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TECHNOLOGIES, METHODS AND TECHNIQUES OF ORGANIZING
EDUCATIONAL PROCESS OF MODERN TEACHING
CONTENTS
INTRODUCTION………………………………………………………………..3
CHAPTER I. THEORETICAL ASPECT OF TECHNOLOGIES OF
TEACHING A FOREIGN LANGUAGE AS A SECOND……………………..5
1.1 The bases of teaching a foreign language………………………………………5
1.2 The use of Multimedia technology in teaching English……………………….9
CHAPTER II. PRACTICAL ASPECT OF TECHNOLOGIES OF
TEACHING A FOREIGN LANGUAGE AS A SECOND……………………13
2.1 Modern ways to use technology in ESL Instruction…………………………13
2.2 Effective technologies of teaching a foreign language as a second…………..21
CONCLUSION…………………………………………………………………..25
THE LIST OF LITERATURE………………………………………………….26

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Introduction
Language is the most important means of communication, the existence and
development of human society is impossible without it. The current changes in
social relations, communication means (the use of new information technologies)
require increasing the communicative competence of students, improving their
philological preparation. In order they could exchange their thoughts in different
situations in the process of interaction with other communicators, using the system
of language and speech norms and choosing communicative behavior adequate to
the authentic situation of communication. In other words, the main purpose of a
foreign language is to form a communicative competence, that is, the ability to
carry out interpersonal and intercultural communication between a foreigner to one
and native speakers. Educational aspect is an integral part of the educational
process. Modern educational technologies that are used to form the communicative
competence of a schoolchild in learning another language are the most productive
for creating an educational environment that provides a person-oriented interaction
of all participants in the educational process. It is obvious that using any one
technology of education, no matter how perfect it is, will not create the most
effective conditions for the disclosure and development of students' abilities and
creativeness of a teacher. Modern technologies of teaching foreign languages
accumulate successful information of each of them, enable the teacher to adjust
any technology in accordance with the structure, functions, content, goals and
objectives of training in the particular group of students. The search for new
pedagogical technologies is associated with the lack of positive motivation of
students in learning a foreign language. Positive motivation is inadequate, because
when learning a foreign language students face significant difficulties and do not
learn the material because of their psychological characteristics. Currently, more
and more teachers are turning to the communicative method of learning English.
The object of this method is speech itself, that is, this technique first of all teaches
us to communicate. The long-term practice of teaching English proves that
teaching with traditional technologies does not allow developing key, basic

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competencies in a particular academic discipline, so a drastic reorganization of the
educational process is needed. For example, the active use of resources of the
World Wide Web by the teachers significantly increased the effectiveness of self-
education of teachers of a foreign language. Internet services provide access to the
latest socio-cultural, linguistic-cultural and other valuable information. It is
obvious that the role of the teacher is currently changing; the boundaries between
him and the trainee are becoming transparent, which promotes cooperation. The
role of the learner increases, learner participates not only in obtaining knowledge,
but also in its search, development, transformation into practical skills. At the
present stage of learning, the communicative approach of teaching plays an active
role in the formation of adequate communication among students. Communicative
method implies a great activity of students. The teacher's task in this case is
involving all students of the class into conversation. For better memorization and
use of the language, all channels of perception must be loaded. The essence of the
communicative method is to create real communication situations. When
recreating the dialogue, the student has the opportunity to apply all the knowledge
in practice that was gained before. A very important advantage of the
communicative method is that it has a huge variety of exercises: role games,
dialogues, and simulation of real communication are used here. Recently more and
more teachers are using the project methodology in the process of teaching a
foreign language as one of the modern productive creative approaches that
successfully implement the main objectives of teaching a foreign language in the
formation of communicative and speech skills, which are necessary for students to
communicate in a foreign language.

