Volume 11 - Issue 55
/ July 2022
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https:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.55.07.21
How to Cite:
Pak, A., Kozlova,T., Kovalova, K., Tkachenko, L., & Harmash, O. (2022). Methodological principles in the field of philology of
modern European methods of teaching a foreign language. Amazonia Investiga, 11(55), 201-208.
https://doi.org/10.34069/AI/2022.55.07.21
Methodological principles in the field of philology of modern European
methods of teaching a foreign language
Principios metodológicos en el ámbito de la filología de los métodos europeos modernos de
enseñanza de una lengua extranjera
Received: August 1, 2022 Accepted: September 4, 2022
Written by:
Pak Antonina94
https://orcid.org/0000-0001-9298-3697
Kozlova Tetyana95
https://orcid.org/0000-0001-5879-6054
Kovalova Kaleriia96
https://orcid.org/0000-0001-6718-8034
Tkachenko Liudmyla97
https://orcid.org/0000-0001-6286-6246
Harmash Olena98
https://orcid.org/0000-0002-0227-9274
Abstract
The relevance of the research lies in the fact that
at the current stage of the development of human
civilization, in the conditions of life in a digital
society and the introduction of information and
communication technologies, learning a foreign
language is not only an advantage of a separate
circle of specialists in a certain direction, but also
a daily need of every person in everyday life. A
correctly chosen method of teaching a foreign
language, and, as a result, its effective learning
by students. In the article, the authors considered
the topical issues of foreign language teaching
methods that are currently tested and widely used
in the European educational space for teaching a
foreign language. In the article investigated the
main trends observed in the outlined field, and
also singled out the general principles of foreign
language teaching methods. The purpose of the
article is to analyze the main modern European
methods of teaching a foreign language. The task
of the research was to highlight the general trends
that exist in the European educational space at
94
Ph. D in Korean Language Education Senior Lecturer The Department of Western and Eastern Languages and their Teaching
Methods the Faculty of Foreign Languages, South Ukrainian national Pedagogical University named after K.D. Ushinsky, Ukraine.
95
Doctor of Philological Sciences, Associate Professor, Professor at the Department of English Philology and Lingvodidactics Faculty
of Foreign Philology, Zaporizhzhia National University, Ukraine.
96
PhD in Philology, docent Department of Foreign Languages and Cross-Cultural Communication Faculty of training foreign citizens,
Simon Kuznets Kharkiv National University of Economics, Ukraine.
97
Candidate of Philology, Associate Professor Department of Foreign Languages and International Communication Faculty Of
Humanities, Cherkasy State Technological University, Ukraine.
98
Doctor of Phylosophy, Senior Lecturer of the Department of Foreign Languages State Higher Educational Institution "Donbas State
Pedagogical University", Ukraine.
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the current stage, as well as to highlight their
specific features. When conducting the research,
the authors used general scientific methods of
cognition.
Keywords: foreign language, teaching, method,
students, education.
Introduction
The modern world is experiencing a new era of
human civilization, which is characterized by
globalization and digitalization processes.
Society is facing the question of training
specialists in accordance with the new realities,
using the latest educational tools and information
and communication technologies. In particular,
we are talking about replacing traditional
methods of teaching a foreign language with new
ones, aimed at its thorough study. The
educational process involves not only learning a
language, but also culture, which would give rise
to a high level of motivation to learn it, as a
means that stimulates dialogue and close
interaction of cultures in the world. It is for the
reason that learning a foreign language
introduces students to the cultural traditions and
spiritual values of other cultures, that the
formation of their competencies of interaction in
society and the ability to self-development takes
place, that choosing the right method of teaching
a foreign language becomes an urgent need. In
today's world, education standards are aimed at
preparing a creatively developed person with a
full range of necessary competencies to quickly
adapt to the modern socio-economic
environment. Therefore, the education system
itself is constantly undergoing changes, and
experts are developing new methods of teaching
a foreign language or improving existing ones.
Effective training requires an individual
approach to students, depending on their
abilities, communication skills, and needs.
Among the methods of teaching a foreign
language, widely used in the modern European
space, it is necessary to distinguish three main
methods, namely: communicative system-
activity method; problem method; project
method. The advantage of using these methods is
the consideration of cultural and other social
aspects in learning a foreign language, the ability
of students to apply a creative approach in the
learning process, as well as identifying a high
level of self-organization and motivation to learn
a foreign language.
The purpose of the article is to analyze the main
modern European methods of teaching a foreign
language. According to the goal, the task of the
study is to determine the general trends that exist
in the European educational space at the present
stage, as well as highlighting their specific
features, advantages and disadvantages of certain
methods and techniques of teaching a foreign
language using innovative information and
communication technologies, determining the
appropriateness of their application. at a certain
stage of teaching a foreign language.
