There are a lot of non-traditional methods of learning English. “Non-traditional” - in the sense of different from those used in the school curriculum. This does not mean that they are completely new, since we all “grew up” from a traditional school in one way or another. It’s just that the authors of new methods of learning foreign languages, not agreeing with classical techniques, offer other ways of knowledge.

Any caring teacher in a regular school, perhaps without realizing it, works wonders in the classroom. If we talk about personal experience, in the distant 70s, school English teacher Natalya Pavlovna, day after day, led our class to understand the language, using tape recordings, interesting tables, English jokes and disciplined study - and became an example to follow. It is among school teachers, in live work with children, that any advanced techniques, methods, technologies and techniques are born. Only in such daily work can you see the pros and cons of traditional teaching, and then introduce something of your own and test the effectiveness of innovations during lessons.

Recently, thanks to the Internet, new methods of learning English have spread rapidly. Briefly and without value judgments, we will dwell on their features and differences, so that after this review everyone can choose the most suitable alternative based on their temperament, availability of free time and level of training. Most of these techniques are used in one way or another in my lessons - the story about them will go in the order in which I managed to get acquainted with them.

Methodology of Vladislav Milashevich

The first impressive experience was associated with the technique of Vladislav Milashevich. Perhaps also because in the late 80s I knew him personally and learned something directly from the author. Unfortunately, Vladislav Milashevich did not leave behind a full-fledged published educational course, but many recordings of his wonderful lectures have been preserved. I was amazed by his ability to systematize everything and present it in understandable diagrams and tables.

Basic principles of Vladislav Milashevich’s technique Systematic presentation of the material. All key topics of the language are covered. Visibility. Very clear, simple picture diagrams are used, which allow you to quickly master many complex sections of grammar (prepositions, tenses, etc.). Compact material. Focus on speed of absorption. The technique was “tailored” to train scientists to quickly understand (translate) an English text, so the speed of assimilation is one of the main features of the technique. Just a few lectures - and a graduate student with almost “no” English was able to understand difficult materials in foreign journals and rely on them when writing dissertations and articles. Courage in presentation. Even today, there are few authors who could approach language so boldly and creatively. In essence, Vladislav Milashevich created a new world into which he involved his students, and through the new rules he created, he simply talked about complex things.

Finding a presentation of Vladislav Milashevich’s methodology on the Internet is not easy: there is interesting material on Makschool.com. These are several lessons that outline basic diagrams and formulas.

Vitaly Leventhal's technique

I became acquainted with the works of this author in the early 90s, when his articles appeared on the websites of Russian-speaking communities in America. They made an indelible impression of novelty and freshness, because it was a story about a living American language. It was impossible to learn anything like this either in textbooks or from other teachers. And today his approach is very clear and attractive, despite high competition.

Basic principles of Vitaly Leventhal’s technique Honest approach. Does not promise anyone either quick success or easy learning. Daily painstaking work and diligence are required - no other impact on the subcortex. The methodology is aimed at our compatriots who emigrated to the United States, so it uses numerous local idioms, humor, slang - in a word, everything that allows you to quickly “fit” into American life. Close connection with the Russian language in the process of learning English. Developing language thinking skills through books, articles and lectures. This is a very rare quality when, through search, emotions and checking the result, an adult develops a “feeling” of language.

Express method by Ilona Davydova

I bought the audio cassette version back in the mid-90s for a lot of money - I couldn’t wait to turn it on and check how, with the help of magical inaudible signals, the English words “themselves” forever flow into my head. In general, this did not happen, but nevertheless, the cassettes themselves and the book attached to them were very much used in further work. So it's a sin to complain.

Features of Ilona Davydova’s method The material consists of individual words and phrases (dialogues) in audio form. The course was created for listening comprehension, although today computer versions with graphics and color have already appeared. May be of interest to those who already have some training and want to increase their vocabulary.

Communication technique of Galina Kitaigorodskaya and Igor Shekhter

It was possible to get acquainted with this approach quite late - in the late 90s, since the textbooks of these authors were not bestsellers and were not advertised on the Internet. At the same time, the main principle - learning through communication - is incredibly attractive. For me, Igor Shekhter’s experience is very valuable, because many of his approaches are in tune with mine.

Basic principles of Igor Shekhter’s technique It is not the language that needs to be taught. It is necessary to create conditions under which a person speaks a foreign language. Traditional methods of teaching English break a person (tests, exams, rules, etc.), but you can teach anything only without breaking your personality. Therefore, in this method there is no homework or grammar study (at the initial stage). Living speech is not constructed, but generated. Learning takes place through active, emotionally charged activities. Each student should have the freedom to choose and convey meaning in words that are appropriate to their life experiences. The teacher determines only the beginning of the event and - only with a hint - the climax. The outcome is unpredictable. That's why it's so interesting. The course includes 3 cycles of 100 hours each. Between cycles there is a break of 1-3 months, during which the student reads in English, watches and discusses films, and listens to songs.

This method definitely allows for the development of creativity in both the teacher and his students.

Nikolay Zamyatkin's technique

I became acquainted with this technique quite a long time ago, in the late 90s. It was interesting to try it for myself, and when I was convinced that there was a rational grain here, I began to use it in my work with students. Very often, Nikolai Zamyatkin’s technique is called “matrix”.