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CHAPTER I. THEORETICAL ASPECT OF TECHNOLOGIES OF
TEACHING A FOREIGN LANGUAGE AS A SECOND
1.1 The bases of teaching a foreign language
In the given theoretical part of work it is necessary to pay attention on those
basic statements in which the most essential parts of activity are reflected and
generalized. That means the methodical principles underlying teaching.
Principles of teaching are understood as starting statements which determine
the purposes, the contents, methods and the organization of teaching and are shown
in interrelation and interconditionality. In our case principles are used to define
strategy and tactics of teaching English language at all stages practically in each
point of educational process.
As far as the result of teaching of pupils foreign language is formation their
skills of using language as means of intercourse, the leading principle is the
principle of a communicative orientation.
Its main function is in creation of all conditions of communications: motives,
purposes and problems of intercourse. The communicative orientation defines
selection and the organization of language material, its situational conditionality,
communicative value both speech and training exercises, communicative
formulation of educational problems, organization and structure of the lesson. This
principle assumes creation of conditions for speaking and intellectual activity of
pupils during each moment of teaching.
Proceeding from the aforesaid teacher should follow the rules:
1) Principle of communicative orientation
· Rule 1 - Selection of situations.
· Rule 2 - Recurrence and novelty.
· Rule 3 - Participation of everyone in intercourse.
· Rule 4 - Favorable conditions for intercourse.
· Rule 5 - Communicativeness of tasks.
As far as juniors have still insignificant experience of collective intercourse
and they are taught not only to associate in English, but also to associate in general,

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teacher should provide the support on pupils' realizing the models of intercourse in
native language, realizing the communicative function of this or that language unit.
Realization of this principle is carried out through system of cognitive problems,
solving which children "open" laws of the native language.
On the basis of this realizing there is children's acquaintance with the form
and functions of corresponding units of English language.Proceeding from this, it
is possible to plan some rules - following which allows realizing this principle in
teaching and educational process.
2) Principle of support on the native language:
· Rule 1. Display of generality between Russian and English languages.
· Rule 2. Formation of the common educational skills.
· Rule 3. Use of similarity and distinctions in the script.
· Rule 4. Use of similarity and distinctions in pronunciation.
· Rule 5. Uses of carry and avoidance of interference in teaching vocabulary
and grammar.
It is established, that for each kind of speaking activity "set" of actions and
even the lexical and grammatical registration .It has allowed formulating
methodical principle of the differentiated approach in teaching a foreign language.
Thus the differentiation is carried out as though at different levels of
generalization - precise differentiation is conducted in teaching:
· oral and written speech;
· speaking and listening;
· reading aloud and reading silently;
· Script and spelling.
In teaching English language process of integration is realized, it shows, first
of all, that mastering of various aspects of language, its phonetics, grammar,
lexicon occurs not separately as certain discrete components of language, but is
also integrated. Pupils seize and acquire them during carrying out of speech actions
which realization can demand the use of a word, word forms, a word-combination,
super phrase unity and, at last, the text, caused by situations of intercourse.

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Considering the given specific principle of teaching the English language it is
possible to formulate rules, their observance will help the teacher to realize this
principle.
3) Principle of differentiation and integration:
· Rule 1. The account of specificity of each kind of speaking activity.
· Rule 2. Use of teacher's speech and sound recording for listening.
· Rule 3. Teaching monologic speech, proceeding from features of each form.
· Rule 4. Teaching reading aloud and silently in view of features of each form.
· Rule 5. Mastering of aspects of language in speech units.
· Rule 6. Use semi-typed font in teaching writing.
In a basis of teaching any subject at school including foreign language, there
are general didactic principles. Such principles are: scientific character, availability,
presentation in teaching, an individual approach in conditions of collective work
and others.
Specific and general didactic principles express typical, main, essential, that
should characterize teaching a foreign language at school and, first of all at the
beginning stage where bases of mastering are pawned by this subject. The
understanding of action of principles of teaching and direct use of rules will allow
the teacher to carry out teaching effectively.
The learning is the active process which is carried out through involving
pupils in a various activities, thus making it active participant in reception of
education. In this bilateral process it is possible to allocate the basic functions
which are carried out by each the parts. The teacher carries out organizational,
teaching and supervising functions. Functions of the pupil include acquaintance
with a teaching material, the training which is necessary for formation of language
skills and speaking skills, and application of investigated language in the solving
of communicative problems.
We distinguish three basic functions which are carried out by the pupil, and
the teacher is to organize and direct the doctrine of the pupil. Then it is necessary
to attribute acquaintance, training and application to the basic methods. Control

