New methods of teaching English in the modern classroom
Table of contents: The Kazakh-American Free University Academic Journal №10 - 2018
Author: Maznitsyna Natalya, Secondary school 137, Kazakhstan
methodologies such as the audio lingual and direct methods still offer useful
elements, they’re clearly outdated in the modern classroom.
know that methodological approach in teaching foreign languages may be divided
into three groups. They are passive methods, active methods and interactive
speak here in the first place about the passive methods, it should be noted
that in passive methods a teacher is in the center of teaching. He plays active
role but the learners are passive. Control can be carried out by the way of
questions, individual and control work, tests etc. In active methods learners are also active. Their role and activity is equal in the process of
interaction. Learners may ask questions; express their ideas with a teacher.
The last but it is in the first nowadays interactive method or approach
is a modernized form of active methods. Interactive methods are
the methods that involve co-education, i.e. collaborative learning:
students and teacher are the subjects of learning [1; 14]. The main
distinguishing feature of interactive teaching methods is an initiative of
students in the learning process, which is stimulated by teacher from the
position of assistant partner [2; 48].
the lesson of a foreign language, teachers use the following interactive
methods and techniques:
conferences / discussions; cluster; role-playing / business games; multimedia
learning; business game; carousel;
aquarium; the concept wheel; Brownian motion;
decision tree; receiving a mental (intellectual) card; debates; jigsaw; cinquain; case-study; thick and thin questions; circles on the water;
zigzag; case, mincer, basket; reasoned letter.
Brainstorming. It is technique for generating new ideas on a topic. This method
stimulates creative activity of the learners in solving problems and expresses
their ideas quickly. Teacher should listen to all utterances and not criticize
them. Instead of this he inspires the learners to give as many variants of
solving the problem as he (or she) can. At the end of brainstorming activity
all the expressed utterances are written and then analyzed. Therefore,
one of the main conditions of brainstorming is avoidance of criticism .
Icebreaker. This technique is used to create comfortable and friendly relationship
between learners at the beginning of the lesson. The purpose is to remove
communicational ,barrier and overcome some difficulties in communication.
Discussion. This type of interactive method requires studying teaching material on
the theme before starting discussion. After having learnt the
lexical-grammatical material on the theme the learners may start discussion.
This method helps the learners consistently and logically expresses their ideas
by presenting grounds for their utterances. The learners work in small groups
and this improves their activity because every member of the group may express
his/her ideas and takes part in the discussion.
mental map. Cluster can be used in all stages of
teaching English to both young and aged learners. In presenting new words a
teacher writes a new word on the blackboard. And then learners tell the words
that can be used together with the given word. This method involves all the
learners into active work and forms of motivation.
mental map the teacher clearly sets out the problem or
issue that needs to be addressed. Such cards are diagrams, that represent
various ideas, tasks, theses connected with each other and about the card
allows us to cover the whole situation as well as keep a lot of information in
the mind simultaneously in order to find the links between the individual
sites, the missing elements, remember the information and be able to reproduce
it even after a long time [1; 16].
playing. Role playing involves the learners into active work by
positively influencing on their inner activity. This creates favorable
conditions for cooperative work. Such atmosphere creates their motivation,
personal potentials of inner activity and helps to form practical skills and
learning. This is the next innovative method. It is the combination of
various media types as text, audio and video materials by the help of which
teacher present information to the learners. By using information technology as
an innovative teaching and learning strategy in a problem based learning
teacher tries to motivate learners to active knowledge through real life
Business games unlike other
traditional teaching methods allow you to reproduce the situation more fully,
to identify problems and their causes, to develop solutions to the problems, to
evaluate each of them, to make a decision, and to determine the mechanism for
Carpet of ideas is one of the
methods of solving problems. It takes place in three stages. Students are
divided into 3-4 groups. The first stage understands the problem. Participants
are invited to answer the question why there is such a problem.
The group writes the
answer on sheets of colored papers and then hangs on the poster "Carpet of
Ideas. The second stage is the search for solutions. What can be changed? Each
group offers its answers and writes them on sheets of colored paper.
The third stage is the
individualization of activity. What I personally do to change the existing
situation. The fourth stage is the evaluation of ideas. Individual decision
making: what I can do to solve the problem and what I will try to do.
Carousel is an interactive method of work, in the process of which two
rings are formed: internal and external. The inner ring is formed by the
students sitting motionless, and in the outer ring the pupils change every 30
seconds. Thus, they manage to say a few topics in a few minutes and try to
convince them that they are right.
Aquarium is a performance where the spectators act as observers, experts,
critics and analysts. Several students play the situation in the circle, while
the others observe and analyze it.
movement approach assumes the movement of students in the class with
the purpose of collecting information on the proposed topic while working on
the grammatical constructions studied. Each participant receives a list of
questions-quests: «Interview your group-mates what subculture they belong to or
share ideas with» or «Who can help teenagers cope with their problems?"
The teacher helps formulate questions and answers and ensures that the
interaction is conducted in English.
Jigsaw. Students are grouped in groups of 4–6 people to work on educational
material, which is divided into logical and semantic blocks. The whole team can
work on the same material, but each member of the group gets a topic that he
develops especially carefully and becomes an expert in it. Meetings of experts
from different groups are held, and then each one reports in his group about
the work done. The students are interested in ensuring that their comrades
conscientiously fulfill their task, this may affect the overall final evaluation.
Reports on the whole topic are given to each student individually and the
entire team as a whole. At the final stage, the teacher can ask any student in
the group a question about the topic.
