
 Learner Autonomy: The paradigm supports learners' autonomy and active engagement in their
learning process. Learners are encouraged to take ownership of their language development, set
goals, make choices, and take responsibility for their learning outcomes. Teachers act as
facilitators, providing guidance and support, and creating a learner-centered classroom
environment.
 Technology Integration: The paradigm embraces the use of technology as a tool for language
learning and communication. Digital resources, such as multimedia materials, online platforms,
language learning apps, and communication technologies, provide learners with additional
opportunities to practice and enhance their language skills.
 Assessment for Learning: The paradigm promotes a formative approach to assessment, focusing
on continuous feedback and improvement. Assessment tasks are designed to evaluate learners'
progress in terms of their communicative competence and intercultural understanding.
 Assessment methods include performance-based tasks, portfolio assessment, self-assessment, and
peer feedback, providing a holistic view of learners' abilities.
The essence of the modern competence-methodological foreign language educational paradigm lies in its
learner-centeredness, emphasis on communicative competence and intercultural understanding, and the
integration of authentic materials, technology, and task-based learning. This paradigm aims to equip
learners with the necessary skills and knowledge to effectively communicate in real-world language
contexts and develop a global mindset.
40. Education paradigms
Paradigms of education refer to the fundamental frameworks or perspectives that influence how education
is understood, approached, and practiced. These paradigms shape educational theories, philosophies,
policies, and practices. The current paradigms of education differ:
• according to the goals set for education;
• understanding the functions of the school;
• on ways to achieve goals;
• by the nature of pedagogical interaction, especially by the positive student's position in education.
Each of the paradigms sets the same principles for education. Basic questions:
• What are the functions of the school as a social institution?
• What is the effectiveness of the education system?
• What are the school's priorities?
• What are the socially significant goals of education?
• What knowledge, skills and abilities are valuable and for whom?
• What should education be like in today's world?
Types:
1. Esoteric Paradigm:
Philosophy: Rooted in the idea that education is a means of transmitting hidden or specialized knowledge
to a select few.
Focus: Emphasizes the importance of secret or specialized knowledge that is not readily available to
everyone.
Application: Often associated with mystical or spiritual teachings and traditions. In esoteric education, the
emphasis may be on initiation, personal transformation, and gaining insights beyond the ordinary.
2. Knowledge Paradigm:
Philosophy: Views education as the acquisition and transmission of factual information and skills.
Focus: Prioritizes the imparting of knowledge, facts, and practical skills that are deemed essential for
functioning in society.
Application: Traditional academic settings often align with the knowledge paradigm, emphasizing the
importance of curriculum content and standardized testing. The goal is often to prepare students with a
well-defined body of knowledge.
3. Technocratic Paradigm:
Philosophy: Sees education as a tool for achieving specific societal goals and outcomes, often
emphasizing efficiency and practical skills.
Focus: Stresses the use of technology and scientific methods to enhance educational processes and
outcomes. Goal-oriented and results-driven.
Application: Often associated with vocational or technical education, where the emphasis is on preparing
individuals for specific roles in the workforce. Assessment and educational planning are often based on
measurable outcomes.
4. Humanistic Paradigm:
Philosophy: Places a strong emphasis on the development of the whole person, including intellectual,
emotional, and social aspects.
Focus: Values individuality, creativity, critical thinking, and personal growth. Often emphasizes the
importance of fostering a love of learning.
Application: Humanistic education seeks to create a supportive and student-centered learning
environment. It may involve student choice, collaborative learning, and an emphasis on developing well-
rounded individuals.
These paradigms are not mutually exclusive, and educational systems often incorporate elements from
multiple paradigms. The choice of paradigm can influence curriculum design, teaching methods,
assessment strategies, and the overall educational experience.
41. Intercultural speech-language and speech-activity foundations of communication
Intercultural speech-language and speech-activity foundations of communication refer to the core
principles and elements that influence the way people from different cultures communicate with each
other. These foundations are important because they shape our understanding of how language and
communication work in cross-cultural interactions.
 Language: The language we use and understand is influenced by our cultural background. Each
culture has its own unique set of words, phrases, and expressions that carry specific meanings.
Understanding the linguistic nuances of a culture is essential for effective communication.
 Non-verbal communication: Non-verbal cues, such as body language, facial expressions, and
gestures, play a significant role in intercultural communication. Different cultures may interpret
non-verbal cues differently. It is crucial to be aware of these cultural variations to avoid
misunderstandings and misinterpretations.