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including correction and an estimation is accompanying, as it is in each of the basic
methods.The organization of acquaintance with "portion" of a teaching material
includes:
First, display I. L. Bim marks, that display is addressed to sensual perception
of pupils - acoustical, visual, and motor. The teacher can accompany display by
some explanatory;
Second, an explanation inducing pupil to reflection is necessary and enough
for understanding and realizing of a perceived material with a view of the
subsequent intelligent training and application. The teacher can involve various
means of presentation.
Due to training memory of the pupil is enriched with new units of language
and automatism in their use is developed. At application of new vocabulary
organizing function of the teacher is shown most precisely. He should create
favorable conditions, benevolent atmosphere for normal course of the speech act.
He should make such conditions in which each pupil would like to participate in
work of group, in which children aspired to understand the contents and sense of
the text, they have read or listened to, and were not afraid to make a mistake. At
application of new vocabulary it is supervised formulation of speaking skills, it is
established, how the pupil can use each of them in the practical purposes.
The considered methods reflect essence of pedagogical process in which the
teacher and pupils cooperate. These methods are used in teaching a foreign
language at school, open specificity of a subject and are directed on achievement
of the practical, educational and developing purposes.
Each of the considered methods is realized in system of the modes used by the
teacher in the organization of teaching pupils, carried out by the latter through the
decision of set of the specific targets which are bound up with cogitative operations
and perception by sense organs. Modes as well as methods are structural-functional
components of mutual action of teacher and pupil. But if the method names the
basic, dominating activity mode is bound up with the concrete action making
essence of formed speech activity.

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1.2 The use of Multimedia technology in teaching English
It is very important, that modes which are applied by the teacher, let pupils
solve tasks, and not just demand simple storing. And also it is necessary, that the
pupil not only reproduces speech unit, but also creates his own "speech product", i.
e. he can construct the statement in connection with a communicative problem
facing to him, using units of language.
As the popularity of English is expanding day by day and worldwide, the
teach ers of English feel the need of change in their language teaching methods.
Who are teachers who use the "leading edge of technological and scienti# c
development"
(Young and Bush 2), but the majority of teachers still teach in the traditional
manner.
However, this paper does not claim that none of these traditional manners are
bad or damaging the students. In principle, they are proving to be useful even
today. We are many opportunities for students to gain con# dence in learning
English who learn the language for more than just fun. For them, to keep pace with
English language teaching and gain more con# dence, they have to stride into the
world of multimedia technology. Here, multimedia technology refers to computer-
based interactive appli cations that use both the hardware and so€ ware, allowing
people to share their ideas and information. It is a combination of text, graphics,
animation, video and sound.
21st century is the age of globalization and information technology as Harry
Samuels argues, “Much more recent developments in social media and
in formation technology are taking foreign-language education in new
directions" ..
English is one of the important mediums of communication in the world, so it is
important to learn the language. As a result, English language teaching has been
one of the important subjects in education. In fact, there are more non-native than
native speakers of the language. ! ere is also the diversity of context in terms of
learner’s age, nationality, and learning background that has become an important