A cinquain is a specific type of poem. It has five lines, but they do not rhyme. Each line
has a set number of syllables:
Line 1 - One
word, also the title;
Line 2 - Two
adjectives that describe the word in line one;
Line 3 - Three
words that give more information about the subject;
Line 4 - Four
words that show emotion about the subject - individual words or a phrase /
Line 5 - Synonym
of the title or a word very similar to it.
typically has vivid imagery and is an attempt to express a specific mood or
A decision tree is a decision support tool that uses a tree-like
model of decisions and their possible consequences, including chance event
outcomes, resource costs, and utility. It is one way to display an algorithm
that only contains conditional control statements [4; 42].
techniques as Bloom`s Cube learners will
need an ordinary paper cube, on the sides of which it is written: - Name it.
-Why. –Explain. –Suggest. Think of it.
- Share. At the first stage the theme of the lesson is formulated. The
theme should be closely connected with the questions to be answered. At the
second stage the teacher throws the cube. The dropped face will indicate: what
type of question should be asked. It is more convenient to be guided by the
word on the verge of a cube - the question should begin with it.
Case-study is training specific situation
specially developed on the basis of factual data for subsequent analysis in the
classroom. In the case study students learn to work in «a team», to analyze and
to make management decisions. A case is a complex phenomenon and it should contain
the most realistic picture and the specific facts and have a stable set of
characteristics. Each case should include the following aspects: the problem,
conflict, role, event, and activity, temporal, and spatial. The students’ task
is to understand the proposed situation, a description of which reflects not
only the practical problem, but also updated previously digested complex
knowledge, articulates and characterizes the problem and develops an algorithm
of activity that leads to the problem solution.
Thick and Thin Questions. Thick questions begin with: Why...How come...I wonder...What would
happen If..? Learners could not answer that question with one word. The answers
are long and involved and need to be researched. These are so called Special
questions. Thin questions can be answered with a number or a simple Yes, or No
fall in this category. These are so called General questions.
The concept wheel can be effectively used at the challenge stage. Students need to
choose synonyms for the word located at the center of the conceptual wheel and
write the sectors of the wheel.
Circles on the water. This method is a universal mean to activate the knowledge of students
and their speech at the beginning of the lesson. The main word may be connected
with study, concept or phenomenon. This word is written in a column and for
each letter can be selected nouns, verbs, adjectives or phrasal verbs [3; 17].
Zigzag. This technique is
used when it is necessary to work with a lot of information at the lesson. At
the first stage the class is divided into equal parts and each learner receives
his or her special task. Each learner works with his or her individual task. At
the next stage learners with the same tasks are formed into groups, discuss
their tasks and choose the best one. At the third stage they go back into their
first groups and present their parts of the work in a better way. During the
last stage each member presents his or her abstract one by one forming the
whole text or paragraph.
Case, Mincer, Basket. This technique is used at the end of the lesson
at the stage of reflection. Learners must choose one of three things. Learners
can decide what they will do with information given at the lesson. Case means
that everything can be used by learners in future. Mincer must be chosen by
learners if they want to repeat information once more. Basket means that all
information should be thrown into the basket.
Reasoned letter. This technique is also used at the end of the
lesson at the stage of reflection. Within a few minutes learners express their
own thoughts on the topic or may give advice to the hero in any form [5; 8].
Table 1. Analysis of effectiveness of strategies
used in the implementation of interactive learning
Table 2. Analysis of effectiveness of strategies
used during the stages of the lesson
Figure 1. Dynamics of
productivity of training of students of a Municipal Public Institution «a
multidisciplinary middle school ¹37» in grades 6-8 of academic years 2015-2018
Each teacher is able to
come up with and implement in the educational process effective methods and
methods of organizing speech interaction of students in a foreign language
lesson. Many of these techniques I use in my lessons.
It should be noted that
all interactive methods and techniques
• to make knowledge more
• to learn how to
formulate their own opinion, to express their thoughts correctly, to build evidence
of their point of view, to be able to argue their point of view, to lead the
• to learn how to listen
to the other person, to respect an alternative view;
• to simulate different
situations and resolve them jointly, to enrich their life experience;
• to learn how to build
a constructive relationship in the group, to determine their place in it, to
avoid conflict, to resolve them, to reach compromise, to seek to the dialogue;
• to analyze accounting
information, to take an imaginative approach to the educational process;
In conclusion the using
of different types of interactive teaching methods to improve training of
future education specialists contributes to the formation of high-quality
specialist, able to quickly and correctly make decisions in difficult situations,
as well as independence, initiative and competitive at the labor market.
1. Diller, Karl Conrad (2005). The Language
Teaching Controversy. Rowley, Massachusetts: Newbury House. ISBN 912066–22–9.
2. Dzhumatayeva A.D. Using of interactive
teaching methods for the development of self-dependence of students //Teacher
of the Republic, 2006.
3. Fries Ch. C. Teaching and Learning English as
a Foreign Language. Ann Arbor, 1947.
4. Kaikenova K. Interactive forms and methods of
training of civil servants: Textbook. Astana, 2008.
5. Littlewood. W. Communicative Language
Teaching. An Introduction. Cambridge. CUP. 1981.
6. Palmer H. Scientific Study and Teaching of
Languages. London, 1922.
7. Richards G. C. and Rodgers Th. S. Approaches
and Methods in Language teaching. USA, 1993.
Table of contents: The Kazakh-American Free University Academic Journal №10 - 2018