 Cultural norms and values: Cultural norms and values influence how we communicate and what
we consider appropriate or inappropriate behavior. Understanding and respecting the cultural
norms of others helps in building effective and respectful relationships.
 Contextual factors: Communication is influenced by the cultural, social, and historical context in
which it occurs. Cultures vary in terms of power dynamics, social hierarchies, and interpersonal
relationships. Being aware of these contextual factors can assist in navigating intercultural
communication more effectively.
 Cultural empathy and sensitivity: Developing cultural empathy and sensitivity is crucial for
effective intercultural communication. Empathy allows us to understand and appreciate the
perspectives, beliefs, and values of others. Sensitivity enables us to tailor our communication
style to best suit the needs and expectations of individuals from different cultures.
 Active listening: Active listening involves not only hearing but also understanding the speaker's
message. It requires suspending judgment, seeking clarification when needed, and showing
genuine interest in the speaker's thoughts and ideas. Active listening is an important skill for
overcoming language and cultural barriers in communication.
 Adaptability and flexibility: Effective intercultural communication requires adaptability and
flexibility. It involves adjusting our communication style, language use, and behavior to
 accommodate the cultural preferences and expectations of others. Being open-minded and willing
to learn from others helps in creating a positive and inclusive communication environment.
In summary, intercultural speech-language and speech-activity foundations of communication are
essential for understanding and navigating cross-cultural interactions. By being aware of language, non-
verbal cues, cultural norms, contextual factors, empathy, active listening, and adaptability, we can foster
effective and respectful communication with people from diverse cultural backgrounds.
42. Aims and approaches of FLT
The aims of foreign language teaching (FLT) can be diverse depending on the specific context and
learners' needs. However, some common aims include:
o Developing communicative competence: FLT aims to help learners develop the ability to use the
target language effectively in real-life communication situations. This includes developing
listening, speaking, reading, and writing skills.
o Cultivating cultural understanding: FLT aims to expose learners to the culture(s) associated with
the target language. This includes raising awareness of cultural differences, customs, traditions,
and norms. Promoting cultural sensitivity and intercultural competence are important aspects of
FLT.
o Enhancing language proficiency: FLT aims to improve learners' overall proficiency in the target
language, including vocabulary, grammar, pronunciation, and fluency.
Approaches to FLT can vary depending on the theoretical perspective and methodologies employed.
Some common approaches include:

 Communicative Language Teaching (CLT): This approach emphasizes meaningful and authentic
communication. Learners engage in tasks and activities that require them to use the target
language to convey messages, solve problems, and negotiate meaning. Focus is placed on
functional language use and language fluency.
 Task-Based Language Teaching (TBLT): This approach focuses on learners completing language
tasks that simulate real-life situations. Learners work on specific tasks that involve using the
target language to accomplish a goal, fostering communication and language acquisition
simultaneously.
 Content-Based Language Teaching (CBLT): This approach integrates language instruction with
subject matter content. Learners acquire language skills while learning content related to other
disciplines, such as science, social studies, or literature.
 The Grammar-Translation Method: This traditional approach focuses on explicit teaching of
grammar rules and vocabulary through translation exercises. It emphasizes accuracy and reading
comprehension.
 The Audio-Lingual Method: This method emphasizes extensive oral drills and repetition to
develop language skills. It aims to mimic the way children acquire their native language, focusing
on listening and speaking skills.
It is essential for teachers to select and combine approaches that align with the aims of FLT and the
specific needs and preferences of their learners.
43. Principles of FLT
All principles are united by the general idea of natural conformity. The following can be distinguished as
the main didactic principles of teaching a foreign language: the principle of consciousness, activity,
systematicity, strength, visibility, accessibility. Let's analyze them in more detail:

 The principle of consciousness. There are many interpretations of this principle given by such
scientists as L.V. Shcherba, G.E. Vedel, A.N. Leontiev and others. According to scientists,
consciousness manifests itself in the conscious comparison of foreign and native languages for
more intensive penetration into their structure. At the same time, consciousness consists in
 understanding why it is necessary to study. In accordance with this principle, the conscious
participation of the student in communication and teaching a foreign language is assumed.
Consciousness is also expressed in a positive attitude towards the material being studied, in
internal motivation.