Theoretical Framework or Literature Review
The research of various aspects of the modern
European methodology of teaching a foreign
language is devoted to the scientific works of
many domestic and foreign scientists. Thus,
(Chernysh et al., 2020). draws attention to the
fact that for the successful and effective learning
of a foreign language by students it is necessary
not only to use the leading European methods of
study but also the appropriate training of teachers
and foreign language teachers. The author has
analyzed the techniques that are currently used in
the European educational space in the
organization of the educational process in the
preparation of teachers in the field of philology
and highlights among them the multisensory
approach to learning in non-formal education
(Chernysh et al., 2020). It is this method,
according to the author, that meets the
requirements of the multicultural world, in which
interactive information and communication
technologies have become widespread
(Chernysh et al., 2020). Babash, & Noma (2019)
in his scientific work explores the formation of
professional competencies in students while
studying a foreign language and notes that one of
the important factors for the implementation of
this task is the use of modern European
Pak, A., Kozlova,T., Kovalova, K., Tkachenko, L., Harmash, O. / Volume 11 - Issue 55: 201-208 / July, 2022
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techniques The author notes among their main
list the profession-oriented teaching of a foreign
language, which implies that the students receive
not only special knowledge, but also the
necessary skills and abilities, which they can use
for the future in their professional activities and
be more competitive in the labor market in
comparison with other professionals (Babash, &
Noma, 2019). The importance of using modern
methods of teaching a foreign language as one of
the conditions for the formation of future
professionals with appropriate professional
competencies, notes in his work and (Fox et al.,
2019). Also, the author notes that the knowledge
of a foreign language at a high level enhances the
communicative skills of future professionals and
on their level of intercultural awareness, which
can bring bark not only to them but also to society
as a whole. An important aspect of the maximum
person-centered methodology of teaching a
foreign language notes in his research study
(Doughty, 2018). The author notes that in both
basic and in-depth study of a foreign language, it
is important to take into account such factors as
the age of listeners, the level of their prior
language learning, and general education to
ensure the effectiveness of the final result and to
ensure the effectiveness of the teaching
methodology itself. Uztosun (2021) in his
scientific research draws attention to the fact that
regardless of the form of the chosen method of
foreign language learning, it is important to
develop the students' skills to self-organization
and their own motivation in the learning process,
especially when it comes to a person-oriented
approach to them.
Methodology
During the study, to implement the goal and
planned in accordance with it, were used both
general methods (analysis and synthesis,
comparison, induction, and deduction) and
special methods of linguistics (descriptive,
typological, structural).
One of the ways to form communicative
competence is the implementation of a system-
activity approach, which is aimed at independent,
active acquisition of knowledge. Techniques of a
system-activity approach should be present in
almost every lesson of a foreign language, for
example, independent (in pairs, groups) work to
transform information on new material: the
teacher gives a choice form of textbook material
processing (table, cluster, algorithm). Step-by-
step instructions for working with the material of
the study guide are offered, for example:
determine what you will study; determine the
purpose of studying this material; decide on the
way of work (how you will study: make a table,
cluster, algorithm); rework the study guide
material in your chosen way so that to make it
understandable to other listeners; do practical
work, making reasoning according to the method
you have chosen; find associations for you for
better memorization of new material; protect
your choice (method) of studying and processing
the material of the study guide; evaluate your
work in terms of answering the question: how
easily and quickly your method makes it possible
to understand, remember and apply the learned
rule in practice. This form allows students to
discuss the progress of work among themselves,
to offer and argue their opinion in a group (before
audience), to process the material for the
implementation of the plan.
Teaching a foreign language, which involves the
creation of problem situations in the classroom
and a discussion of possible approaches to
solving them, during which students learn to
apply previously acquired knowledge and
acquired skills and abilities and master the
experience (methods) of creative activity, is
called problematic. In practical work on teaching
a foreign language, it is possible to determine
five levels of difficulty:
− the initial first level is characterized by the
fact that the problem situation arises as if
spontaneously, due to the characteristics of
the educational material, it is solved by the
teacher in the course of explaining the
educational material;
− the second level of students' assimilation of
the logic of a problem solution is already
determined by the fact that the teacher
consciously creates a problem situation,
draws the attention of the trainees to it, and
solves it himself in the course of the
presentation;
− the third level of student involvement is
characterized by the fact that the teacher
creates a problem situation and involves
students in a joint search for its solution;
− the fourth level of setting a system of
cognitive tasks and programmed learning
involves an independent solution by the
student of the formulated problem, making
assumptions and proving them;
− the final fifth level provides that the listeners
formulate the problem, look for ways to
solve it, proof of correctness.