Basic principles of Nikolai Zamyatkin’s methodology Repeated listening to a fragment read by a native speaker (dialogue or just text). This way the material is etched into memory. Then repeatedly pronounce the same text out loud. The main condition is to do it loudly, as loudly as possible. All this affects the deepest, unconscious structures of the brain, connecting the micromovements of the speech apparatus with typical phonemes, sound combinations, as well as visual images of the language being studied, making them familiar. Success is achieved through countless movements of the lips and tongue, contractions of the muscles of the face and throat, the work of ligaments, that is, everything that is responsible for “speaking” a foreign language. It's like learning scales in music or practicing in sports. All this leads to “not thinking” in the native language, that is, a state when the head becomes free of thoughts in the native language.

Timur Baitukalov's method

Basic principles of Timur Baitukalov’s method (matrix technique) Regular language classes - at least 1 hour daily. The main educational material is videos with subtitles in the target language and audio books. The main way to learn new language material is to model the speech of native speakers in a state of “ignorance.” The most accurate copying of native speakers. Achieving understanding is not the goal. You can get acquainted with the meaning of the educational material being studied (read the translation) only after the educational material has been thoroughly learned.

Methodology of Grigory Gromyko

Basic principles of Grigory Gromyko’s technique (matrix technique) Not using memory to learn English. Constant training of those organs that are in one way or another responsible for speech (mouth, lips, eyes, ears, etc.) through numerous repetitions of the same phrases/words. Work is carried out only with the material that is interesting to the student “here and now”. Training not one, but at least three foreign languages ​​at the same time is more effective and ultimately leads to more pronounced results.

Methodology of Alexander Dragunkin

I became acquainted with his books in the late 90s. At first it was very unusual, but then it became obvious that Alexander Dragunkin’s ideas are very interesting and can be used for teaching.

Features of Alexander Dragunkin’s technique Integrity. Almost all major grammar topics are covered. An alternative grammar has been created that is easy to understand. High speed of material absorption. 10-20 days are usually enough to complete the entire course. Then independent work is expected. It is of fundamental importance to develop an understanding of why a phrase needs to be constructed in one way and not another. From the very first lesson, sentences of any level of complexity are built. The goal is to lay the foundation. Then there is a build-up: increasing vocabulary, improving grammar, etc.

From observations: if you read the same book by Alexander Dragunkin constantly (for example, read it once a day, this is possible) or at least the same chapter several times, then suddenly a very good effect appears. Some will say that this happens with any educational material. But this is not true: if you read the same chapters of traditional textbooks, the result will not be the best - it all depends on the content.

Methodology of Dmitry Petrov

Relatively recently, Dmitry Petrov’s courses were shown on the Culture channel.

Features of Dmitry Petrov's technique Accurate presentation of material, well-developed videos and other materials. For example, the “Phrase Generator” allows you to construct the correct sentence and hear the pronunciation. High speed of course presentation. The standard program includes 16 hours. The maximum period of language learning using this method is 6 weeks. Using films to immerse yourself in a language environment. There are no complex grammatical schemes and no need to memorize rules.

The methods discussed in this article are not the “main” ones - there are others, quite interesting and original, which will be discussed next time.

It is important to mention this: no matter how interesting the methods of engaging in learning a foreign language may be, success will be achieved only if one condition is met: you need to do it every day. It is so difficult that even the strongest desire and motivation do not work. I have come up with several ways to weave learning a foreign language into everyday life: you do something familiar, everyday - and at the same time study English or another language. Details are in one of the future articles and in the webinar.

Cover illustration: Greg Shield

Ever since the builders of the Tower of Babel spoke different languages, society began to need translators. Interpreters were valued everywhere. Until recently, foreign language was more of a hobby than a cruel reality. Knowing a foreign language meant being an esthete, belonging to a certain circle, or (the most harmless option) being considered an eccentric. But times are changing...

Any house, as you know, begins with an architectural plan. Now we are less and less afraid of the huge fortress called “Foreign Language”, on the top of which a flag (most often British) proudly flies. And, in this case, knowledge of modern study methods will serve as this necessary plan.

Recently, when the educational technology market is replete with proposals for a wide variety of methods for learning English, the question “What method do you use to teach?” is becoming more and more relevant, which indicates an increase in the culture of consumption of intellectual products. A puzzled applicant, student or businessman (however, also a student) increasingly freezes in front of bookshelves with linguistic literature and media aids or thoughtfully looks through a long list of advertisements. One of the selection criteria is price, but the main one... “English in two weeks”, “Communicative methods of teaching English”, “English with the English in Moscow”, “Effective express method”, “English at the subconscious level”, in the end. So much new and unknown! And this gives rise to doubts about the results. Can you trust modern technology? Or give preference to well-established “brands” - such as “Bonk”, “Eckersley” or “Headway”, which are gradually turning into the category of methodological classics?

It remains obvious that at the end of the 20th century. In Russia there has been a “revolution” in the methods of teaching English. Previously, all priorities were completely given to grammar, almost mechanical mastery of vocabulary, reading and literary translation. These are the principles of the “old school”, which (to its credit) still bore fruit, but at what cost? Language acquisition was accomplished through long, routine work. The tasks offered were quite monotonous: reading text, translation, memorizing new words, retelling, exercises on the text. Sometimes, for the sake of a necessary change of activity, an essay or dictation, plus phonetic drills as a rest. When priorities were given to reading and working on “topics,” only one function of the language was realized—informative. It is not surprising that only a few knew the language well: only very purposeful and hardworking people could master it at a high level. But in terms of grammar, they could easily compete with Cambridge graduates! True, they received good compensation for their work: the profession of a foreign language teacher or translator was considered very prestigious in our country.

