Министерство образования и науки Российской Федерации.
Тольяттинский Государственный Университет
Реферат
по методике преподавания иностранных языков.
на тему:
«Синтезирование метода Лозанова и коммуникативного метода при обучении второму иностранному языку студентов языковых ВУЗов»
Подготовил студент:
Группа:
ТМПИ-302
Научный руководитель:
Тольятти.
2009 г.
Suggestopaedia. Lozanov’s method.
Suggestopaedia – is one of the methods of intensive study of foreign languages that was developed by Bulgarian psychologist Lozanov on the basis of conception of the peripheral teaching.
The latter supposes activation of reserved possibilities of a man, and, foremost, of his memory, due to the special organization of the lessons, on which information is perceived by a man subconsciously. Contextually organized linguistic material, being similar to polylogues in foreign language on certain themes and their translation into the students’ native language, is being read by a teacher aloud and accompanied by classic music. Thus students are to listen to music, not the text.
So memorizing of words and structures is realized easily and as though without any will of students. The process of teaching passes in a maximally comfortable way, in a relaxed atmosphere. Further working with the material learnt in such a way for its use in free discourse, that is the primary purpose of teaching according to this method, also passes in an non-official, comfortable atmosphere. Errors in students’speech are assumed, as the main aim is to create atmosphere for the relaxed intercourse in a foreign language.
The games of roles, organized similar to educational etudes at schools of dramas are used. They allow to involve creative potential of the students and to create additional motivation.
At present time, discussions on suggestopedia approach became rare and lost former tension, although the further development of the methodical basis of suggestopaedia and application of the latter in educational institutions and laboratories of Bulgaria, Russia and other countries still goes on.
Basic principles of suggestopaedia are: 1) the principle of joy and calmness; 2) the principle of unity "realized - unrealized"; 3) the principle of suggestive interconnection of "teacher – student". Despite the actual situation, the following continues to become firmly established: "Suggestopaedia avoids the behavioral pseudo activity, which, on the one hand, is tiring, and on the other - does not accelerate the comprehension of new material. It is based on the internal activity - activity which results from well motivated positive attitude toward a definite teaching process".
In the work by Tikhomirov, Raykov, Berezanskaya (1975) on the research of "creative thinking" and "teaching creative activity (drawing) in hypnosis" there was stated: "The reproduction of definite knowledge is limited either by the character of the image impressed and by the past experience of an examinee... The condition of the personality change (system of values, reasons) is the existance of the known system of the examinee’s knowledge regarding the image impressed... If there is a lack of knowledge, his conduct becomes passive, watchful, confused... If the knowledge is enough, an examinee is excited, active, emotional".
Hypnotic suggestion strengthens the ability of realization of not only "backlogs of psychical activity", but also of man’s knowledge and skills concerning the suggested image that he’s already have. A hypnosis comes forward as a secondary stimulator of "active creative process and teaching", having both positive and negative influence on personality, as it does not only expose his possibilities but also represses them, though compensating by rather rich abilities of the suggested (another) personality.
The last hides in itself the danger of the "concordant" understanding of teaching, against which both suggestopaedia and the theory of the stage-by-stage forming of new actions and concepts, giving decisive significance to the consciousness of study, come forward.
The communicative method of foreign language teaching.
Let’s consider the specific character of the foreign language. Why do we need the method of projects in teaching of foreign languages and how can it be used taking into account the specific character of this object?
First of all, the teacher of foreign languages teaches students the means of oral speech, so far we consider communicative competence to be one of the major aims of foreign language teaching. Y.М. Kolker in his work «The practical methods of teaching a foreign language» (2000) concentrates on the following point: «The traditional teaching of foreign languages in the last decades is opposed to communicative and intensive methods».
The term «communicative method» is not to be taken specifically, purely as a pragmatic term. I. L. Bim was right to say, that «communicative method’s task is not to establish speech social contacts, to study the most common not profound «tourist» language. «It helps to share the spiritual values of other peoples through personal discourse and also through reading».
The communicative method of foreign language teaching has the practical character, as oral communication is realized by means of «oral speech activity», which, «in its turn lets to solve the tasks of productive human activity within social co-operation of communicating people» (I. A. Zimnyaya, G. A. Kitaygorodskaya, А. А. Leontyev). The participants of discourse try to cope with the real and imaginary tasks of mutual activity by means of a foreign a language.
The feature of activity type of teaching consists in the fact that in its aims and the essence it is linked, foremost, with the separate type of vocal activity, that’s why we meet its wide use in teaching, reading, auditory activity, translation etc. And only in one of the known methods, that tries to emdrace a foreign
language teaching in a whole, the communicative method suggested by Passov, we find basic features of activity type of teaching.