 The principle of activity. Mastering a foreign language is successful only if the student is actively
involved in the learning process. This principle is reinforced from the point of view of modern
psychology, where activity is the main characteristic of cognition. There are emotional, speech
and intellectual activity. Psychologists also emphasize that an important condition for the activity
of students is the presence of self-control and self-esteem in the learning process.
 The principle of visibility stems from the process of perception, comprehension and
generalization of the material. Since we are talking about mastering a foreign language, it should
be noted that we are talking, first of all, about language visibility. E.I. describes the principles of
linguistic visualization in great detail in his works. Passov.
 The principle of accessibility. In implementing this principle, it is necessary to take into account
the individual capabilities of children. The availability of education is determined by a number of
factors, the main of which is taking into account age characteristics. The process of learning a
priori cannot be easy. But the difficulties that, one way or another, children face in teaching a
foreign language should be surmountable. Accessibility is achieved by using the right material
and method of teaching a foreign language.
 The principle of strength. The material must be learned in such a way that the student can, if
necessary, retrieve the necessary units from memory and be able to apply them correctly. The
strength of assimilation is ensured by bright presentation of the material, repeated trainings,
independent work, systematic control.
 The principle of systematicity. The essence of the principle is that the presentation of the material
is brought to the level of consistency in the minds of students. The learning process is more
successful and effective if it consists of separate sequential steps and is continuous. Disrupted
sequence in learning leads to a slowdown in the assimilation of the material. Of great importance
for the implementation of this principle is practical activity, when theory is combined with
practice.
44. Methods of FLT
A teaching method refers to the specific approach or strategy used by educators to facilitate the learning
process and impart knowledge to students. It includes a set of instructional techniques and procedures that
guide teachers in organizing and delivering content in the classroom.
There are different methods of FLT:
1) The Grammar-Translation method is an approach to language teaching that was widely used in the
19th and early 20th centuries. It focuses primarily on the teaching of grammar rules and the translation of
texts from the target language into the native language. It is characterized by a focus on explicit teaching
of grammar rules, translation exercises, and reading of literary texts. This method is associated with the
teaching of classical languages such as Latin and ancient Greek but has also been applied to modern
languages.
2) The Direct Method. The basic principle of the Direct Method was that the second language learning
should be more like first language learning. The method would comprise a great deal of oral interaction,
spontaneous use of language, no translation between the first and the second languages, and little or no
analysis of grammar rules.
3) Communicative Language Teaching. is an approach to language teaching that focuses on developing
communicative competence in learners. It emerged in the 1970s as a response to the limitations of
traditional grammar-focused methods. CLT reflects the communicative nature of language and aims to
develop learners' ability to use language effectively in various social and cultural contexts. It promotes
active participation, meaningful interaction, and the development of both linguistic and pragmatic
competence.
4) The Audio-lingual Method (also known as the army method, the aural-oral method, or the new key), is
a method of foreign language teaching in which the students learn language by repeating/imitating the
recurring patterns/dialogues of everyday situations by a succession of drills. The Audio-lingual Method
strongly dominated the field of education in the 1950s and 1960s.
5) Total Physical Response (TPR). It is based on the theory that language learning is strengthened through
physical movement and is particularly effective for learning the early stages of a language. In TPR,
learners respond physically to spoken commands given by the teacher. The teacher acts as a conductor,
providing oral instructions while the students perform actions associated with those instructions. The
focus is on comprehension and the development of listening skills before learners are required to produce
the language themselves.
There are many traditional methods of teaching foreign languages that are quite effective. However, the
modern development of society requires the search and use of more advanced methods and technologies.
Knowledge of several languages is becoming the norm of life. For fast and effective learning of foreign
languages, innovative methods are needed aimed at developing the practical skills of a qualified specialist
who is able to solve professional problems at the level of foreign language communicative competence.
45. Means and techniques of FLT
Means and techniques are the methods, approaches, tools, or strategies that are employed to accomplish a
specific goal or perform a particular task. In various fields and disciplines, means and techniques refer to
the resources and practices used to achieve desired outcomes.
Means can be seen as the resources or tools that are utilized to achieve a particular objective. These
resources can be physical objects, materials, technologies, or any other tangible or intangible assets that
aid in accomplishing a task. For example, in teaching, means can include textbooks, audiovisual
materials, technology tools, or any other resources that support the learning process.
