Developing of Learner’s Interest →  August 30, 2011

Developing of Learner’s Interest   No work is likely to be successfully accomplished if the learner is not interested in what he is doing, but in our effort to interest the pupil we must take care that the quality of teaching does not suffer. Habit-forming work has the reputation of being dull and tedious. The […]

Aims, Content and Principles of FLT – Practical aim →  August 29, 2011

Aims, Content and Principles of FLT Aims are understood here as anticipated, planned results of teaching/learning process. To guide the learners in their instruction and education practical, instructional, educative and formative aims are realized. Practical aim It is now recognized that teaching a FL is a task concerned above all with language, and especially with […]

Aims, Content and Principles of FLT – Instructional Aim →  August 29, 2011

Instructional Aim By instructional aim we mean imparting to the learners some knowledge about nature, society, thinking and modes of activity, which will help the students to become confident users of a FL and versatile thinkers. They will adapt the acquired habits and skills for expressing their thoughts and ideas and for communicating effectively with […]

Motivation in TEFL →  August 29, 2011

Motivation in TEFL Most students study English because they believe it will benefit them in one way or another. They see English as a means to communicate, to fulfil certain education requirements, to travel abroad, to gain access to the culture of English-speaking nations, or simply to meet more people. But even though students’ initial […]

Principles of FLT (Foreign Language Teaching) →  August 28, 2011

Principles of FLT The methodology of FLT is based on fundamental principles of didactics: – the principle of conscious approach; – communicative approach; – differentiated and integrated instruction; – activity; – visuality; – accessibility and durability; – individualization; – consecutiveness; – systematicness; –  heuristics, etc.   The Principle of Conscious Approach It is one of […]

General Principles of Teaching Grammar →  August 27, 2011

A brief account of the underlying principles of teaching grammar is given in G. Rogova’s book which include conscious, practical, structural, situational, and differential approaches. Current investigations expand the number of approaches and there is definitive information about functional and heuristic approaches that could be applied in teaching grammar. F helps overcome the gap between […]

Conversation Lesson →  August 24, 2011

Conversation Lesson   Directing conversation practice is probably the most demanding of all language teaching activities. It is also one of the most rewarding. Students cannot be expected to leap suddenly to original and creative communication. The teacher has to lead them step by step, gradually reducing controls over what they say and how they […]

Teaching Pronunciation →  August 23, 2011

Teaching Pronunciation Before describing the technology of teaching pronunciation it is necessary to outline some of the attitudes that in some cases are barely compatible with each other. In modern linguistics the term “pronunciation” is used in narrow and broad contexts. In the narrow context “pronunciation” is a study of speech sounds and their production. […]

Dialogues →  August 23, 2011

Dialogues   A short conversation between two people presented as a language model – the dialogue – often receives top billing in the manipulative phase of language learning. As a result, students spend much time repeating dialogues for pronunciation and memorization practice, or for grammar drills on selected lines. But when we come to the […]

Social, linguistic, psychological and methodological factors in teaching pronunciation →  August 20, 2011

Social, linguistic, psychological and methodological factors in teaching pronunciation There exists another point of view on the issue of threshold level. Some phoneticians speak about two kinds of pronunciation: orthoepic (from Greek orthós – correct and “epos” speech) and approximated [11, c. 7]. Orphoepic pronunciation is a pronunciation that practically coincides with literary standard pronunciation […]