In Passov’s opinion (the author of communicative method), communicativeness supposes the vocal orientation of teaching process, which consists not only in the vocal practical purpose, but more over in a way to this purpose – that is actually the practical use of a language. A practical vocal orientation is not only the purpose, but also the means, where one and the other are interconnected dialectically.
All said above relating to the communicative method of teaching of foreign language speaking allows to assert that the object of teaching in this case is the vocal activity. In this method the selection of vocal abilities of talking is expressly traced up and the special exercises are offered for their successive forming. All of it in its turn gives us a chance to state that Passov’s communicative method of the teaching of speaking presents the activity type of foreign languages teaching.
The synthesizing of these two methods for 2-nd foreign language teaching.
So, as far as we made a brief review of two methods of teaching, we may definitely assert, that the latter is obviously much more appropriate for the teaching, than the former, because of the several disadvantages.
First of all, suggestopaedia requires a really good and somehow sophisticated (special) training for teachers. Plus, they are to work really hard for a definitely long period of time in order to teach students properly by means of this method. It’s really frustrating for both teachers and students as well.
In addition, this method of teaching isn’t very effective, because the abilities of people’s mind aren’t learnt through in a proper way, that’s why it can be used throughout a short period, when students acquire a limited basis of language material. And it cannot go through its borders, because teachers’ will oppresses somehow students’ real abilities, they just memorize some fixed phrases and clichés that are included in a variety of polylogues, being read to students.
To crown it all, the learnt language material cannot be reproduced immediately in a free discourse, in case if it’s not repeated hundreds of times and used actively.
So, we see, how complicated and difficult suggestopaedia as a teaching method is. However, it was developed in a light with modern achievements and modern advanced ideas in the sphere of teaching. And there’s certain evidence that some participants of the courses based on the suggestopaedia method succeeded in learning hundreds and thousands of new words in a foreign language during several lessons! It sounds incredible for those who do not actually comprehend all the power of our unconscious abilities.
But modern science proved that the last thing of human’s understanding is mind! Taking this into account, why shouldn’t we apply this conclusion to advanced techniques of teaching a foreign language? I suppose, that’s really worth paying attention to.
Nevertheless, we cannot do without the main recent communicative method of teaching that has been firmly accepted in a modern educative system. It’s praised by numerous teachers and professors all over world.
However, at the linguistic faculties students are to study at least 2 foreign languages and sometimes even more. Five years isn’t enough for such a hard task, because this requires much time and force. Despite the fact, that at modern schools English has become obligatory, and it’s studied at least for 8 or so years, when at university, students need dwelling upon much more complicated material and simultaneously learn another language. It’s a really hard task!
So, what do we have to do in that case?
I propose to organize specially equipped rooms at linguistic universities, to put through lessons on the basis of Lozanov’s method. It should be done only with those students, who study 2 or more languages. These lessons should be restricted in time and material given by a teacher.
Further, in order to avoid the negative factors of the latter method we have to add many practical hours of speaking and writing on a foreign languageto set up and develop students’ communicative abilities. If not, we are tending just to overload one’s mind and get an opposite result!
Certainly, the whole process of acquisition has to be in balance: we do not need much time to be devoteed to listening to the material only, and forget about using it in oral speech, so, I would suggest putting it in a following system: 1 hour – listening, 4 hours – speaking/ writing practice. That could successfully keep up given material in a high level.
Evidently, there would be a totally new system of the suggested material, because it can not include only a set of fixed phrases or lexemes, it would be much broader and include the necessary vocabulary and grammar.
Bibliography.
1. Zimnaya, I. N. «Psychological aspects of speaking teaching on foreign language» / Zimnaya, I. N. M., 1985. – p. 210-215
2. Kolker, Y. М. «Practical method of foreign language teaching»/ Y. М. Kolker. M., 2000. – p. 5; 12
3. Leont’ev, А. А. «Theory of vocal activity» / А. А. Leont'ev. M., 1971. – p. 47-53
4. Lozanov, G. K., «Suggestopaedia»/ to Lozanov, G. K. it is Sofia., 1971. – p. 3-9
5. Lozanov, G. K. «Suggestopaedia as a teaching method of foreign languages» / Lozanov, G. K // Methods of the intensive teaching foreign languages.
–Edit. 1. is M., 1973. – p. 9-17.
6. Lozanov, G. K. «Essence, history and experimental prospects of Suggestopaedia’s systems of foreign languages teaching» / Lozanov, G. K // Methods of the intensive teaching of foreign languages. – Edit.3. – of M., 1977. – p. 7-16
7. Lozanov, G. K. «Bases of suggestopaedia» / Lozanov, G. K // Problems of suggestopaedia»: Materials of 1th Mezhdunar. Symposium on issues of suggestologii. It is Sofia: Science and art, 1973. – p. 50-76
8. М.B. Rakhmanina «Typology of methods of foreign languages teaching»/ М. B. Rakhmanina. It is M., 1998. – p. 2; 40