Nowadays, achieving such a still high social position also requires a lot of diligence, perseverance and daily work. But what is truly “revolutionary” is that language has become accessible to the majority in one form or another. And the offer is increasingly consumer-oriented. Why, for example, should a secretary acquire obviously unnecessary knowledge about the palatalization of consonants or the actual division of English sentences? A secretary-assistant or manager who has an 8-hour, or, as they now say, “monopoly” job in the office, is focused on the development of very specific knowledge and skills, that is, on the consumption of a specific segment of the market for educational offers for learning English. Well-known specialist in the field of linguistics and methods of teaching foreign languages ​​S.G. Ter-Minasova rightly notes that recently language learning has become more functional: “Unprecedented demand demanded unprecedented supply. Unexpectedly, foreign language teachers found themselves in the center of public attention: legions of eager specialists in various fields of science, culture, business, technology and all other areas of human activity demanded immediate training in foreign languages ​​as a tool of production. They are not interested in either the theory or history of language - they require foreign languages, primarily English, exclusively functionally, for use in various spheres of society as a means of real communication with people from other countries".

With the form of education, the situation has also become noticeably simplified: going to the office, one-on-one classes with a teacher, going to the student’s home, “weekend” groups, for the busy and not so busy, for “pioneers” and retirees...

The main question remains to be resolved: what is the content of the course, its structure and teaching methods? Who is the author of the proposed material, where was this material developed and by whom was it tested?

Language teaching has acquired an applied character, whereas previously it was relatively abstract and theoretical. Aristotle also came up with the famous triad of teaching ethics, which corresponds perfectly with modern requirements: logos - the quality of presentation, pathos - contact with the audience, ethos - attitude towards others. This rule is true for a speaker, an actor, and a foreign language teacher, whose role involves the first two hypostases. The functions of a teacher in the educational process have changed significantly. A teacher-mentor, a teacher-dictator is not able to provide students with freedom of choice and provide the “freedom of learning” necessary to comprehend such a subtle matter as language. Therefore, such a negative pedagogical image is gradually becoming part of history. He was replaced by a teacher-observer, a teacher-mediator, a teacher-"pacifier" and a leader." Although the personality of the teacher in this case fades into the background, its influence on the audience, which, in turn, becomes more intimate, does not decrease, but On the contrary, it is increasing. It is the teacher in most modern - Russian and foreign - courses who is the organizer of group interaction (the ideal team for learning a foreign language is currently considered a group of 10-15 people, since this is the number of people who can communicate with each other with maximum effect , interest and benefit).

Progress and fundamental changes in language learning methods are undoubtedly associated with innovations in the field of individual and group psychology. Now there are noticeable changes in people’s consciousness and the development of new thinking: the need for self-actualization and self-realization, proclaimed by A. Maslow, appears. The psychological factor of learning foreign languages ​​is moving to a leading position. Authenticity of communication, balanced demands and claims, mutual benefit, respect for the freedom of other people - this is a set of unwritten rules for building constructive relationships in the “teacher-student” system.

The fifth, but by no means less important, element of this system is choice. It comes to the student who can take a course that best suits his needs. In the classroom, the student is no longer limited in the choice of speech means and his own speech behavior. The teacher is also not constrained in choosing: teaching methods and techniques - from games and trainings to simultaneous translation; in organizing classes; in the selection of textbooks and teaching aids - from a wide range of domestic publications to products from Oxford, Cambridge, London, New York and Sydney. The teacher can now select, create, combine, modify.

Fundamental technique

This is truly the oldest and most traditional technique. This is exactly how the lyceum students learned Latin and Greek, while French was absorbed naturally, along with strict suggestions from governesses and communication with maman and papan. The classical method, like no other, fits the description of the “plan to capture a fortress”: a code of phonetics, visual representations of syntactic structures, mandatory vocabulary... The student clearly understands: in order to be known as Sir Calm, Monsieur Gallantry or Herr Sanity, he: a) is ready to spend 2-3 years; b) be patient (learning begins with the basics); c) must remember how subjects, objects, and objects can be expressed in the native language, “great and mighty,” and what syntax is all about...

Fundamental methods are seriously relied upon in language universities. A translator is never confident in his knowledge of a foreign language; he is well aware of the unpredictability of speech situations that arise. Studying according to the classical method, students not only operate with a wide variety of lexical layers, but also learn to look at the world through the eyes of a “native speaker” - a native speaker.

Perhaps the most famous representative of the classical method of teaching a foreign language is N.A. Bonk. Her English textbooks, written together with other authors, have long become classics of the genre and have withstood the competition of recent years. The classical method is otherwise called fundamental: no one promises that it will be easy, that you won’t have to study at home, and that the teacher’s experience will save you from mistakes in pronunciation and grammar. But the reward will be, developing the metaphor of the fortress, the state of a real local resident who knows how not to get lost in the labyrinth of the subjunctive mood or the past tense.

And further. The fundamental technique assumes that your favorite question is “why?” That you will not be satisfied with explanations “that’s how it should be”, but are ready to plunge into an interesting, complex and very logical world, the name of which is the language system.
Classic approach to learning a foreign language

In this regard, the classical approach to learning a foreign language has been somewhat transformed, but the unshakable principles of the “classics” of domestic language techniques have been preserved. Sometimes they are actively used in schools of other methodological directions. The classical course is aimed at students of different ages and most often involves learning the language from scratch. The teacher’s tasks include traditional but important aspects of pronunciation, formation of a grammatical base, and elimination of psychological and language barriers that impede communication. “Classics” did not change its goals, but the methods, due to the new approach, are already different.