Techniques, on the other hand, refer to the specific methods or approaches used to execute a task or
achieve an objective. Techniques involve a specific set of actions or steps that are followed to perform a
task effectively. In teaching, techniques can include instructional approaches, pedagogical methods, or
specific strategies used to facilitate learning and instruction.
Overall, means and techniques work together to support the accomplishment of a goal or the successful
completion of a task. Means provide the necessary resources or tools, while techniques determine the
specific actions or methods used to utilize those means effectively.
Means of FLT:

 Interactive Classroom Activities: Engaging students in interactive activities that promote

communication and collaboration. Examples: Pair and group activities, role-playing, discussions,
and debates.
 Authentic Materials: Using real-life materials such as newspapers, magazines, videos, and
podcasts to expose learners to authentic language use. Examples: Reading articles, watching
videos, and listening to native speakers.
 Technology Integration: Incorporating technology tools and platforms to enhance language
learning experiences. Examples: Language learning apps, online exercises, virtual classrooms,
and multimedia resources.
 Task-Based Language Teaching (TBLT): Structuring lessons around tasks that require the use
of language for practical purposes. Problem-solving tasks, project work, and real-life simulations.
 Language Games: Using games to make language learning enjoyable and interactive. Examples:
Word games, board games, and language-based puzzles.
  Storytelling: Narrating or reading stories to engage learners and enhance language
comprehension. Examples: Storytelling sessions, reading aloud, and creating narratives.
Techniques of FLT:
Total Physical Response (TPR): Involving physical movement to reinforce language learning.
Examples: Following commands, acting out instructions, and performing physical responses.
Drills: Repeated practice of language elements to reinforce learning. Examples: Repetition drills,
substitution drills, and transformation drills.
Language Laboratory: Using specialized audio or computer facilities for language practice and listening
comprehension. Examples: Listening to recorded dialogues, pronunciation practice, and language lab
exercises.
Socratic Questioning: Engaging learners in discussions through a series of open-ended questions to
stimulate critical thinking. Examples: Discussing ideas, debating, and exploring various perspectives.
Mnemonic Devices: Memory aids or techniques to facilitate the memorization of vocabulary and
language patterns. Examples: Acronyms, visualization, and memory association techniques.
Visual Aids: Using visuals such as charts, graphs, and images to support language learning. Examples:
Vocabulary charts, mind maps, and graphic organizers.
Peer Teaching: Encouraging students to teach and learn from each other. Examples: Peer tutoring,
collaborative projects, and group presentations.
Content-Based Instruction (CBI):
Description: Integrating language learning with the study of subject matter content.
Examples: Reading and discussing content-related texts, writing reports, and projects.
Portfolio Assessment: Documenting and assessing learner progress through a collection of their work.
Examples: Language portfolios, self-assessment reflections, and goal-setting.
46. Technologies of foreign education
In the methodology of teaching foreign languages, it is customary to refer to modern learning
technologies: collaborative learning, project method (project technologies), student-centered learning,
distance learning, the use of a language portfolio, a tandem method and intensive teaching methods,
Dalton Plan technology, modular technology, the use of technical means (primarily computer and
audiovisual technologies). There are traditional and modern technologies. Traditional technologies are
built on an explanatory and illustrative way of teaching. That is, the teacher presents the students with
new material, accompanied by clarity, the presentation of the material is in the form of a teacher's
monologue. Students listen, do the teacher's tasks, after which the material is memorized. The
disadvantage of this technology is the low level of communication skills of students, non-extended
answers, lack of their own point of view. And since the main goal of teaching foreign languages is to
master students' communicative skills in all types of speech activity and develop the ability of students to
use the language as a means of communication, i.e. practical mastery of foreign languages, the task of the
teacher is to choose such teaching methods that would allow each student to show their activity.
What is the difference between traditional and modern learning technologies? In traditional learning
technologies: - in the center of learning technology - a teacher; - the essence of learning is the transfer of
knowledge (facts); - students play a passive role in the classroom; Modern learning technologies are
based on the following provisions: - in the center of learning technology - the student; - the role of the
teacher is to teach to learn; - at the heart of learning activities - cooperation; - learners play an active role
in learning; - the essence of technology is the development of the communicative competence of students
and the ability to self-study.
