Practical use of teaching methods for teaching German in the lesson

The article highlights the reasons that affect the negative attitude of students to a foreign language, these include:

• 1)    Lack of systematic and in-depth clarifications about the importance of learning foreign languages;

• 2)    Incorrect teaching, which does not stimulate logical and meaningful memorization of language material, but orientates students only to intuitive understanding. Students accustomed to a system of work based on the principle of conscious learning cannot come to terms with a method of working on a language that contradicts their usual focus in working on other subjects. As a result, they become convinced that a foreign language is some kind of special subject that requires primitive, uninteresting forms of work;

• 3)    Inability of the teacher to organize work depending on the different levels of education. The methodology of teaching a foreign language should be rebuilt

at different stages of work, of course, in accordance with the age characteristics and the increased volume of students’ knowledge.

• 4)    Lack of tangible practical results of work on the language among students. Students, after several years of studying a foreign language, not seeing the practical results of this study, are disappointed and come to the conclusion that their work on the language is useless, which, of course, does not contribute to an increase in interest in the subject being studied.

• 5)    Lack of timely individual assistance in the event of a backlog of students.

The most essential principles are as follows:

• 1.    As in teaching any foreign language, communicative goals predetermine the general methodological approach to teaching. But since the students already have experience in learning English, mastering German is carried out by them more consciously, they can compare both certain linguistic phenomena of English and German, and the organization of the learning process. Pupils studying English and German have more developed reflection (looking at themselves from the outside, the desire to give themselves an account). That is why the general methodological principle in teaching German can be defined as communicative-cognitive, where the cognitive aspect is subordinate to the communicative one, and it manifests itself where it is necessary to find any analogies that facilitate assimilation, or, conversely, to identify differences in order to avoid interference.

• 2.    The entire educational process should be focused on the student’s personality, on his development, independence, on taking into account his capabilities, needs, interests.

When teaching German, there are even more prerequisites for this than when teaching English, thanks to the experience of learning a foreign language, a later start of education (from the seventh grade of a school with an in-depth study of English) and, thus, a more conscious approach to learning the language.... For some students, it is necessary to create conditions for faster progress, while others should be given the opportunity for repetition and training. 1

A German lesson is a logically completed part of the work of teaching a language, the main goal of which is to achieve certain goals of a practical, general educational and educational nature. To achieve a positive result in the implementation of these goals, it is necessary to do pre-planned exercises and tasks, based on the means and teaching methods laid out by the teacher. The essence of the lesson depends on the speech orientation.

A German lesson can only be complex, that is, it should contain a variety of types of work and study different aspects of the language. During the lesson, students should demonstrate vigorous speech activity.

Learning German will be faster and easier if:

• •    rely on similarities with English, as well as find support in the native language;

• •    use a linguistic guess (about the meaning of a word, grammatical form), relying on the context, on the familiar parts of the word;

• •    notice differences in linguistic phenomena and ways of expressing thoughts;

• •    transfer to a new language the ability to work (find the meaning of a word in a dictionary, use a paraphrase, perform various exercises, etc.).

Nowadays, active learning is reproached for the lack of a clear theoretical concept, for mixing different approaches and methods under one name (in particular, there is no generally accepted classification of methods). 2

Language games are designed to form lexical skills and train the use of language phenomena at the preparatory, pre-communicative stage of mastering a foreign language. The game is currently considered one of the most effective methods of teaching a foreign language. They contribute to the creation of a verbal communication environment in the lesson, arouses interest in learning a foreign language.

It is important to note one more important circumstance. Practicing teachers, using active learning methods, note the presence of certain barriers that prevent their use. In the article by C.C. Bonwell and T.E. Sutherland, "Continuity of active learning: the choice of activities to enhance student learning in the classroom", the following barriers are identified when using active learning methods:

• •    difficulty in presenting a large amount of material in the classroom.

• •    active learning takes too much time to prepare the lesson;

• •    the impossibility of using active teaching methods in a large audience;

• •    the possibility of negative consequences: the attitude of colleagues to new approaches; the impact of student assessment on teacher performance; influence on promotion.

There is another barrier - this is the resistance of students to new approaches and methods. Moreover, the more experience of educational activities of students, the more resistance can be met in the classroom.

The educational process is the most difficult moral relationship between a teacher and a student, in which the corresponding, defining feature is the upbringing of a sense of honor and dignity. The task of each teacher is to skillfully and sensitively, persistently and demandingly educate the mental and moral strength of the child, help him to comprehend learning as work that requires a lot of stress, and is joy only when the child overcomes difficulties on his own and achieves success.... Not to force a child to study, but to arouse interest in acquiring knowledge - this is the task of every teacher.