The classical approach is based on the understanding of language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed in students systematically and harmoniously. The classical method partly turns language into an end in itself, but this cannot be considered a disadvantage. This comprehensive approach is aimed, first of all, at developing students’ ability to understand and create speech. The methodology involves classes with Russian teachers, but this order (although not exactly “fashionable”) cannot be considered a minus: a teacher who is not a native speaker has the opportunity to analyze and compare two language systems, compare constructions, better convey information, explain grammatical rules, prevent possible errors. The general fascination with foreign specialists is a temporary phenomenon, because the Western world has appreciated the priority of bilingualism (speaking two languages). The greatest value in the modern world are teachers who are able to think in the context of two cultures and convey to students the corresponding set of knowledge.

Linguistic and sociocultural method

One of the most serious and comprehensive methods of learning a foreign language is linguo-sociocultural, which involves an appeal to such a component as the social and cultural environment. Proponents of this method firmly believe that a language loses life when teachers and students set the goal of mastering only “lifeless” lexical and grammatical forms. Someone noted that “personality is a product of culture.” Language too. And this is most convincingly confirmed by our linguistic errors. An English learner may use the grammatically correct expression The Queen and Her relatives, but a British student will have difficulty understanding that The Royal Family is meant; or, for example, such a phrase as the Hero - the spokesman for the author's ideas was translated by the sentence "The hero is the loudspeaker of the author" ("loudspeaker of the author"), and ideally it was necessary to use "mouthpiece". Such oddities occur quite often. Let's turn to more subtle matters: for example, if for our compatriot, who has a superficial command of the language, the difference between the expressions Don't you want to go? and Would you like to go? is not very great, then for the British it is fundamental, because the first will be perceived as not the best tone. Common to our business communication What questions are you interested in? is often translated as “What problems are you interested in?”, not taking into account that in English the word “problems” has a consistently negative connotation. This question will sound correct : "What issues are you interested in?"

Most methods initially allow for such “blunders,” attributing them to “lack of knowledge about the country.” But at the present stage, when interest in individual cultures and nations is constantly increasing, such mistakes are no longer forgivable. The linguo-sociocultural method takes into account the simple fact that 52% of errors are made under the influence of the native language, and 44% lie within the language being studied. Previously, they monitored the correctness of speech; now, in addition to this, they are striving to increase its content. The meaning of the information being transmitted is important, that is, the communicative level, because in any case, the ultimate goal of communication is to be understood.

The linguo-sociocultural method includes two aspects of communication - linguistic and intercultural. our vocabulary has been replenished with the new word bicultural - a person who can easily navigate the national characteristics, history, culture, customs of two countries, civilizations, if you like, worlds. For a student at a language university, what is important is not so much a high level of reading, writing, and translation (although this is by no means excluded), but “linguo-sociocultural competence” - the ability to “dissect” a language under the microscope of culture.

The linguo-sociocultural method was born at the intersection of the concepts of language and culture. The authors of the methodology (among them one of the main places is occupied by S.G. Ter-Minasova) approached these definitions differently.

The classics, in particular Ozhegov, understood language as “a tool of communication, exchange of thoughts and mutual understanding of people in society.” Dahl treated language more simply - as “the totality of all the words of the people and their correct combination to convey their thoughts.” But animals also have language as a system of signs and a means of expressing emotions and moods. What makes speech “human”? Today, language is “not only a vocabulary, but also a person’s way of expressing himself.” It serves “for communication purposes and is capable of expressing the entire body of human knowledge and ideas about the world.” In the West, language is understood as a “communication system”, which consists of certain fragments and a set of rules used for the purpose of communication. A very important difference in Western linguistic thinking is the understanding of language not only in connection with a certain state, but also with a certain part of the country, region, etc. With this approach, language goes hand in hand with the culture of a part of the country, region, that is, with the ideas and customs of a certain group of people, society. Sometimes culture is understood as society itself, civilization.

We believe that the definition of supporters of the linguo-sociocultural method does not exaggerate the power and importance of language in the modern world. In their opinion, language is “a powerful social tool that shapes the flow of people into an ethnic group, forming a nation through the storage and transmission of culture, traditions, and social self-awareness of a given speech complex. With this approach to language, intercultural communication is, first of all, “adequate mutual understanding of two interlocutors or people exchanging information, belonging to different national cultures." Then their language becomes "a sign that its speakers belong to a particular society."

However, culture often acts not only as a means of unification and identification, but also as a tool for separating people. For example, in medieval Russia, a foreigner was first called a German, that is, a “mute” who does not speak the language, then a foreign guest began to be called an alien, that is, a “stranger among one’s own.” And finally, when national consciousness made it possible to smooth out this opposition between “friends and foes,” a foreigner appeared. If you think about the meaning of the Russian word foreign, the origin of the “conflict of cultures” becomes clearer: “Its internal form is absolutely transparent: from other countries. Native, not from other countries, culture unites people and at the same time separates them from other, foreign cultures. In other words “, native culture is both a shield that protects the national identity of the people, and a blank fence that fences off other peoples and cultures.”

The linguo-sociocultural method combines linguistic structures (grammar, vocabulary, etc.) with extra-linguistic factors. Then, at the intersection of a worldview on a national scale and language, that is, a kind of way of thinking (let’s not forget that a person belongs to the country in whose language he thinks), that rich world of language is born, about which the linguist W. von Humboldt wrote : “Through the diversity of language, the richness of the world and the diversity of what we learn in it are revealed to us...” The linguistic and sociocultural methodology is based on the following axiom: “Language structures are based on sociocultural structures.” We understand the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, and perceptions.

The purpose of learning a language using this method is to facilitate the understanding of the interlocutor, the formation of perception on an intuitive level. Therefore, every student who has chosen such an organic and holistic approach must treat language as a mirror in which geography, climate, history of a people, their living conditions, traditions, way of life, everyday behavior, and creativity are reflected.

