Innovations in teaching foreign languages

Currently, due to the tendency of universal globalization and close interaction of different languages and cultures, a foreign language acquires special significance, since often many people have a need to communicate or conduct any activity in a foreign language. Accordingly, the need to learn a foreign language is growing and there is a growing interest in how to teach this subject. In this regard, the question of applying new approaches and methods in the field of foreign language teaching has become acute. Along with traditional methods, there are so-called innovative techniques in teaching a foreign language. This is due to the fact that the world is in constant change, integration of cultural experience is taking place, and the problem of adapting to new conditions is becoming especially urgent through expanding one's own knowledge of the languages being studied and their carriers. If we turn directly to the teaching of foreign languages, then the application of new technologies is becoming increasingly important.

In general, innovations, or innovations, are applicable in the field of teaching, including a foreign language, since it is impossible to ignore the innovation component, which serves as a great help to the teacher. As is known, the Russian educational system implies the so-called variability principle, which enables the teacher to focus on multiple methods, including the author's. The teacher is given a great freedom of action, which includes the freedom to choose one or another innovative technologies, thanks to which the entire educational process is being developed.

Currently, there are many innovative models in the field of teaching foreign languages, and various researchers are turning to the problem of innovative technologies, including E.G. Kashina, L.S. Djumanova, M.A. Palagutin, M.N. Kotunov. In their works, they considered the problem of choosing innovative models aimed at the effective development of the individual in the conditions of modern rapidly changing reality. We dwell on some of the models proposed by researchers.

In connection with the expansion of the network of communications, the advent of the Internet, the informatization and the computerization of society, the teaching of a foreign language with the use of computer technology in foreign language lessons is of particular importance. In this method, two components can be distinguished - firstly, computer programs created in various forms and for different levels of foreign language teaching, and, secondly, the use of Internet resources, which can serve not only as an indispensable source of information, but “They are also an excellent means of interactive communication between different language groups”, and allow you to participate in “the development of international projects, conducting scientific research”. According to E.G. Kashin, this method allows you to create special training programs for work individually, in pairs or in groups, in addition, it can be both training exercises and tasks for modifications and permutations in the text, as well as exciting game programs. On the one hand, this method has many positive characteristics: computer technologies attract students, increase their motivation for learning activities, and develop additional skills, along with language learning. On the other hand, the main disadvantage of this technology is that “computer technologies are not intended to form communicative competence”, which is one of the key components of the process of learning a foreign language.

Continuing the question of the importance of developing communicative competence in teaching a foreign language, we note the “communicative tasks” method distinguished by the authors and considered innovative, the basic principle of which students perform in various forms, and using variable types of interaction to solve communicative tasks. Thus, due to the presence of a problematic issue, the search for its solution takes place and in the search process an analogue of the real interaction situation develops, in which communication takes place in a foreign language. As noted, this method is not fully developed and requires the systematization of forms of educational activities in which it can be carried out. However, in our opinion, this innovative technique is very effective, since students have a direct formation of foreign language communicative competence.

Another technology is the technology of multilevel (differentiated) learning or the technology of individualization of learning, within the framework of which a person-oriented approach is directly implemented, taking into account individual characteristics, opportunities and needs of students. Thus, there is a focus on the characteristics of each student individually, which allows to reveal their potential and contributes to a more successful formation of a “multicultural language personality, able to communicate with carriers of other cultures”.

Taking into account that innovations depend on people and are created by people, it is possible to determine one more way of innovative development in the field of education as a whole, and in the field of teaching foreign languages. This approach is focused on the development of the teacher’s potential, since the teacher’s personality, which, on the one hand, is already formed, but, on the other hand, has unlimited possibilities for self-development and improvement, is of key importance in teaching a foreign language. This implies the need for continuous and continuous education of the teacher in the process of his pedagogical activity, the creation and introduction of new technologies and creative approaches to educational activities. Accordingly, the position of the teacher changes - “the teacher becomes an accomplice of the research, creative cognitive process, mentor, consultant, organizer of independent activity of students”.

In conclusion, it is worth noting that currently many new technologies are used to improve the results of students learning a foreign language. In this article, we have covered only some of the leading areas of innovative development in the field of teaching foreign languages. After analyzing the research on a given problem, we concluded that this issue should be approached comprehensively and not release the attention of new opportunities that technical progress brings. All areas of innovative development that are being implemented now are part of a whole and, in their integrated application, contribute to the successful mastery of a foreign language by students and the formation of foreign language communicative competence.