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feature of English language teaching today.With the rapid growth of science and
technology, the use of multimedia tech nology in language teaching has created a
favorable context for reforming and exploring English language teaching models in
the new age. This trend features the use of audio, visual, and animation effects in
the English language teaching classrooms. Multimedia technology plays a positive
role in improving activities and initiatives of students and teaching effect in the
classrooms. Elaborating on the scope of technology, Rana argues, "Educational
institutions all across the globe have already started implementing technology in
education, and Nepal also needs to understand that there's no way to stop the
evolution of technol ogy; and rather than working on ways to separate technology
from education, we rather need ways to combine them". Thus, technological
innovations should go hand in hand with the growth of English and change the way
in which we communicate. In fact, the growth of the Internet has facilitated the
growth of the English language. In this sense, computers are no longer the
exclusive domains of a few individuals, but rather they are available to many.As
the English language teaching models change rapidly, there has been a significant
growth of literature regarding the use of technology in English language
teach ing. ! ese literatures unequivocally accept technology as the most essential
part in teaching. Such a tendency has emphasized on an essential role of
technology in peda gogy in which technology has been dominant over the
teachers. As a result, if we ig nore technological developments, the teachers will
never be able to catch up with the new trend, irrespective of our discipline or
branch. Here, Rana says, "Teachers need to stop following the same old ways of
teaching and experiment and acknowledge that the world is changing and we need
education that augments that change".
For this reason, it is important for language teachers to be aware of the latest
and best equipments and to have all information of what is available in any given
situations.
Teachers can use multimedia technology to create more colorful and
stimulating language classes. • ere are many techniques applicable in various

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forms to English language teaching situations that now threaten "to undermine the
classroom com pletely as a place of study" (Motteram 2). Some are useful for
testing and distance education; some for teaching business English, spoken English,
reading, listening or interpreting. • e principle of teaching should be to appreciate
new technologies without taking over the role of the teacher and without limiting
the functions of tra ditional teaching methods. • ere are various reasons why all
language teachers and learners must know how to make use of the new technology.
Most importantly, the new technologies have been discovered and disseminated so
quickly that we cannot avoid their attraction and in€ uence on all of us: both
teachers and learners, even both native and non-native language.
As the multimedia technology becomes more readily available to all of us, it
seems appropriate that the language teachers should integrate it into their lesson
and assess ment planning in the same way they have been doing with video, ! lm
and computer assisted learning strategies. Students are surrounded by technology
and this technology can provide interesting and new approaches to language
teaching because "the use of technology for teaching and learning is moving their
institution in the right direction". In this way, the teachers of English can take full
advantage of technology to teach English in the non-native speaking
countries.Following are some of the important advantages of the use of multimedia
technology:
Motivates Students to Learn English traditional teaching methods are
unpopular and less ective in the English language classrooms. Now, multimedia
technology, with the help of audio, visual and animation ects, motivates the
students to learn English quickly and ectively. In this connection, Rana says, "We
also need to take into account that as human beings, we're very visual beings, that
what we see tends to a# ect our judgement more, and technol ogy helps in
bringing that visual aspect to education. Who here would prefer a lecture class over
a presentation?" (12). It makes an easy access to information regarding the culture
of the target language. With such features as abundant-information and cross ing
time and space, multimedia technology creates a real-life or native speaking

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coun try context for English language teaching, which greatly cultivates students’
interest and motivation in learning the language.
It is hard to achieve the goal of learning English language through the traditional
teaching because it hampers the students' capacity to understand the structure,
meaning and function of the language. Such teaching method makes the students
passive recipients of knowledge. But, now, multimedia technology has been a
great help to integrate teaching and learning and provides the students greater
incentives, carrying for "students' future competitiveness at the workplace"
teachers' instructions lead to the students' thought patterns and motivate the
students' emotions. To Suleyman Nihat Sad, the utilization of multimedia
technology "breaks the monotony of traditional class teaching and is enjoyable and
stimulating" For example, the use of PowerPoint template activates students’
thinking and the capacity to comprehend the language. Its audio and visual e€ ects
help them to transform English learning into capacity cultivation. It creates a
positive environment for the classroom activities such as group discussion, subject
discussion and debates, which can o€ er more opportunities for communication
among students and between teachers and students. us, multimedia technology
encourages students’ positive thinking and communication skills in learning the
language.