Communicative approach

The communicative technique, as its name suggests, is aimed specifically at the possibility of communication. Of the 4 “pillars” on which any language training rests (reading, writing, speaking and listening comprehension), increased attention is paid to the last two. You will not hear particularly complex syntactic structures or serious vocabulary in class. The oral speech of any literate person is quite different from the written one. Try to monitor yourself throughout the day: did you use a lot of long sentences? Constructions in the subjunctive mood? Unfortunately, the epistolary genre is becoming a thing of the past, and if our descendants judge us only on the basis of e-mails and other “monuments” of online literature, then their opinion is unlikely to be flattering...

However, it would be a mistake to think that the communicative method is only intended for light small talk. Those who want to be a professional in a specific field regularly read publications on their topics in foreign publications. Having a large vocabulary, they easily navigate the text, but maintaining a conversation with a foreign colleague on the same topic costs them enormous effort. The communicative method is designed, first of all, to remove the fear of communication. A person armed with a standard set of grammatical structures and a vocabulary of 600-1000 words will easily find a common language in an unfamiliar country. However, there is also the other side of the coin: clichéd phrases and a poor vocabulary. Add to this a lot of grammatical errors, and you will understand that the only way not to be considered, let’s say, an unintelligent interlocutor is increased attention to your partners, knowledge of etiquette and a constant desire to improve. Those who study using the communicative method are “light cavalry.” They prance under the walls of the fortress, make swift attacks and want to tear down the flag, not noticing how beautiful the besieged citadel is.

One should not lose sight of the fact that another clear gradation of methods of teaching English runs along the “our-foreign” line. There are not so many foreign ones. If we discard American English and the TOEFL test as some kind of indicator of the results of language learning, then there are two monopolists in the field of teaching British English - Oxford and Cambridge. Both these university centers and other educational institutions work with certain publishing houses, so a textbook developed in Birmingham or Leeds, for example, may be offered under one brand or another. Both publishing houses strive to maintain their prestige, so there is no doubt that world-class products are being supplied to the Russian market. Their mutual competition is the key to quality.

The Oxford and Cambridge approaches to language are united by the fact that most courses are based on a communicative methodology, integrated with some traditional elements of teaching. It involves maximum immersion of the student in the language process, which is achieved by reducing the student’s appeal to his native language to a minimum. The main goal of this technique is to teach the student to first speak the language fluently and then think in it. It is also important that mechanical reproducing exercises are also absent: their place is taken by game situations, work with a partner, tasks to find errors, comparisons and comparisons, which involve not only memory, but also logic, the ability to think analytically and figuratively. Textbooks often contain excerpts from an English-English dictionary. Precisely English-English, and not English-Russian, French, Italian, etc. The whole set of techniques helps to create an English-language environment in which students must “function”: read, communicate, participate in role-playing games, express their thoughts, draw conclusions. Oxford and Cambridge courses are focused on developing not only language knowledge, but also the student’s creativity and general outlook. The language is very closely intertwined with the cultural characteristics of the country, therefore, the courses certainly include a regional aspect. The British consider it necessary to give a person the opportunity to easily navigate a multicultural world, and this is easily accomplished with the help of such a powerful unifying factor as the English language. We have not yet overcome isolation enough to understand the importance and inevitable necessity of this aspect. For Britain, with all its legendary tradition, globalization is by no means an empty phrase, but a serious problem for which they are already trying to find a solution.

If we come down to earth and return to the problem of organizing a course, this can easily be done using the example of the Headway textbook, which occupies one of the leading places in the ratings of Russian courses. This is a course (or system of learning English) specially developed by London methodologists John and Liz Soars for young people and adults. Each of the 5 levels (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate) has its own “methodological kit”, which includes a textbook, a book for students and a teacher, audio cassettes, and can be mastered in approximately 120 academic hours. As Liz Soars has extensive experience as an examiner for The Cambridge RSA Dip TEFL, upon completion of any level of the course, a student can attempt the assessment exam and receive a certificate.

Each lesson consists of several sections. The first is usually devoted to the development of speaking skills (for example, a fact-file of a famous person is discussed) and the analysis of some grammatical structures, completing a written task to practice communication, discussing certain topics in pairs, practicing composing dialogues based on the proposed tips, listening to audio cassettes, as well as consolidation and repetition of material covered in previous classes. The second is aimed at developing language skills (skills development): “honing” vocabulary through oral and written exercises. Next comes work with the text (the presentation is typical for English textbooks - small numbered paragraphs), and the reading is also varied (scan reading, reading for gist, summary reading, etc.). Work on the text is usually preceded by working in pairs, answering questions, and filling out tables. All this orients the student well towards the perception of subsequent information and stimulates interest in reading. The lesson usually ends with an audio part, which is also preceded by various exercises that make it easier to comprehend the new material. A distinctive feature of the "Headway" course is the study of grammar at two levels: first in the context of the lesson, and then more fully in the student's workbook (self-study and revision exercises); it is also summarized at the end of the textbook in a special appendix. The kit also includes the book "Headway Pronunciation", which allows you to practice both the pronunciation of words and intonation - an equally important aspect of the language palette.

So, to summarize, or, in English, to make a summary, British methods have a number of distinctive features. Most of them are developed based on the integration of traditional and modern teaching methods. Differentiation by age groups and a multi-level approach provide the opportunity for the development of an individual human personality, influencing its worldview, value system, self-identification, and ability to think. Simply put, the now popular individual approach is at the forefront. Without exception, all British methods are aimed at developing four language skills: reading, writing, speaking and listening. At the same time, great emphasis is placed on the use of audio, video and interactive resources. Thanks to the variety of methodological techniques, among which one of the leading places is occupied by language technologies, British courses contribute to the formation of the skills necessary for a person in modern business life (the ability to make a report, conduct presentations, correspond, etc.). The undeniable “advantages” of British developers are the compilation of a course based on authentic material, great attention to stylistics, the desire to teach “situational” and “living” English through “real-life” examples of semi-real characters. Some (but not all) methods are distinguished by good systematization of the material. Perhaps, British methods are the best option for those who want to learn “real English” or have a narrowly specific goal of linguistic training.