 Information technologies are usually called technologies that use such technical teaching aids as audio,
video equipment, computer, interactive whiteboards). But in the present period - the period of general
computerization, speaking of information technology, we must first of all talk about the computer and
Internet resources. Everyone knows about the limitless possibilities of the computer and the Internet, and
you should not stop here. It should only be noted that the use of a computer and Internet resources allow
you to work out both the main aspects of the language (vocabulary, grammar, phonetics), and develop
types of speech activity (listening, reading, writing, speaking). creates conditions for obtaining any
information necessary for students (including regional studies) increases motivation to learn a foreign
language. The project method is a set of students' actions in a certain sequence to achieve the set task,
which should end with a very real, tangible practical result, designed in one way or another. The main
purpose of the project method is to provide students with the opportunity to independently acquire
knowledge in the process of solving practical problems or problems that require knowledge from various
subject areas.
Collaborative learning is learning in small groups. The main idea of this technology is to create conditions
for active joint learning activities of all students. Students are different - some quickly “grasp” all the
teacher's explanations, easily master the material, communication skills, others need more time and
additional examples and explanations. If, in such cases, we combine the guys into small groups and give
them one common task, specifying the role of each student, then a situation arises in which everyone is
responsible not only for the result of his work (which often leaves him indifferent), but, most importantly,
for the result of the whole group. Therefore, weak students try to find out from the strong all the questions
they do not understand, and strong students are interested in the fact that weak students understand the
material, and often they do it better than the teacher, because they understand each other better due to age.
Thus, gaps are being eliminated by joint efforts.
Problem learning is understood as learning that takes place in the form of solving problem situations
created for educational purposes. Initially, it was assumed that, using the method of problem-based
learning, the teacher knew in advance what should be found by the student and led him to the correct
answer. Currently, a more complex version of this approach is used, when the end result is unknown not
only to the student, but also to the teacher. Thanks to the technology of problem-based learning, we
develop the independence of students and their thinking.
Thus, summing up, we can conclude that modern learning technologies develop students' communication
skills, develop students' activity and thinking, their creative abilities, self-learning abilities and increase
students' motivation to learn a foreign language.
47. Give examples of classes using technology for the development of critical thinking
There are numerous examples of classes that utilize technology to foster the development of critical
thinking skills. Here are a few examples:

 Online Discussion Forums: In an online course, students can engage in discussion forums where
they analyze and critically evaluate course materials, share their perspectives, and respond to their
peers' ideas. Discussion forums provide a platform for students to engage in thoughtful and
reflective discussions, challenging assumptions, and expanding their critical thinking skills.
 Virtual Simulations: Simulations allow students to engage in real-world scenarios through virtual
environments. For example, in a business or ethics class, students might participate in a virtual
simulation where they have to make complex decisions and critically evaluate the consequences
of those choices. These simulations encourage students to think critically, consider multiple
perspectives, and analyze the impacts of their decisions.
 Online Research and Information Literacy: With the vast amount of information available online,
it is crucial for students to develop strong research and information literacy skills. Technology
supports the development of critical thinking in this area by providing access to various online
databases, academic journals, and research tools. Students can evaluate the credibility, reliability,
and bias of sources they find online, strengthening their critical thinking abilities.
  Collaborative Online Projects: Collaborative online projects require students to work together
using digital tools such as Google Docs, wikis, or project management platforms. Through these
projects, students develop critical thinking skills by analyzing information, synthesizing ideas,
resolving conflicts, and making evidence-based decisions collectively.
 Multimedia Presentations and Analysis: Technology enables students to create multimedia
presentations incorporating a variety of sources, such as images, videos, and audio clips. By
researching, selecting, and analyzing multimedia resources, students develop critical thinking
skills in assessing relevance, accuracy, and credibility of information, as well as effectively
presenting and communicating their findings.
 Online Debates and Argumentation: Online platforms can be used to organize virtual debates or
argumentation activities in which students must critically evaluate evidence, construct persuasive
arguments, and respond to counterarguments. These activities enhance critical thinking by
encouraging students to analyze multiple perspectives, challenge assumptions, and communicate
their thoughts effectively.
These examples demonstrate how technology can be integrated into various disciplines to enhance critical
thinking skills. By leveraging technology, educators create opportunities for students to engage in
interactive, collaborative, and reflective activities that promote critical thinking, problem-solving, and
analytical skills development.
48. Intercultural speech-activity foundations of communication based on listening, speaking, reading,
writing.