The implementation in practice of the methods of
problem-based teaching of a foreign language is
possible under certain conditions: it must be
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combined with learning how to independently
acquire knowledge, the ability to work with a
book, dictionary, other educational materials, the
ability to reason logically, compare and contrast
phenomena, draw conclusions and generalize,
the ability to discuss, defend and substantiate
their conclusions. Also important when using the
problematic method in teaching a foreign
language is the formation of stable motives for
learning, which can be achieved through the use
of an emotional factor, a variety of techniques
that increase interest in the material studied, the
maximum use in the process of teaching the
principle games.
The main function of applying the project
method in teaching a foreign language is
communicative, since it contributes to the
development of communicative competence of
students. The unit of the educational model of the
project method is the problem situation, and the
technology for solving a specific problem lies at
its basis. During the implementation of the
project method, the condition for effective
independent classroom and extracurricular
activities of students is intergroup and intergroup
interaction. The activity of the teacher should be
based on such components as constructive
design, organizational, communicative, and he
himself should become a coordinator, consultant,
and equal participant in the learning process. The
project method allows you to simultaneously
develop the intellect of students, their personal
and professional qualities, as well as teach a
foreign language as a phenomenon of the social
world. The implementation of the project method
in teaching a foreign language contributes to the
creation of conditions for the active oral practice
of each student, forming skills and abilities in the
types of speech activity, which makes it possible
to bring the conditions for the formation of
communicative competence closer to the
conditions of the natural language environment;
stimulates independent work on the acquisition
of knowledge and its practical application; forms
creative competence as an indicator of
communicative knowledge of foreign language;
involves obtaining a professionally significant
final product of activity, preparation, design and
presentation of which requires the use of a
foreign language and expansion of vocabulary;
allows you to model the subject and social
content of the future professional activities of
students by means of a foreign language;
increases the motivation of learning and
promotes the inclusion of trainees in dialogue of
cultures.
Results
The most effective modern methods of teaching
a foreign language can be defined as the
following: communicative system-activity
method; problem method; project method. The
advantage of the communicative-activity method
is that the linguistic and communicative problem
the listener forms independently and solves it
himself, simultaneously with the fulfillment of
this task, he makes the necessary conclusions and
generalizations. However, the disadvantage of
this method is that it is time-consuming, it is
impossible to use it often as a permanent method
of teaching a foreign language in the context of
its limited and rigid plan of the educational
process. When using this method, it is necessary
to guide the students' thought process, to
emphasize the important points when performing
tasks, but not to solve the problem instead of
them, otherwise, the problem method simply
loses its meaning.
As for the project method, it involves active
independent work of students, their own search,
and the collection of the most important and
interesting information within the chosen topic.
The project method serves as a kind of
supplement to the educational process of learning
a foreign language in general. This method, in
particular, assumes that the project is an
independent work of students aimed at revealing
their creative potential and simultaneously
solving the problem of in-depth study of the
chosen topic. The project method, as well as the
communicative method, helps students to reveal
their personal qualities and creative potential in
learning a foreign language, so this method
makes the learning process personally significant
and an important aspect of person-centered
learning.
Thanks to the project method of learning a
foreign language, students express the ideas that
come to them in a form that is convenient for
them. Projects have many forms, constantly
updated with new ones, including, in particular,
the following: presentations, games, maps,
routes, magazines, newspapers, etc. Regarding
the subject composition, it should be noted that
the project can be both individual and group.
From the peculiarities of the mentioned method
of teaching a foreign language, it is also
necessary to mention that under such conditions
students find the necessary information on their
own, and, thus, due to the active usage of this
method students' interest in learning a foreign
language and their level of independent language
learning increases noticeably.
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In the process of project preparation, in addition
to language knowledge and communicative
competences, students acquire basic induction
and deduction skills and learn to draw personally
meaningful conclusions. Accordingly, before
starting to work on the project, it is necessary to
consider the fact that:
1. the topic of the projects may relate to the
home country or the country whose language
the students are studying; they compare and
contrast phenomena, facts, and actions. They
look for several approaches to solving any
problems;
2. it is the formulation of the problem that
directs listeners to use facts from other areas
of knowledge and various sources of
information;
3. the project used in the study of a foreign
language can have different forms of design;
the topic should be as interesting and
understandable to listeners as possible, as
well as appropriate to their language
abilities.