Intensive technique

The intensive method of teaching English is becoming especially popular. It helps out everyone for whom the phrases “time is money” and “money is time” are equivalent. A high degree of stereotypes allows you to study English intensively - this language consists of clichés by 25%. By memorizing and practicing a certain range of “stable expressions”, you will, in principle, be able to explain yourself and understand your interlocutor. Of course, those who choose the intensive course will not be able to enjoy reading Byron in the original, but the goals of this course are completely different. The intensive method is aimed at developing “expressive speech behavior”, and therefore often has a linguistic character. Good courses will most likely provide you with opportunities for unlimited communication and maximum realization of your potential, and the “focus” of the course will be your needs. Each student will be able to feel like an individual. And the teaching methods will most likely be dialogic communication and training.

As for the timing, learning English even at the simplest level “in two weeks” is difficult and in a fantasy dream, but in 2-3 months it is already more realistic.

“What is our course? - Game, game...” May the fans of “The Queen of Spades” forgive us - the temptation to reinterpret the textbook phrase was too great. There are many methods whose motto could be such a line. They are united under the general word non-traditional. In fact, none of the techniques is a system impenetrable to external influences.

Emotional-semantic method

At the origins of the emotional-semantic method of learning foreign languages ​​is the Bulgarian psychiatrist Lozanov, who worked with patients using his own method of psychocorrection. He created the so-called "interest groups", and learning a foreign language was a medical tool. In Moscow, Lozanov’s work is used in 2 language schools: “System-3” and “Kitaygorodskaya School.” Naturally, the methods of Igor Shekhter and Galina Kitaygorodskaya are as different from Lozanov’s system as their students are from the patients of the Bulgarian doctor.

The Kitaygorodskaya school has been working for 25 years using the methodology of the same name, built on a combination of Lozanov’s developments with a fundamental course, and accepts both adults and children.

Schechter's method involves free language communication between the teacher and students from the first lesson. Students choose a middle name that is familiar to a native speaker of the language being studied, and a corresponding “legend”: an architect from Glasgow, a violinist from Palermo, etc. The essence of the method is that phrases and constructions are remembered naturally: remember about the Moscow papan and maman? It is well known that many metropolitan nobles who lived at the turn of the 16th-19th centuries, in the words of Pushkin, “didn’t know Russian well.” The patriotic wave of linguistics swept through high society only after the events of 1812. (How unexpectedly Russian speech sounded in Julie Karagina’s letter to her friend Princess Volkonskaya!) To some extent, Russian nobles could be considered the predecessors of those who study language using the Schechter method. At his school “System-3” they abandoned the instructions of the creator of the method, who argued that the student must “reach” the basic grammatical rules on his own. Grammar courses serve as bridges between levels of education (there are 3 in total). It is assumed that after the first stage the student will not get lost in the country of the language being studied, after the second - he will not get lost in the grammar of his own monologue, and after the third he will be able to be a full participant in any discussion.

Preparing for tests and qualifying exams

The extensive methodological “building” of the program for preparing for tests and qualifying exams is crowned. To successfully pass the test, it is best to go to a language school or English courses that have been specializing in preparing students to obtain certain certificates for quite some time (some cooperate with the USA using the TOEFL method; there are colleges that help you obtain an ESOL certificate from Pitman University (UK ); most courses provide the opportunity to obtain the CAE or GMAT).

The tests are divided into levels, and the preparation method depends, first of all, on the student’s knowledge base. It should be taken into account that the test does not provide any additional knowledge; it is only a check and certification of existing “baggage”. Therefore, test methods do not serve to study the language: they help the student to better present himself in the exam, encourage him to repeat sections of grammar and vocabulary, and orient him to specific forms of work.

Although today there are several versions of test scales, they do not differ fundamentally from each other. As a rule, the scale includes the following 7 levels: beginner, elementary, pre-intermediate (or lower intermediate), intermediate, higher intermediate, advanced (or near native). Most foreign courses are built on the same level principle.

Since we have already partly adopted this productive experience, a placement test - an entrance test for selection into a group that determines your level of language proficiency - can be offered to you in many domestic courses. In addition, as part of any method of teaching English, current control tests - progress tests - can be used. They are divided into tests that control reading comprehension (Reading Comprehension), freedom of communication (Communicative Competence) and cultural knowledge (Cultural Knowledge). In addition, the teacher is free to offer any other test - for example, to check the vocabulary of the lesson, which is often called a quiz.

"Aerobatics" of test methods - preparation for foreign exams. If you are pursuing the goal of successfully passing them, you will need not only knowledge, but also speed, the ability to concentrate, discard unnecessary information, highlight the main thing, as well as the ability to show maximum creativity when writing an essay. Obtaining a diploma or certificate is a qualification and a guarantee of employment, and therefore requires a particularly serious approach and preparation.

So, on the domestic methodological market there are products for every taste, and all that remains is to decide on the goals, means, and most importantly - methods. Then choosing courses and training programs will not be so difficult...

You should understand that, even after deciding which game method of teaching English is suitable for your child, you will not be able to avoid absolutely all problems. After all, training takes a lot of time. In addition, it is not always possible to follow the method 100%, since each child is unique and needs their own individual approach.