Intercultural speech-activity foundations of communication encompass the skills of listening, speaking,
reading, writing, and critical thinking, specifically in the context of intercultural interactions. These
foundations recognize the importance of these skills in facilitating effective communication across
cultures and promoting understanding and empathy between individuals from different cultural
backgrounds.
1. Listening: Intercultural listening involves actively and attentively receiving and interpreting verbal and
non-verbal messages from individuals from diverse cultural backgrounds. It requires understanding and
appreciating the nuances of different accents, language patterns, and communication styles.
2. Speaking: Intercultural speaking involves expressing thoughts, ideas, and information while
considering the cultural norms, values, and expectations of the listener. It requires adapting one's
language choice, tone, and speech patterns to ensure clarity and effective communication across cultures.
3. Reading: Intercultural reading encompasses the ability to understand written texts from different
cultural perspectives. It involves interpreting the meanings and cultural nuances embedded in the written
language and developing cultural sensitivity to grasp the author's intended message.
4. Writing: Intercultural writing involves expressing oneself through written communication while
considering the cultural context and the needs of the intended audience. It requires clarity, accuracy, and
cultural sensitivity in conveying thoughts and ideas across cultural boundaries.
5. Critical thinking: Intercultural communication requires critical thinking skills to examine and analyze
cultural assumptions, biases, and stereotypes that may hinder effective intercultural interactions. Critical
thinking allows for questioning cultural norms, seeking alternate perspectives, and fostering open-
mindedness in intercultural communication.
Moreover, these foundations acknowledge the interconnectedness and interdependence of these
communication skills. Effective intercultural communication requires proficiency and integration of
listening, speaking, reading, and writing skills, as well as the ability to think critically about culture and
communication.
By developing and strengthening these foundations, individuals can enhance their intercultural
communication competence, promote mutual understanding, and build meaningful and respectful
relationships with individuals from diverse cultural backgrounds.iting and writing.
49. What are the main factors of personality development that make it (personality) capable of
participating in intercultural communication.
Personality development plays a significant role in determining an individual's ability to engage
effectively in intercultural communication. Several factors contribute to a personality that is well-suited
for navigating diverse cultural contexts. Here are some key factors (description+role in IC):
Open-mindedness:
Description: An open-minded person is receptive to new ideas, perspectives, and experiences without
immediate judgment.
Role in Intercultural Communication: Open-minded individuals are more likely to approach intercultural
interactions with curiosity and a willingness to understand different worldviews.
Cultural Empathy: Cultural empathy involves the ability to understand and share the feelings and
perspectives of individuals from diverse cultural backgrounds. Culturally empathetic individuals are
better equipped to navigate cross-cultural misunderstandings, demonstrating sensitivity and
understanding.
Adaptability: An adaptable personality is flexible and can adjust to new and unfamiliar situations.
Adaptable individuals can navigate the challenges of different cultural norms, communication styles, and
social expectations, fostering smoother interactions.
Tolerance for Ambiguity: Tolerance for ambiguity is the ability to tolerate and even embrace situations
that lack clear structure or certainty. In intercultural settings, ambiguity is common due to cultural
differences. Individuals with a high tolerance for ambiguity can navigate these situations with less stress.
Interpersonal Sensitivity: Interpersonal sensitivity involves being attuned to the feelings and needs of
others. Sensitivity to interpersonal cues helps individuals respond appropriately to non-verbal
communication and navigate cultural differences in communication styles.
Communication Skills: Effective communication involves the ability to express ideas clearly and listen
actively. Strong communication skills are essential for expressing oneself clearly across cultural
boundaries and for understanding the nuances of communication in diverse contexts.
Cultural Awareness: Cultural awareness involves knowledge and understanding of different cultures,
including their values, traditions, and customs. Being culturally aware allows individuals to anticipate
potential cultural differences and approach intercultural interactions with informed sensitivity.
Respect for Diversity:Respecting diversity means valuing and appreciating differences in culture,
ethnicity, language, and other aspects. Individuals who respect diversity are more likely to foster positive
relationships and contribute to inclusive and collaborative intercultural environments.
Conflict Resolution Skills: Conflict resolution skills involve the ability to manage and resolve conflicts in
a constructive manner. In diverse settings, conflicts may arise due to cultural misunderstandings.
Effective conflict resolution skills are crucial for maintaining positive relationships.