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CHAPTER II. PRACTICAL ASPECT OF TECHNOLOGIES OF
TEACHING A FOREIGN LANGUAGE AS A SECOND
2.1 Modern ways to use technology in ESL Instruction
Widens Students' Knowledge about the Culture of English use of multimedia
technology, "connected to the target culture" ers the students with more
information than textbooks, and helps them to be familiar with cultural
backgrounds and real-life language materials, which can attract the students to
learning. • e learners not only improve their listening ability, but also learn the
culture of the target language. Having the abundant information through the use of
multimedia technology, the students can be equipped with knowl edge about the
culture of the target language. is brings about an information sharing opportunity
among students and makes them actively participate in the class activities that help
the students to learn the language more quickly and ectively.
Using multimedia technology in the language classrooms improves teaching
contents and makes the best of class time. It breaks the teacher-centered traditional
teaching method and fundamentally improves the teachers' teaching e! ciency and
has become "central to language practice" ). For large classes, it is cult for the
students to have speaking communication, but the utilization of multi-media sound
laboratory materializes the face-to-face teaching.traditional teaching techniques
only emphasize on teachers’ instruction and provide limited information to the
students. But multimedia technology goes beyond time and space, and creates
more real-life environment for English teaching. It stimulates students’ initiatives
and economizes class time, providing more information to the students.
Enhances Interaction among Students and between Teachers and Students Gary
Motteram is one the scholars to work on the e€ ectiveness of technological use in
the language classrooms. He says that it is still "the case that most teachers work in
physical classrooms and looking at ways that these spaces can be augmented with
digital technologies is a very good starting point". In fact, multimedia technology
in teaching focuses on the active participation of students, and enhances the
importance of interaction among students and between teachers and students. One

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of the main uses of multimedia technology in the classrooms is to improve
students’ ability to listen and speak, and thereby develop their communicative
competence. In this process, the teacher’s role as a facilitator is particularly
prominent. e utiliza- tion of multimedia technology can create a context for the
exchange of information among students and between teachers and students,
emphasizing "student engagement in authentic, meaningful interaction"
(Warschauer 2). is opportunity improves on the traditional classroom teaching
model. In doing so, the teachers in the classrooms no longer force the students to
receive the information passively.
e use of multimedia technology in the classrooms creates a favorable
envi ronment for language teaching. Highlighting the importance of its use,
Healey et. al. say, "Bad teaching will not disappear with the addition of even the
most advanced technology; good teaching will bene! t from appropriate use of
technology to help learners achieve their goals" is technique makes the language
class lively and interesting, motivating the students to participate in the classroom
activities. Multimedia technology has its own features such as visibility and
liveliness that produce special ects on the participants. While teaching English
language through it, the sounds and pictures can be set together that enhance the
active participation of both teachers and students. e teachers can show pictures and
images of native speaking situations to enrich the sharing of information ectively.
ey also imagine dierent contexts while preparing for the lesson. In the similar way,
using the multimedia technology, the students in the class can receive abundant
information about the language clearly. • us, using multi media technology in
English language teaching is e# ective in cultivating students’ interest in learning,
improving the teachers’ interest in teaching. Provides Opportunities for English
Teaching outside the Classrooms Teaching English with multimedia technology is
exible that focuses on "how English language teachers, teacher educators, and
administrators can and should use technology in and out of the classroom" is
means that multimedia technology provides opportunities to have English teaching
not only within the classroom situations, but also outside the classroom situations.

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It creates a multimedia language environment for teaching English. Teaching
should be handled by the teachers but it should be student-centered, which is one
of the principles of good language teaching. Sometimes, the students' problems are
ad dressed in the classroom teaching, but other times they should be handled
outside the classroom contexts, which is "usually carried out using asynchronous
tools, such as e-mail or conferencing systems". In such circumstances, the students
can take the advantage of multimedia technology, contacting the teachers through
internet and having their problems resolved thereby.
They are many disadvantages of using multimedia technology in English language
teaching despite it has facilitated the language teachers to improve their ef ciency
in teaching. following are some of the disadvantages that this study has found in
the context of non-native speaking countries:
Emphasis on the Supplementary of E! ective Teaching use of multimedia
technology is a supplimentary tool for English language teaching, not an end in
itself as the blackboard is "supplemented by the overhead projector, another
excellent medium for the teacher-dominated classroom, as well as by early
computer so ware programs" .
If the teachers are totally dependent on multimedia devices during their
teaching, they may turn into slaves to multimedia technology and cannot play the
key role as a facilitator to the students. In practice, many teachers are active in
using multimedia technology, but they are not pro€ cient enough to handle it
properly. If the teachers stand by the computer all the time and students are just
con centrating on the screen, the teachers cannot have the direct eye contact with
the students. development of multimedia technology in the language classrooms
isconsidered ective and many benets of the traditional teaching model have been
forgotten. erefore, the teachers should understand that the multimedia technology
should be used as a supplementary instrument rather than a target.
For example,
"Electronic communication within a single class might be viewed as an
articial substitute for face-to-face communication" . It should be considered and

