Actual problems of learning foreign language

At the present time, when there are fundamental changes in education, when the content and methods of instruction are radically revised, it is advisable to return to the history of the methodology of teaching foreign languages and the main trends in its development.

Now no one doubts that the method of teaching foreign languages is a science. The very first definition of the methodology was given by EM Ryt in 1930, who wrote: "The methodology of teaching foreign languages is a practical application of comparative linguistics." A similar position was shared by A.Shcherba.

The appearance of a view of methodology as applied linguistics was due to the fact that the specifics of a foreign language as an academic subject had not yet been sufficiently defined in the methodology of the 1930s, and there was no developed system of methods of research, without which there can be no true science.

Another direction in the definition of methodology, as a science, is associated with the name of BV Belyaev, who believed that the technique is nothing more than applied psychology. However, a number of problems in the methodology, in particular, the selection of material, the specifics of the use of techniques and methods of work, depending on the audience, can not be solved with reliance only on psychology. Therefore, this definition of methodology has not been disseminated.

In the late 30's - early 40-ies begins to form one more direction - the definition of methodology as a pedagogical science. Pedagogy and methodology have one object of study - the processes of teaching, upbringing, the goals and tasks of instruction, the upbringing and maintenance of subjects. The methods of research are also unified, so the definition of methodology as a pedagogical science was a step forward to its design into an independent science.

The direction in the definition of methodology as a science was born in the late 40-ies. The technique is recognized as a science that has its own patterns and its methods of investigation. The most complete definition of the methodology reads: "The teaching methodology is a science that examines goals and content, patterns, means, methods, and systems of instruction, and also studies the processes of teaching and education on the material of a foreign language."

At the beginning of the XX century there was also another problem. It was a method problem. This was quite natural, since after the October Revolution of 1917 a "new" school required the application of new methods. At this time, a direct (natural) method was advocated. It was believed that this method is based on the correct principle - the association of foreign words with the objects themselves. This was a method of natural (associative) learning a foreign language, which is the most economical, the fastest reaching the goal.

Why is a direct method propagated at this time, when ideas of a mixed method are already emerging in the West? This was due to a number of reasons. First, in the tsarist educational institutions grammatical-translational and text-translational methods dominated, based on cramming, from which it was necessary to free themselves. The direct method with respect to them was more progressive, as it proceeded from a living language, from the teaching of speech, as the basic means of functioning of language.

Secondly, then only a direct method presupposed learning to communicate.

Thirdly, pedagogy was not familiar with the proposals of other methods that arose in the West after the First World War, since this war, and then the civil war, broke all contacts.

In addition, for many methodologists and teachers, the direct method was something new, attractive, in its effectiveness sincerely believed.

It should also be noted that the propagated direct method differed from the orthodox Western direct method, since it contained the requirement of comparison with the native language, albeit not at the initial stage, which is incompatible with the direct method. The recommendations of the following content were also characteristic: "That when studying a foreign language, one should not neglect grammar studying, of course, in its main features, that it is possible, for easier understanding, to point out the similarity with the grammar of the native language, and to distinguish them, that for more stable assimilation grammatical exercises should be introduced.» It was also recommended to introduce elements of comparative linguistics into the direct method.

All the above recommendations do not correspond at all with the ideas of the direct method. The changes introduced into the direct method are closely connected with the progressive ideas of Russian pedagogy.

Later, a comparative method of teaching foreign languages was formed, which got its name because studying a foreign language is supposed to be based on its comparison with the native language. The founder of this method is LV Shcherbu.

And with a combination of direct and comparative methods, a mixed method appeared. Depending on which principles prevail in it, it may be closer to either a direct or a comparative method.

Over time, not only the goals of teaching a foreign language, and the requirements for owning it, changed. The method of teaching a foreign language fell into a crisis situation.

The crisis situation always requires a radical turn. So, in conditions of insufficient fruitful ideas, a transition to communicative learning was made. The crisis revived the active methodical search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative (ILBim, E.I.Passov), intensive (GAKitaigorodskaya), activity (Ilyasov) and others. Now communicative-oriented methods play a decisive role, which are based on the communication and creativity of the trainees.

The method of teaching foreign languages should develop further, since stagnation is disastrous for any science. Comparison of modern teaching methods plays an important role, since emerging new techniques appear on their basis and would like that they do not have those minuses and deficiencies that are inherent in modern methods.

Comparative characteristics are also important for choosing a teacher's work. With such a variety, it is very difficult to make a choice without knowing the features and specifics of the methods.

At the present stage of the development of teaching foreign languages when choosing the method of instruction, it is necessary to proceed from the characteristics of the collective in which it will be used, it is necessary to take into account the personality traits of the trainees, their age, interests, training level, the period during which the training will be conducted, the equipment of an educational institution.

Sources used:

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"Экономика и социум" №3(70) 2020