But if you plan to introduce your child to a foreign language from an early age, then a good training program will greatly help in the future. Learning English in a playful way brings a lot of pleasure and makes the child want to continue studying.

Methods of teaching English to children

Children, especially preschoolers, need special treatment and attention to their abilities and capabilities. Although foreign languages ​​can be taught almost from the age of 4, it is worth thinking about how and why you want to teach your child.

The main criteria for selecting a technique are as follows: interest and entertainment for the child, good practical effect - memorization and use of new knowledge, fluent mastery of spoken language and level of workload. The younger the child, the greater the presence of a play element in the process of learning English.

The most important task is to maintain interest in English and enjoyment of the process. Let your child enjoy playing with cards or blocks and speaking English with dolls. If you make some mistakes in teaching, were demanding or nervous, the child will not respond with the same eagerness to an invitation to study. In this case, you can change the game or topic of learning to distract your child from negative associations.

Various methods for teaching English to a child.

When teaching English to children, any method that is within your means and suits the student is suitable. There are several popular linguistic techniques developed specifically with children's capabilities in mind. Among them are private lessons with a teacher-tutor, a special group or distance learning. Tools can be used similar or different depending on the learning goal. The Zaitsev method and the Irma Escada method have proven themselves well.

Irma Escada, being an artist, did not master linguistic techniques, but used a creative method - she studied language with the help of images, combining memorization with fine motor skills. Drawing pictures while memorizing a word significantly helps in consolidating new knowledge.

Zaitsev's cubes in three languages ​​(Russian, English and Ukrainian) will help you master reading in a short time. The secret of the cubes is not in the letters, but in the syllables, which make the cubes a phonetics tool. Children learn to find sound formulas and form words, memorizing them quickly.

Create for your child so-called “language conditions” - an environment where everything around will encourage him to learn English. Any method that is beneficial for children to learn English is suitable. The choice is up to the parents and the student. The most important thing is that learning should be a joy!

Today, each language school or tutors try to apply their own approach, which is more or less based on a certain methodology. When we learn English through games, we usually use the following methods and programs:

1. Game technique.

This is the most interesting and exciting method of teaching school and preschool children. The method is based on educational games in which children are active participants and develop their English skills.

The games can be adapted for children of any age. At the same time, in classes you can develop both reading and communication in English, as well as grammar and spelling. The following types of educational games can be distinguished:

— situational;

Classic games in which children take on a specific role and act out a dialogue with the teacher or among themselves. In this game, participants either read ready-made dialogues, or improvise and come up with their own unique lines.

— competitive;

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Games of a competitive nature, where the student who gives the best answer, or who gives it first, wins. This could be lotto, auctions, crosswords, board games, etc.

- rhythmic and musical;

A game method of teaching English aimed at improving phonetics and the development of oral English speech in children. Usually these include round dances, singing, poems and stories that contribute to the development of communication skills.

— creative.

The most interesting games, the essence of which is to develop the child’s English skills and creative talent. Creative games include various mini-skits, coloring books, graphic dictations, rhyming games, joint writing of stories in English, etc.

2. Glen Doman's technique.

Learning English for children in a playful way can be carried out using the Glen Doman method. This program is designed for very young children aged 6 months and older. However, it is entirely acceptable to use the method when teaching middle school students.

The essence of the method is the classic work with cards. The child is shown images on a card and the corresponding English word is spoken. Thanks to this, the child’s visual and auditory memory is used.

The peculiarity of the method is that each lesson lasts no more than 1 minute. However, you can repeat the lesson several dozen times a day. This teaching method is great for parents, as they are constantly with the child and can devote time to him throughout the day.

3. Communication technique.

The emphasis is on the development of communication skills: communication, reading, listening to English speech and phonetics. In this case, a variety of additional materials can be used - video and audio files, textbooks, pictures, etc. This learning of English in a playful way for children is mainly intended for middle school students.

4. Methodology of N. Zaitsev.

Designed for children from 5 years old. Such modern gaming methods for teaching English involve working with cubes. Each cube has syllables printed on it. The task is to form an English word and read it.

All cubes have bright and beautiful colors, which makes the learning process very fun and interesting. Moreover, the cubes were made for a reason, but based on the research of Nikolai Zaitsev and his achievements in the field of philology and language learning.

After a couple of lessons, adults and children begin to read and understand the most common phrases in English. If you want to learn English in a playful way using the Zaitsev method, then this will be an extremely effective and useful time spent with your child.

5. Design methodology.

These English lessons in a playful way are perfect for children 4-5 years old. The main role is played by the teacher, who chooses a topic and devotes several lessons to it. The classes offer various activities aimed at developing the English language and in-depth study of the main topic.

Learning a new language is complex and has individual characteristics. While some are banging their heads against the wall, trying to memorize at least “my name is Vasya,” others are already easily reading Hamlet in the original and communicating with foreigners at ease. Why is the learning process so easy for them? Are there any special secrets to mastering a foreign language? You will learn about this below.

How we learn a language

When someone says that they are unable to learn a new language, you want to object in response.

Anyone can learn a new language. This ability is hardwired into our brains from birth. It is thanks to her that we unconsciously and naturally master our native language. Moreover, being placed in an appropriate language environment, children are able to master a foreign language without any stress.

Yes, then we go to school, learn grammar and punctuation, polish and improve our knowledge, but the basis of our linguistic skills is precisely the foundation that was laid in early childhood. Please note that this happens without any tricky techniques, language classes or textbooks.

Why can’t we, as adults, just as easily learn a second, third, fourth language? Maybe this linguistic ability is inherent only in children, and disappears as they grow older?

