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2
The Life of Society and 8 topics from the third to the 11th form.
Analysing communicative unit we find there speech functions and
examples of functional exponents in the new syllabus, which are
not mentioned in the old syllabus.
Language competence includes vocabulary, grammar and phonetics in
both syllabi, but in the old syllabus the number of lexical units in each
form is fixed.
Sociocultural and sociolinguistic competence and strategic competence
are not defined in the old syllabus.
At the end of each year specific demands to speech competence of pupils
(listening, monologue, dialogue, reading, writing) are defined in the new
syllabus.
In general, the new syllabus is much but specific wider.
1.1. Methodology as a science
The term “методика” has several correspondences in English: methodology, methods and methodics. The word methodology will be used for “методика” and “методологія” of teaching English as foreign language [TEFL].
There are several definitions of this term:
Methodology (from Greek methodos – спосіб, шлях дослідження або пізнання, logos – поняття, вчення) is a framework of organization of teaching which relates linguistic theory to pedagogical principles and techniques.[37,p.5]
Methodology is a branch of pedagogy which dealing with peculiarities of teaching a certain subject.[38,p.12]
Methodology of FLT is a body of scientifically tested theory concerning the teaching of foreign languages in school and other education institutions.[37,p.17]
Methodology is a system of principles and ways of organization and construction of theoretical and practical activity as well as teaching about this system .[37,p.14]
Methodology is a science which studies aims, contents, means, principles, techniques and methods of a system of instruction and education.[37,p.15]
Methodology is a branch of didactics which relates a linguistic theory to pedagogical principles and techniques.
The scholars’ve considered the relation of methodology of FLT to other sciences ( supplement 1).
The objective of the present research is integrating some aspects of knowledge of English, didactics, psychology, linguistics to formulate basic professional and pedagogical habits and skills. In G. Rogova’s opinion, methodology covers three main points:
aims of TEFL;
content of TEFL;
methods ( supplement 2), principles and techniques of TEFL.
But it becomes evident that the three components do not constitute the whole teaching/learning process. The activities of learners and teachers, their interaction (symmetrical or assymetrical) and the role of instruction materials are the outstanding constituents. The task of methodology is to integrate the relationships among them and to draft requirements for each of them.
Teaching a subject is viewed here not simply as the delivery of prescribed formulate, imparting a certain amount of knowledge, but also developing habits and skills, but also as activity.
To attain these aims in the most effective way constitutes the main subject of any methodology. The methodology determines the laws, principles, aims, content, methods, techniques and means (media) of teaching. The actual teaching of a language may differ in the analysis of what is to taught, in the planning of lessons, in the teaching techniques used, in the type and amount of teaching done thought mechanical means and finally, in the testing of what has been learned.
Basic Categories Of Methodology
The methodology of TEFL seems to embody such basic categories on which there is general agreement among those who have studied the subject: methods, principles, techniques, aims and means of instruction.
There is no unanimity regarding the term method either. In G. Rogova’s et. al. view “method is a technological operation, structural and functional component of the teacher’s and learner’s activity, realized in techniques and principles of instruction. A method is a model of instruction based on definite theoretical provision, principle, techniques and aims of instruction.
A method is also a specific set of teaching techniques and materials generally backed by stated principles.
A method determines what and how much taught (selection), the order in which it is taught (gradation), and how the meaning and form are conveyed (presentation). Since presentation, drill and repetition may also be the concern of the teacher, the analysis of the teaching/leaning process must first determine how much is done by the method and how much by the teacher.
Aim is a direction or guidance to establish a course or procedure to be followed. The teacher should formulate long-term goals, interim aims and short-term objectives. What changes he can bring about in his pupils at the end of the week, month, year, course, and each particular lesson. Hence, aims are planned results for pupils learning a FL. The aims are stipulated by syllabus and other official directives. They are: practical, instructional, educational and developing (formative).
Practical aims cover habits and skills which pupils acquire in using a foreign language. A habit is an automatic response to specific situation, acquired normally as a result of repetition and learning.
A skill is a combination of useful habits serving a definite purpose and requiring application of certain knowledge.
Instructional aims developed the pupils mental capacities and intelligence in the process of FLL (foreign language learning).
Educational aims help the pupils extend their knowledge of the world in which they live.
Formative or developing aims help develop in learns sensual perception, motor, kinesthetic, emotional and motivating spheres.
Principles are basic underlying theoretical provisions which determine the choice of methods, techniques and others means of instruction.
Technique in the methodology of TEFL is the manner of presentation, demonstration, consolidation and repetition.
Means is something by the use or help of which a desired goal is attained or made more likely.
1.1.1. Present-day issues of TEFL
A critical review of methods currently employed in TEFL/TESL has shown no consensus on the effective way to facilitate and accelerate English learning. A shift has been made from teacher-centered activity to student-centered, some methodologists even claim that learning is more important than teaching (Michael West, Humanistic Approach, Silent Way).
Though many young teachers still teach the way they had been taught, it can’t be denied that current thinking in methodology constitutes a challenge to convention thinking about language teaching.
One of the conventional methods of TEFL is the Grammar-Translation method (G-TM):
The goal of foreign language (FL) study, using this method, is to learn a language in order to read its literature or to benefit from the mental discipline and intellectual development that result from FL study. G-TM is a way of studying language that approaches the language first through detailed analysis of its grammar rules, followed by application of the knowledge to the task of translating sentences and texts into and out of the target language. The first language is maintained as the reference system in the acquisition of the second language.
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