Methodological principles in the field of philology of modern European methods of teaching a foreign language
Keywords:
foreign language, teaching, method, students, education.
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 the current stage, as well as to highlight their specific features. When conducting the research, the authors used general scientific methods of cognition.
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References
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Babash, L.V., & Noma, A. (2019). Foreign language teaching european methods and techniques implementation at Ukrainian technical universities. Young Scientist, 5.1 (69.1), 11-14. https://www.researchgate.net/profile/Anastasiia-Shevkun/publication/355176253_SPECIFICITY_OF_ARCHITEXTUAL_CONNECTIONS_
IN_THE_NOVEL_BY_AS_BYATT_POSSESSION/links/61648c31ae47db4e57c911c2/
SPECIFICITY-OF-ARCHITEXTUAL-CONNECTIONS-IN-THE-NOVEL-BY-AS-BYATT-POSSESSION.pdf#page=19
Banegas, D. L., & del Pozo Beamud, M. (2022). Content and language integrated learning: A duoethnographic study about CLIL pre-service teacher education in Argentina and Spain. RELC Journal, 53(1), 151–164. https://doi.org/10.1177/0033688220930442
Barski, E., & Wilkerson-Barker, D. (2019). Making the most of general education foreign language requirements. Foreign Language Annals, 52(3), 491–506. https://doi.org/10.1111/flan.12417
Baumert, J., Fleckenstein, J., Leucht, M., Köller, O., & Möller, J. (2020). The long‐term proficiency of early, middle, and late starters learning English as a foreign language at school: A narrative review and empirical study. Language Learning, 70(4), 1091–1135. https://doi.org/10.1111/lang.12414
Benati, A. (2018). Grammar-Translation Method. In The TESOL Encyclopedia of English Language Teaching (pp. 1–5). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0153
Berkson, R., Richter, U. M., Veerabhatla, S., & Zasiekina, L. (2020). Experiences of students with communication related disabilities in the TBL classroom. East European Journal of Psycholinguistics, 7(1). https://doi.org/10.29038/eejpl.2020.7.1.ber
Boillos, M. M. (2018). Competency-based language teaching. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0158
Chernysh, V. V., Vaseiko, Y., Kaplinskіy, V., Tkachenko, L., & Bereziuk, J. (2020). Modern Methods of Training Foreign Language Teachers. International Journal of Higher Education, 9(7), 332. https://doi.org/10.5430/ijhe.v9n7p332
Daskalovska, N. (2018). Historical perspectives on teaching speaking. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc.
Doughty, C. J. (2018). Cognitive language aptitude: Cognitive language aptitude. Language Learning, 69, 101–126. https://doi.org/10.1111/lang.12322
Fayzullaev, S. N., & Eshnazarova, G. (2019). The integration of problematic teaching method and innovation in education. ACADEMICIA An International Multidisciplinary Research Journal, 9(1), 60. https://doi.org/10.5958/2249-7137.2019.00008.9
Fox, R., Corretjer, O., & Webb, K. (2019). Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019. Foreign Language Annals, 52(4), 699–726. https://doi.org/10.1111/flan.12424
Hilgendorf, S. K. (2020). History of language‐teaching methods. In The Encyclopedia of Applied Linguistics (pp. 1–5). Wiley. https://doi.org/10.1002/9781405198431.wbeal0510.pub2
Hsu, S. (2021). Active participation: Reflection on lectures in Chinese heritage culture classrooms. Schools, 18(1), 86–106. https://doi.org/10.1086/713613
Rilling, S. (2018). Audio-Lingual Method. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc.
Shen, J. (2021). A review of the effectiveness of foreign language enjoyment and foreign language classroom anxiety on learners’ engagement and attainment. Frontiers in Psychology, 12, 749284. https://doi.org/10.3389/fpsyg.2021.749284
Uztosun, M. S. (2021). Foreign language speaking competence and self‐regulated speaking motivation. Foreign Language Annals, 54(2), 410–428. https://doi.org/10.1111/flan.12559
Vanichvasin, P. (2019). Effects of content-based instruction on English language performance of Thai undergraduate students in a non-English program. English Language Teaching, 12(8), 20. https://doi.org/10.5539/elt.v12n8p20
Vaisman, E. E., & Kahn-Horwitz, J. (2019). English foreign language teachers’ linguistic knowledge, beliefs, and reported practices regarding reading and spelling instruction. Dyslexia (Chichester, England), 26(3), 305–322. https://doi.org/10.1002/dys.1608
Published
2022-10-10
How to Cite
Kozlova, T., Pak, A., 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
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