VIII Международная студенческая научная конференция Студенческий научный форум - 2016

Introduction. It is well known that our new life is highly affected by the era of information technology, and technology plays an important role in today’s human society development. Based on this fact, it is indispensable to take advantage of the modern technological facilities in aiding the task of English language education. Students trying to learn English as a second language need further language support. They need to practice in hearing language, reading language, speaking language, and writing language in order to develop their experience and skills (Ybarra & Green, 2003). For doing such tasks, they are in need of using various tools which can help them learn the language easily and effectively.

Analysis of the Results The results of the case study showed that most of the students prefer the use of technology, especially computers, in developing their second language skills. However, it seems that the technical capabilities of their college are almost poor, and there were a weak tendency for encouraging students to use technology in the classroom lessons. Some of the drawbacks of using the classical teaching methods in English language learning are:

1. The conventional methods are ultimately based on theory and rarely use practice.

2. The conventional teaching methods are generally not exciting, and miss the motivation factor.

3. The classical methods are generally slower than the modern technical ways in learning the English language.

4. The conventional teaching methods are almost concentrated about the teacher (teacher-centered), while the modern technical methods give students significant role in the learning process.

5. Conclusions and Recommendations Using technology in learning a second language has become a real necessity nowadays. This paper has reviewed briefly how technology can be utilized in developing the language skills of the learner. Different methods for using technology in improving the four language skills were discussed thoroughly. A case study was also carried out to estimate the acceptability of some students for the utilization of technology to enhance their language skills. As a result, the following concluding remarks and recommendations can be recorded:

1. As technology has developed, the incorporation of this medium into the instruction process becomes necessary.

2. The computer is being viewed more as an integral part of the learning activity, and as a means by which skills are transferred to learners.

3. Theory and practice in second language learning can be matched together by the use of modern technology.

4. Modern technical ways should be followed for effective learning and teaching of the second language.

5. English language teachers should encourage their students to use technology in developing the language skills. 6. Educational institutions should modernize their technical instruction capabilities by using new equipments and laboratories for supporting the teaching process.

A wide variety of foreign language teaching methods developed in the 20th century. This

fact strongly influenced the process of second language teaching and learning. Teachers choose the

method that seems to them the most convenient and appropriate. However, it is a quite subjective

and individual process. Basic teaching methods can be classified into the following categories:

1) structural methods: the grammar-translation and the audio-lingual method;

2) functional methods: situational language teaching;

3) interactive methods (communicative language teaching, direct method, language immersion, natural approach, proprioceptive language learning method, silent way, storytelling, teaching proficiency through reading, total physical response etc.)[2].

Kevin Yee, the author of interactive techniques, considers interactive methods to be the most effective ones. They involve a collection of more than 100 teaching strategies that aim to engage students in studying process. Most of them encourage the natural acquisition of language, not learning. There is an important distinction between language acquisition and language learning. Children acquire language through a subconscious process during which they do not study

grammatical rules. The same as they acquire their first language. Acquiring language, the learner needs a source of natural communication.

Language learning, on the other hand, is not communicative. In language learning, students have just knowledge of the language and can operate it. Research has shown, however, that knowledge of grammar rules does not necessarily result in good speaking or writing. A student who understands the rules of the language may be able to succeed in a standardized test of English

language but may not be able to speak or write correctly [3].

Interactive methods:

communicative language teaching,

direct method, Interactive methods,

language immersion, natural approach,

proprioceptive language learning method,

silent way,

storytelling,

suggestopedia,

teaching proficiency through reading and

total physical response (TPR).

Communicative language teaching

Communicative language teaching(CLT), also known as the Communicative Approach,

emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse. Although the 'Communicative Language Teaching' is not so much a method on its own as it is an approach.

In recent years, task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI), has grown steadily in popularity. TBLL is a further refinement of the CLT approach, emphasizing the successful completion of tasks as both the organizing feature and the basis for assessment of language instruction [4].

Direct method (education)

The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900 and are best represented by the methods devised by Berlitz and de Sauze although neither claim originality and has been re-invented under other names. The direct method operates on the idea that second language learning must be an imitation of first language learning,

as this is the natural way humans learn any language - a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching. Such

methods rely on directly representing an experience into a linguistic construct rather than relying on abstractions like mimicry, translation and memorizing grammar rules and vocabulary [5].

According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first language learner does not use printed word until he has good grasp of speech. Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this

would involve the application of the learner's first language. All above items must be avoided because they hinder the acquisition of a good oral proficiency.

The method relies on a step-by-step progression based on question-and-answer sessions which begin with naming common objects such as doors, pencils, floors, etc. It provides a motivating start as the learner begins using a foreign language almost immediately. Lessons progress to verb forms and other grammatical structures with the goal of learning about thirty new words per lesson.

Teaching methods stress PPP (presentation (introduction of new material in context), practice (a controlled practice phase) and production (activities designed for less-controlled practice). My purpose here is to explore the interactive methods of teaching English that have attracted the attention of the teachers in recent years, to show reason for interest in them, in what they are exploring, in what they accomplish, the principles and ideas that guide them.

There is also shown some of the interactive methods of teaching which give the foreign language teacher the possibility to master some new techniques of communicative methods of foreign language training. Teacher has to organize different forms of activity at the foreign language classes

that is individual, pair, group and team. The objectives of this article are: to identify the different learning styles, to explore how interactive teaching strategies support all learners, to share practical ideas for whole class teaching.

REFERENCES

1.Richards, Jack C.; Theodore S . Rodgers. Approaches and Methods in Language Teaching.

2.http://www.studymode.com/essays/Interactive-Methods-Of-Teaching-English-Through-

215214.html

3.Kevin Yee. Language Teaching Methods, 2000.

4.Van Hattum , Ton. The Communicative Approaches Rethought, 2006.

5.Levy M. Context and conceptualization, Oxford: Oxford University Press, 2006.

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