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used as a tool for ective teaching and learning.
It is important that there should be a lot of communicative activities in the
language classrooms. Teachers should teach the students on how to pronounce
certain words, to comprehend the sentences, to improve thought patterns and to
express what they have learned. ough the use of multimedia technology in the
language classrooms enhances the interest of the students through audio, visual and
textual e‚ ects upon the students, it lacks interaction among the students and
between teachers and students. For example, Healey et. al. claim, "teachers used
pen pals before they had access to keypals, print magazines and newspapers before
they had online news, and work in groups face to face before they collaborated in
virtual worlds" . In fact, it replaces the teachers' voice by computer sound and
teachers’ analysis by visual image. ereby, the students will have a very limited
time for speaking communication. e sound and image of multimedia technology
ect the students' initiative to think and speak. English language class turns into a
show case and the students are considered only as viewers rather than the active
participants in the classrooms.
Language teaching requires lots of discussion formed through questions and
answers between teachers and students. teachers ask real-time questions and guide
the students to think, and to build up their capacity to give the answers.
For example, "students need to be given maximum opportunity for authentic
social interaction" . However, the teachers, with the help of multimedia technology,
prepare the pre-arranged courseware for the language teaching that lacks real-time
ect in the classrooms and the students become unable to give feedback to their
teachers. It ignores the spontaneity in the students' mind that includes students'
thinking, strengthening their learning capacity and solving problems. us, the
cultivation of students’ thinking capacity should be the major objective in teaching
and using of multimedia technology. e students should be given opportunities for
thinking, analyzing and exploring their own world.
Loss of Students' Logical linkinguse of multimedia technology in teaching makes
the students understand the content easily, but their abstract thinking would be

16. 17
restricted and thereby their logical thinking would be faded away. In fact, the
process of acquiring knowledge goes through perceptual stage and then rational
stage, "developing critical thinking and autonomous learning while maximizing
bene€ cial interactions" .
So the teachers should understand that knowledge of something from
perceptual recognition to rational apprehension is very important in the students'
learning process. So if the students only perceive the images and imagination
shown on the screen, their abstract thinking would be restricted and logical
thinking would fade away.
Nowadays, the diminishing process of acquiring knowledge has been the major
concern for today's students. Because textual words are replaced by sound and
im age, and handwriting is replaced by keyboard input. Here, again, multimedia
tech nology should be used as an assisting tool for language teaching and should
not replace the dominant role of teachers. In addition, it is not a mechanic imitation
of teaching rather it integrates the visual, textual display with teachers’ experience
for ecting English language teaching. In this way, keeping in mind the students'
process of acquiring knowledge, the teachers can improve the students’ listening,
speaking, reading and writing skills of the language.
Using multimedia technology in English language teaching is an expensive way of
conducting language classes, which may not be fulled . Keeping this fact in mind,
the administrators and policy makers should not only help language teachers
realize "the potential benefets of technology, and prompt them to learn to use
technology in their teaching," but they should understand "the significant role of
technology so they foster the learning process by providing the necessary structure,
support, and infrastructure" . Over time, it tends to result in higher expenses though
it will help create more ective education.language learning programs start with
expenses that are related to implementing new technologies in education. Expenses
usually entail hardware, so! ware, sta# ng, and training for at least one networked
com puter laboratory where teachers and students can come and use it. It is o! en
the case in poorly-funded language classes that the hardware itself comes in