Work on the project itself in the process of
learning a foreign language includes the
following stages:
1. choice of topic. Trainees determine the
problem that interested and find ways to
solve it, discuss the content and focus of the
project, formulate a plan for its
implementation;
2. work on the project. This stage includes
search work, collection of information for
revealing the topic of the project, as well as
formation of students' independent work
skills;
3. project presentation. This stage includes
project defense and presentation of the
results of the work done;
4. project supervision. Evaluation of the results
of the developed project, summarizing the
overall result.
In addition, there are such common methods of
teaching a foreign language in the European
educational space as the intensive method of
learning, which involves cyclic work of the
teacher or teacher and listeners, repeated
repetition of language material, and the use of
technical means of learning; communicative
method of performing tasks, the advantage of
which, in comparison with the traditional
methods of teaching a foreign language is that
listeners have the opportunity to focus on real
communication in a foreign language before
learning its grammar, phonetics, and vocabulary;
interactive, the main in the formation of foreign
language competence, because it helps to
establish contact between listeners, as well as
using formulas of speech etiquette to solve
communicative tasks in a foreign language.
Discussion
Language and communication play an important
role in today's, «since the 1970s, language has
been further recognized as a social phenomenon
that inherently entails expressing, interpreting,
and negotiating meaning» (Hilgendorf, 2020). In
addition, there is a tendency in the European
educational space that «throughout Europe, there
is a growing trend for students to start learning
foreign languages at elementary school»
(Baumert et al., 2020).
Learning a foreign language in a digital society
and globalized world is no longer a privilege for
individual professionals, but a daily essential
need for everyone, regardless of their level of
education, occupation, or even age. Thus,
«results report multiple cognitive benefits of
language study and bi-multilingualism,
particularly later in life, including enhancement
of cognitive flexibility, higher cognitive reserve
in advanced age, and delay in the onset of
dementia» (Fox et al., 2019). In addition,
«foreign language attainment depends on both
cognitive and affective factors, highlighting the
deeper impacts of the former» (Shen, 2021).
However, it is obvious that the ability to learn a
foreign language of each individual person is
different, so when teaching a foreign language
and predicting the success of its learning, no less
important is the methodology of predicting the
success of its learning. It is the methodology of
personality-oriented teaching of a foreign
language with maximum consideration of the
abilities of each of the students is the key to its
effective and efficient learning. «In other words,
for any given person, when motivation is high,
personality facets are aligned, and the learning
context is excellent, differences in aptitude
determine ultimate attainment» (Doughty, 2018).
It should also be noted that the methodology of
person-centered learning of a foreign language
has a high level of effectiveness when combined
with self-regulated language motivation, as
evidenced by the research. «These findings
suggest that self-regulated speaking motivation
may be one of the predictors of improved
speaking competence» (Uztosun, 2021),
therefore, one of the effective methods of
teaching a foreign language can also be defined
as helping listeners to develop their own
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motivation for learning a foreign language and
desire to independently improve their language
knowledge, skills, and abilities. In determining
the motivation of a particular listener to learn a
foreign language, it is also necessary to consider
the motive of learning a foreign language. Thus,
«there may be many different reasons for
learning a foreign language, but for most
language learners developing good speaking
skills is essential» (Daskalovska, 2018).
Given the complexity of the requirements for the
methodology of teaching a foreign language, the
most successful it seems to be a form of
integrated teaching of content and language, it is
«…a dual-focused approach that promotes the
learning of curricular content in tandem with an
additional language, usually English» (Banegas,
& Beamud, 2022). Even though this method does
not pay enough attention to the study of grammar
and phonetics of a particular foreign language, it
allows students to be integrated into the language
environment as much as possible, so it is quite
popular for use in European countries. The
method of teaching a foreign language, which
provides training based on the content, is highly
effective. For example, this methodology «…can
be considered for use as an effective instructional
methodology and an essential aid in generating
multiple opportunities to use English if
meaningful topics and frequent practice were
included» (Vanichvasin, 2019).
It is obvious that the training of specialists of the
highest level in teaching a foreign language
implies not only the use of leading tested modern
European teaching methods but also the
appropriate amount of professional competence
in teachers and instructors. It is especially
important to take this factor into account in the
context of transnational processes in the social
and cultural life of the world community.
«Transformational trends of the modern social
and political-economic space determine the
modernization of the educational sphere, in
particular, the system and methods of teaching
highly skilled foreign language teachers»
(Chernysh et al., 2020). In addition, it should be
noted that «educational implications include the
importance of research-based, focused teacher
professional training both in content knowledge
of basic language constructs and in pedagogical
knowledge of EFL literacy acquisition»
(Vaisman & Kahn‐Horwitz, 2019).
