Education Sciences
/ 5. Modern Methods of Teaching
Ivanchenko T.U.
South-Russia State University of Economics and Services, Russia
ABOUT SOME PROBLEMS IN FOREIGN LANGUAGE TEACHING
Russia today is fundamentally a different country from what is was 15-17
years ago. The country's macro-economic indicators are stronger and healthier
than ever before. The role of foreign language becomes more important as
technologies allow for increased international business. Business dealings are
effective when you know your partner and the language he speaks. Studies
indicate that linguistic competency is not sufficient to overcome
cross-cultural negotiation and business problems. Culture and language
strategies also play a great role.
New efforts are aimed at improving foreign language
education in the Russian Federation. There is the need to strengthen foreign
language skills among the students of non-linguistic higher
educational establishments. Knowledge of one or
several foreign languages becomes an integral part of professional education
[1].
Compared to students in much of the world, Russian students lag far
behind in their foreign language capabilities. We can learn a great deal by examining
successes in foreign language teaching at different educational institutions in
our country and abroad and using the information to implement practices and
policies that will support the development of better foreign language education
and a higher level of foreign language proficiency among our citizens.
To have better results we must:
1) learn from experience in foreign language teaching
in other countries. Many European countries have adapted their foreign language
teaching at the national level to the frameworks and standards articulated by
the Council of Europe's language policy and activities which are a planning
instrument that provides a common basis and terminology for describing
objectives, methods and approaches, skills, practices, and assessments in
language teaching, and it is used for planning syllabuses, examinations,
teaching materials, and teacher training programs throughout Europe;
2) use innovative technologies and media. They provide
interaction with speakers of other languages, and improve foreign language
teaching in the classroom. This is a way to increase access to information and
entertainment in a foreign language. We need specific research on how
technology can best be used to increase students' proficiency in other
languages. The importance of the Internet and specialized databases for
information retrieval is of special importance. There are television programs,
films, computer games, and music videos and teachers try to develop successful
strategies for integrating their students' informal foreign language exposure
into classroom teaching;
3) activate interaction with
speakers of other languages [1], [2]. Access
to information on the World Wide Web and the use of new information
technologies, especially networked computers, has contributed to increased
communication among foreign language teachers and students in many countries.
Through e-mail, mailing lists, discussion groups, and chat rooms, the Internet
has increased access to and communication in the foreign language with
speakers;
4) develop communicative teaching methods.
It means a focus on communicative and intercultural learning which
does not only stimulate a productive discussion of teaching objectives,
methods, and underlying rationales that are now reflected in curricula and
textbooks, but also results in increased oral and written proficiency for their
students;
5) focus on raising students' awareness of various
communication strategies [2], [3] including strategies to bridge vocabulary
gaps, reading and listening strategies, and general language learning
strategies.
Other notable methods include the
sole use of the foreign language in the classroom; a modular approach to
teaching in which students are grouped according to proficiency level and
project-oriented learning that emphasizes the use of authentic materials
through technology and integrates learning about English-speaking countries
with language and content learning [3]. Learning content-area subjects through
the medium of a foreign language has become an essential part of learning professional
English. In some cases, a foreign language is used as the medium of instruction
in non-language subjects.
Traditionally, business language teaching begins with a linguistic model
that is adapted to a business context. The focus is on providing the language
needed for a business context, with some content on business practices and
culture. The focus moves from written to oral language skills. However,
grammar, syntax, and lexicon are still vital components to the business
language class.
The main weakness in the traditional model is the emphasis on language
production rather than two-way communication between the native and non-native
speaker. There are difficulties in assessing language ability beyond grammar,
syntax, and lexicon. There are limited measures for cultural adaptability,
professional proficiency, and business functions.
Another shortcoming is the lack of training in language strategies when
communication problems arise. The problem is that the traditional model starts
with the premise that knowledge of business language allows businesses to
communicate across cultures effectively. Being culturally sensitive in a
business context helps, but does not guarantee success. Likewise, being fluent
in a foreign language may not be sufficient, even if language training has been
in a business context. Students need to understand the basis for professional
language genres including business practices and cultural influences.
The traditional business language model also assumes that messages
appropriate in one language will be appropriate to a business context in
another culture. However, this is not always true, even in communicating
between two cultures with a common language. For example, references to family
names may be important to establish a sense of credibility in the Northeast and
Southern United States, but holds little meaning for Westerners. There are many
layers of communication that are inferred depending on the context [4].
Business communication teachers often approach the mechanics of a
language differently from the traditional model, since business language,
including lexicon, syntax, rhetoric, and style, is often different from every
day language. This is why so much time is spent on these topics. However, the
corporate culture can have an effect on choice of language, grammar, and style.
As a result, the business communication model needs to teach communicators to
be flexible.
For example, when we look at foreign language textbooks, there is an
indication of a growing movement towards English as International Language, and
a neutral Spanish language that is not Castilian. Students need to be able to
communicate in the target language, depending on the audience [4]. Rather than
beginning with concrete language rules and looking at the exceptions, students
need to be taught which rules may not be broken to prevent communication
breakdowns. Students also need self-study language learning skills so they can
master a foreign language outside the classroom, in the work place. These
skills include observation, language trials, and self-correction.
Students need to be taught when an error is acceptable and when it must
be corrected to continue the communication process. If a business professional
is giving an oral presentation in English and conjugates a word incorrectly,
there will not be a breakdown in communication, unless the presenter stops and
searches for the correct form of the verb. However, an incorrectly conjugated
verb in Spanish can result in misunderstandings about the subject of a
sentence. This would result in a serious breakdown in communication and should
be addressed [4].
The integration of career and foreign language studies contributes
significantly to both the business community and the foreign language education
profession. It fills a critical need in both disciplines and is leading to
increasingly successful global interactions.
REFERENCES
1) Slesarenko I.V. The Tasks of the Language
Teaching at Modern Technical Institute / Higher Education in Russia. - №11. –
2009. – p.151
2) Narolina V.I. Teaching a Future Professional Cross-cultural
Communication / Higher Education in Russia. - №1. – 2009. – p.124
3) Ingrid Pufahl, Nancy C. Rhodes, Donna Christian What We Can Learn From
Foreign Language Teaching In Other Countries, Center for Applied Linguistics. -
Mode of access: http://www.cal.org/resources/digest/digest_pdfs/0106-pufahl.pdf
4) Yonkers,
Virginia The Business Communication Model For Teaching Foreign Business
Languages, Siena College. - Mode of access: www.krannert.purdue.edu