17. 18
through a one-time grant, with little funding le! over for so! ware, sta• training
and maintenance. Effective technologies of teaching a foreign language as a
second
One of the primary goals of using constructivist teaching is that students learn
how to learn by giving them the training to take initiative for their own learning
experiences.
According to Audrey Gray, the characteristics of a constructivist classroom
are as follows:
* The learners are actively involved
* The environment is democratic
* The activities are interactive and student-centered
* The teacher facilitates a process of learning in which students are
encouraged to be responsible and autonomous
Examples of constructivist activities
Furthermore, in the constructivist classroom, students work primarily in
groups and learning and knowledge are interactive and dynamic. There is a great
focus and emphasis on social and communication skills, as well as collaboration
and exchange of ideas . This is contrary to the traditional classroom in which
students work primarily alone, learning is achieved through repetition, and the
subjects are strictly adhered to and are guided by a textbook. Some activities
encouraged in constructivist classrooms are:
* Experimentation: students individually perform an experiment and then
come together as a class to discuss the results.
* Research projects: students research a topic and can present their findings to
the class.
* Field trips. This allows students to put the concepts and ideas discussed in
class in a real-world context. Field trips would often be followed by class
discussions.
* Films. These provide visual context and thus bring another sense into the
learning experience.

18. 19
* Class discussions. This technique is used in all of the methods described
above. It is one of the most important distinctions of constructivist teaching
methods.
Role of teachers
In the constructivist classroom, the teacher's role is to prompt and facilitate
discussion. Thus, the teacher's main focus should be on guiding students by asking
questions that will lead them to develop their own conclusions on the subject.
David Jonassen identified three major roles for facilitators to support students
in constructivist learning environments:
* Modeling
* Coaching
* Scaffolding
Jonassen recommends making the learning goals engaging and relevant but
not overly structured.
Learning is driven in CLEs by the problem to be solved; students learn
content and theory in order to solve the problem. This is different from traditional
objectivist teaching where the theory would be presented first and problems would
be used afterwards to practice theory.
Depending on students' prior experiences, related cases and scaffolding may
be necessary for support. Instructors also need to provide an authentic context for
tasks, plus information resources, cognitive tools, and collaborative tools.
Traditionally, assessment in the classrooms is based on testing. In this style, it
is important for the student to produce the correct answers. However, in
constructivist teaching, the process of gaining knowledge is viewed as being just as
important as the product. Thus, assessment is based not only on tests, but also on
observation of the student, the student's work, and the student's points of view.
Some assessment strategies include:
* Oral discussions. The teacher presents students with a "focus" question and
allows an open discussion on the topic.

19. 20
* KWL (H) Chart (What we know, What we want to know, What we have
learned, How we know it). This technique can be used throughout the course of
study for a particular topic, but is also a good assessment technique as it shows the
teacher the progress of the student throughout the course of study.
* Mind Mapping. In this activity, students list and categorize the concepts and
ideas relating to a topic.
* Hands-on activities. These encourage students to manipulate their
environments or a particular learning tool. Teachers can use a checklist and
observation to assess student success with the particular material.
* Pre-testing. This allows a teacher to determine what knowledge students
bring to a new topic and thus will be helpful in directing the course of study.
* Jigsaw and RAFT activities.
The "communicative approach to the teaching of foreign languages" - also
known as Communicative Language Teaching (CLT) or the "communicative
approach” - emphasizes learning a language through genuine communication.
Learning a new language is easier and more enjoyable when it is truly
meaningful.Communicative teaching is based on the work of sociolinguists who
theorized that an effective knowledge of a language is more than merely knowing
vocabulary and rules of grammar and pronunciation. Learners need to be able to
use the language appropriately in any business or social context.
Over the last three decades, theorists have discussed (and continue to discuss)
the exact definition of communicative competence. They do agree, however, that
meaningful communication supports language learning and that classroom
activities must focus on the learner's authentic needs to communicate information
and ideas.Grammar, pronunciation, and vocabulary are, of course, necessary parts
of effective communication. With the communicative method two primary
approaches may be taken. Some teachers prefer to teach a rule, and then follow it
with practice. Most, though, feel grammar will be naturally discovered through
meaningful communicative interaction.The communicative approach is a flexible
method rather than a rigorously defined set of teaching practices. It can best be