Equally important for the implementation and
widespread use of the method of teaching a
foreign language, which provides training based
on the tasks. Thus, «…teamwork is more realistic
if the learning process includes application
exercises and assessments set in real-life
contexts» (Berkson et al., 2020). It is teamwork
in learning a foreign language that provides the
foundation for professionals to be more
competent in their professional tasks in the
future, as they learn important teamwork skills
during their training. This method focuses on the
trainees' needs contained in communicative tasks
and the ability to use all available language
resources to accomplish them.
It should also be noted that one of the leading
modern European methods of teaching a foreign
language is vocational training. «Phased training
for professionally and oriented foreign language
communication contributes to the formation of
speech and though activity, the development of a
sense language and is part of the professional
competence of future professionals» (Babash, &
Noma, 2019). It is thanks to the above method of
teaching a foreign language, it is possible to train
specialists of a certain profile with a high volume
of professional competencies. Such a goal can
also be achieved by using another method of
teaching a foreign language - the method based
on the competence of students. «This approach
demands an active role of the learner, a
facilitating role of the teacher, materials directed
to output, and tasks and assessment methods
oriented to identify what the learner is able to do
with the language being learned» (Boillos, 2018).
The traditional, classical methods of teaching a
foreign language can be defined as audiolingual,
which assumes that «listening was the first skill
to be developed and grammar was taught
implicitly through pattern drills prior to brief
explicit explanations» (Rilling, 2018) and
grammatical-translational, which «…involves
very little spoken communication and listening
comprehension» (Benati, 2018). However, in the
era of the development of information and
communication technologies and the
increasingly stringent requirements for
professionals who speak a foreign language,
these techniques are losing their relevance.
Indeed, despite the value of the above methods of
teaching a foreign language, it should be noted
that the main ones are the communicative
system-activity method; problem method;
project method. As for the first method, we can
notice that «after analyzing the positive and
negative traits, we can conclude that the most
effective, successful, and harmonious is the
communicative method of teaching foreign
culture» (Alibekova & Urinboyeva, 2020). It is
obvious that the study of a foreign language
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involves communication both between the
teacher or instructor and the students, as well as
directly between them. Given this circumstance,
the use of this method also seems appropriate and
effective, as well as the problem method, which
«…focuses on creating a psychological
environment that is related to achieve designing
the learning processes» (Fayzullaev &
Eshnazarova, 2019). It is obvious that the
methodology of teaching a foreign language
undergoes changes in accordance with the
transformation of economic, political, and social
content, respectively, it is necessary to depart
from the classical, traditional forms, the
formation of a more creative environment of the
educational process in order to train competent
specialists in different areas of training. Similar
in content creative and creative component
includes a such method of teaching a foreign
language as project-based because it «…the
method calls on teachers to respond sensitively to
students’ needs in the moment, reflect on the
processes and products of project learning, and
hold space for students to co-construct the school
curriculum» (Hsu, 2021). It is for the reasons
mentioned above that it is important when
teaching a foreign language, to take into account
not only the teaching and organization of the
educational process in the language of the other
country but also the cultural component of the
country whose language is studied by students,
because «…postsecondary institutions have
recognized the need to prepare interculturally
competent undergraduates» (Barski &
Wilkerson‐Barker, 2019).
Conclusions
The knowledge of a foreign language at the
present stage significantly increases the chances
of career growth of future specialists in
professional activities, which opens up new
opportunities for them to increase their level of
self-realization and independent development of
personality. The problem of knowledge of a
foreign language is recognized not only as an
educational direction but also of great social
importance because it forms the ability and
readiness of students to communicate in a foreign
language based on certain practical knowledge
and skills acquired by them. Increase in the
effectiveness of the educational process of
teaching a foreign language is greatly facilitated
by active methods aimed at the development of
traditional language skills, as well as improving
information and communication language
education. Along with the traditional forms of
foreign language teaching organization, the
application of active methods and progressive
technologies, aimed at achieving optimal results
in professionally-oriented communication in
relation to the future profession of students, is
necessary. The fundamental principles of foreign
language teaching in the modern European
educational space are multicomponent in their
structure. The choice of this methodology
depends on a number of factors that may affect
the final result of foreign language learning of
students. In order to make such a correct choice,
it is necessary to take into account the age of the
foreign language learners, their previous
experience in learning a foreign language, and
their general educational experience. However,
no matter what methodology will be chosen, in
accordance with the realities of the present, the
existence of a digital society, world
globalization, the active use of information and
communication technologies in all spheres of
society, as well as in conditions of social and
cultural diversity, a person-centered approach to
each student learning a foreign language, as well
as the disclosure of their language competences
and abilities is necessary.
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