This is partly true. The older we get, the more our brain's plasticity (its ability to create new neurons and synapses) decreases. In addition to purely physiological obstacles, there is one more thing. The fact is that the process of language acquisition in adulthood is fundamentally different from that of childhood. Children are constantly immersed in a learning environment and gain new knowledge at every step, while adults, as a rule, set aside certain hours for classes and use their native language the rest of the time. Motivation is equally important. If a child simply cannot live without knowing a language, then an adult without a second language is quite capable of existing successfully.

This is all understandable, but what practical conclusions can be drawn from these facts?

How should we learn a language?

If you want to quickly and efficiently master a foreign language, then while learning you should try to follow some simple tips. They are aimed at minimizing the effect of age-related changes in your brain, and will also help you go through the entire process as easily and quietly as children do.

Spaced Repetition

This technique allows you to better remember new words and concepts. It lies in the fact that you must repeat the studied material at certain intervals, and the further you go, the smaller these intervals are. For example, if you are learning new words, they should be repeated several times during one lesson, then repeated the next day. Then again after a few days and finally fix the material after a week. Here's what the process looks like on a graph:

One successful application that uses this approach is . The program is able to track which words you have learned and reminds you to repeat them after a certain time. At the same time, new lessons are built using material already studied, so that the knowledge you gain is consolidated quite firmly.

Learn a language before bed

Learning a new language requires, for the most part, simply memorizing large amounts of information. Yes, for grammar rules it is advisable to understand their application, but basically you will have to learn new words along with examples. For better memorization, do not miss the opportunity to repeat the material again before going to bed. A study by American scientists confirmed that memorization before bedtime is much stronger than in a lesson held during the day.

Learn content, not just language

Teachers with extensive experience know very well that abstract learning of a foreign language is much more difficult than if it is used to master some interesting material. Scientists also confirm this. For example, a recent experiment was conducted in which one group of participants learned French in the usual way, while the other was taught a basic subject in French instead. As a result, the second group showed significant progress in listening comprehension and translation. Therefore, try to be sure to supplement your studies with the consumption of content that interests you in the target language. This could be listening to podcasts, watching movies, reading books, etc.

We are all constantly busy, and finding time for full-time activities is not so easy. Therefore, many people limit themselves to 2-3 hours a week, specifically allocated for a foreign language. However, it is much better to practice, albeit for less time, but every day. Our brain does not have such a large RAM buffer. When we try to cram the maximum amount of information into it in one hour, overflow quickly occurs. Smaller but frequent sessions are much more beneficial. Special exercises that will allow you to study at any free moment are simply ideal for this.

Mix old and new

We try to quickly advance in training and gain more new knowledge. However, this is not entirely correct. Things progress much better when new things are mixed with already familiar material. This way we not only learn fresh material more easily, but also reinforce the lessons we have learned. As a result, the process of mastering a foreign language occurs much faster.

In most Russian schools, English is one of the compulsory subjects. But, as in other subjects, the level of knowledge of students is not the same. And the very attitude of schoolchildren to learning a language varies greatly. Progress and final skills, the desire to speak English depend not only on the children’s abilities and the personality of the teacher. The decisive factor here is the method of teaching English at school. Let's look at the main methods used in our country.

From the article you will learn:

Various methods of learning English

Classical

The classical (traditional) method, practiced in schools for decades, is based on the grammar-translation method. A typical classical textbook consists of chapters or lessons, the core of the chapter being a grammatical topic. All grammatical structures are clearly presented with rules that are explained in Russian. Each lesson contains a text to be translated, a list of new vocabulary and a rule. Students do written translations of sentences as practice for a given topic, “cramming” words. The teacher takes an active position, explaining and reading, the students take a passive position, since the speaking part is reduced to a minimum. The big advantage of this technique is a clear and strict explanation of grammar, understanding and analysis of texts. But in modern society, knowledge of theory and the ability to write alone cannot be sufficient; the ability to communicate comfortably live is necessary. This method of teaching English at school leads to the fact that students are lost in real communication, they are unable to build spontaneous dialogues and correctly perceive the interlocutor.

Audio-linguistic method

The second traditional method is audio-linguistic. The basis of teaching is listening and repeating standard dialogues, phrases and standard constructions. The central place is occupied by the reproduction of heard sentences, followed by the replacement of individual words. The teacher does not provide translation or explanation of the material. As a result of such training, schoolchildren remember only a certain set of phrases, which are devoid of context and can hardly be applied in practice.

Communicative

In contrast to the classical method, which is losing relevance these days, there is a communicative method of teaching English at school. The purpose of the technique is to teach a person to communicate, not only by mastering a number of rules and words, but also by learning the specifics of the culture of native speakers. Schoolchildren study using modern textbooks, where the material is given in the context of life situations. Ideally, explanations of rules, assignments and all communication in general in the classroom take place in English. Students remember not the literal translation of individual words, but the meanings themselves, i.e. associate vocabulary with realities, which teaches them to think in English, and not in Russian.

The technique involves practicing all aspects of the language - speaking, reading, writing, listening. The principle of focusing on the personality of each individual student is fundamental; the abilities and characteristics of children and their level of knowledge are taken into account. Students are constantly motivated, they are interested in speaking English, and the assignment topics are relevant. They get used to free communication, since strict adherence to grammatical rules is not the main thing, and they overcome the very language barrier that creates great difficulties for most.

Some teachers also work using various proprietary methods of linguists and professors.

The main goal of learning a language is to be able to communicate. To do this, you need to have a vocabulary and a number of rules that can be freely applied in different social situations. Practice shows that a combination of traditional and communicative methods leads to the best results.