Curiosity and Interest in Other Cultures: A curious and interested personality seeks to learn about and
engage with different cultures. Individuals with a genuine interest in other cultures are more likely to
invest time and effort in understanding diverse perspectives, fostering meaningful connections.
In summary, a personality that is open, adaptable, culturally empathetic, and equipped with effective
communication skills is well-positioned to thrive in intercultural communication. These factors contribute
to positive and constructive interactions across diverse cultural contexts.
50. The modeling of foreign education
The situational orientation of teaching foreign languages is due to the high importance of extralinguistic
parameters of communication and the need to use speech situations aimed at developing their skills and
abilities of intercultural communication.
Modeling of foreign language communication is the answer to the question: who, with whom and what is
talking about; under what circumstances, what is the social role and position of the communicants.
In the learning process, two types of communicative situations are distinguished:
- natural, which have natural stimuli for speech and contribute to the development of foreign language
speech, but at the same time cannot ensure systematic work on the development of communicative
competence based on linguistic and speech material corresponding to the areas of foreign language
communication;
- educational, which, unlike natural ones, are imaginary and have a number of distinctive features.
The creation of a communicative situation in the classroom in a foreign language is one of the essential
factors in managing foreign language communication. It is characterized by the mental and emotional
activity of students, an atmosphere of trust and mutual understanding, which is achieved in controlled
communication with special techniques and games, taking into account social and personal factors, and
the communicative behavior of communication participants, including the teacher.
Modern scientists distinguish the following methods of modeling a communicative situation in foreign
language lessons:
1) Verbal description. Describing a communicative situation, the teacher can make it as specific as
possible, taking into account the real circumstances of the life of the class, for example: “Let's say you
have a day off tomorrow, and you want to invite your friend (girlfriend) to the cinema. What and how will
you say? The verbal description satisfies all the conditions and does not require a special material base,
i.e. easy to implement, so the type of situational exercises created with the help of a verbal description is
leading.
2) Visibility. The use of this method is a prerequisite for success in developing the communicative
competence of students. Various illustrations, photographs, diagrams, train or class schedules,
geographical maps can serve as visual material. With the help of visual aids, the teacher removes the
additional load from the memory of students, gets the most rational opportunity to create typical
situations that provoke the required statements.
3) Role play. The elements of the game and the ability to “transfer” to new circumstances are very
important in foreign language lessons, because they bring “pseudo-communication” as close as possible
to real communication. During the games, an important role is played by the element of emotionality -
fun, a little relaxation, which students of any age certainly need with intensive work on language material.
Games are oral and written: containing linguistic and non-linguistic information - geographical, historical,
cultural and everyday: helping to train and consolidate some phonetic, lexical and grammatical
phenomena.
4) Printed text. Often the educational communicative situation is created according to the content of the
texts. An important role here is played by exercises that offer a comparison of facts from the text with
facts from the life of students, from the reality around them; creation of imaginary learning situations
based on the text, retelling on behalf of one of the characters, solving the problem of the text, individual
tasks based on the text. Such tasks are introduced so that the communicative situation in the lesson is not
unexpected, and tasks are difficult for students to complete.
5) Scientific conference, which is a very important event at which students consider the most pressing
problems of the field under study. Usually their implementation is associated with important preparatory
work, the order of which should be thought out in advance. We will consider the concept of a scientific
conference in more detail in the second chapter of our course work.
The creation of conditions for natural communication within the framework of educational interaction is
achieved through the use of problem speech-thinking tasks based on the sequence of actions, critical
analysis, assumption, conjecture, finding similarities and differences. In the course of performing such
tasks, the learning situation can turn into a natural one, thus ensuring the spontaneity of communication,
the main feature of which is the inability to predict its content, there is a possibility of changing the topic
of discussion or the need for additional language material. Having selected the educational material, the
teacher structurizes tasks with a step-by-step description of the process of implementing the simulated
situations in accordance with the goals and objectives of training, clarifying the communication skills and
language skills formed at each stage. The specifics of creation, the sequence of inclusion in the
educational process of a communicative situation as the main unit of education are determined by the
general patterns of teaching foreign language communication and the individual capabilities of
schoolchildren.
Thus, the use of a complex of communicative situations provides a gradual bringing of the developed
speech actions to the level of skills and abilities, followed by their demonstration in intercultural
communication in a foreign language. Learning situations contribute to the formation of not only speech
activity, but also any other activity included in the learning process.