Educational Aim

The instructional aim is closely connected with the educational one because learning a FL advances moral and aesthetic education. Teachers and methodologists pay much attention to educational capacities in the teaching/learning process. Of great importance is the linguistic aspect – the contextual side of the material in the foreign language: texts, exercises, ostensive and audio-visual materials used in the classroom, outside school hours, and for independent learning.

The psychological factor is no less important because speech activity and the information it carries largely depends on the following circumstances: whether the learner works willingly, with interest, independently; which skill is practised, whether the tasks are heuristic by nature; whether the learner can use his experience; whether the skills acquired at other subjects are applicable in this lesson, etc.

The goal of education is to develop individuals who adhere to definite moral principles, value knowledge and learning, can and will be able to think and find out things for themselves.

Learning, as we know, is a function of the total involvement and is the result of interactive process with students and teachers having an influence on the outcomes of such interaction.

As we have said, learning a FL adds to the pupils’ mental powers, sharpens their wits, develops their intelligence and contributes to their general outlook.

Classroom language experiences should be functional. Language use and study should fulfil purposes that are meaningful and obvious to pupils. Repeated interaction with classical literature also increases pupils’ sensitivity to social, cultural dynamics and to the emotional needs of others. The teacher’s role and attitude should be consistent with educational aims. “Consistency” here is one of trusting, i.e. respecting students’ opinions and desires towards fairness. The “consistency” here is between having a rule and applying it in the same manner with all people including one’s self.

The “consistency” here is treating offenders with respect while demanding improvement. For example, it is inconsistent to shout at students when admonishing them for arguing loudly with each other or to resort to ridicule and derogatory personal remarks when reprimanding students for their disrespectful treatment of others. It is wise to respond to offences with opening remarks, such as: “It is not like you to say this…”, or “I realize you didn’t want things to happen in this way… “rather than “I knew you couldn’t be expected to act more rationally…”

We should act on a belief that all persons are capable of growth and improvement; it is worthwhile to make the best possible use of our time. We should start each student’s day with a clean slate and not allowing ourselves to become cynical about the intentions or the potential breakdowns on the part of our students to respond to fair treatment. We should act in accordance with an ethical framework that reflects qualities such as honesty, integrity, compassion, and the right to dissent responsibly.

Education in its broadest sense means helping our learners to be intelligent, knowledgeable, well-integrated persons. Such education can be provided in the school situation only by enthusiastic, caring, sensitive, humane and competent teachers. While teaching is a science, it is primarily an art which teachers bring into their classrooms. The teachers’ dedication, love for their profession, their students makes every hour a stimulating, motivating experience – one which the student will look forward to with the keenest anticipation.

In conclusion it should be said that educational aim covers linguistic, psychological and social factors which are purposefully realized in the personality’s viewpoints, convictions, relations and qualities.

Джерела:
Близнюк М.І. Курс лекцій з методики викладання англійської мови. – Чернівці: ЧДУ, 1999 – с.