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defined with a list of general principles. In Communicative Language Teaching
(1991), expert David Nunan lists these five basic characteristics:
1. An emphasis on learning to communicate through interaction in the target
language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language
but also on the learning process itself.
4. An enhancement of the learner's own personal experiences as important
contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities
outside the classroom.
As these features show, the communicative approach is concerned with the
unique individual needs of each learner. By making the language relevant to the
world rather than the classroom, learners can acquire the desired skills rapidly and
agreeably.
2.3 Using project methods in teaching a foreign language
In the European languages the word "project" is borrowed from Latin: the
participle 'projectus' means "thrown out forward", "striking one's eye". With
reference to a lesson of foreign language, the project is specially organized by the
teacher and independently carried out by pupils complex of the actions, finished
with creation of a creative product. A method of projects, thus, is the set of
educational and cognitive modes which allow solving this or that problem as a
result of independent actions of children with obligatory presentation of
results.Let's result some examples how to achieve at once at the lesson with the
help of project methods the several purposes - to expand children's vocabulary, to
fix the investigated lexical and grammatical material, to create at the lesson an
atmosphere of a holiday and to decorate a cabinet of foreign language with colorful
works of children.The work with the projects teacher can realize in groups and
individually. It is necessary to note, that the method of projects helps children to

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seize such competences as: to be ready to work in collective, to accept the
responsibility for a choice, to share the responsibility with members of the team, to
analyze results of activity.
In a theoretical part of this course paper it was spoken about various effective
ways of teaching a foreign language. But if teacher wants effectively put them into
practice, it is necessary to know how to use these methods at each separate lesson.
Therefore, in a practical part of the given course paper the examples of various
exercises will be shown for each of the methods, which were listed in a theoretical
part.
Technology can be a great asset in ESL classrooms, offering authentic writing
activities and endless resources on grammar instruction, lesson plans and other
central topics.
Computers, tablets and e-readers can all be instrumental in learning English,
offering interactive and motivating activities for students of all ages. The following
are 10 different ways that ESL teachers can use technology to teach English in a
way that will make lessons more engaging and appealing:
Using short and feature-length videos is an engaging way to work on skills
like vocabulary and comprehension. Videos help to expose students to the use of
natural English. Young children really enjoy short cartoons and animated movies,
and older students can learn about current events through news broadcasts.
ESL Partyland has free resources that include vocabulary worksheets and
discussion questions to accompany films like ‘Bonnie and Clyde’, ‘Vertigo’ and
‘Dead Man Walking’. The site also offers a film survey to assess your students’
interests before choosing films, and film reviews that can be adapted for any level
of instruction.
Learning English can be very difficult and frustrating at times. Apps on iPads
and tablets are great ways for students to practice English and have fun while
doing it. For practicing grammar rules, apps like Grammar Up allow students to
test their knowledge on specific topics (verbs, prepositions, etc.). The app also
keeps track of students’ progress and allows them to skip questions by shaking the

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tablet. Best Colleges Online offers a list of 16 apps for ESL students, ranging from
basic letter instruction to pronunciation guides. Students can also play classic
games like Scrabble and Boggle on mobile devices.
Students absorb a great deal of information through experiential learning, but
field trips are not always an option with limited school budgets. Digital field trips
provide more authentic ways for students to absorb new information. Young
children can learn vocabulary through fun virtual trips via 4-H Virtual Farm, while
older students can learn about the government on sites like Inside the White House.
There are many options on the Internet to learn about virtually any topic. Middle
School Net offers links to a wide array of digital field trip possibilities.
Students can listen to podcasts to improve their comprehension. They can also
create podcasts to practice their English speaking abilities. A free download of
iTunes gives teachers access to hundreds of free podcasts on a range of topics.
There are multiple podcasts tailored specifically for English language learners.
Teachers can also have students create podcasts to give them opportunities to
practice their speaking skills. With just a microphone and a computer, students can
create reports and presentations. Video podcasts are an attractive option for
students, and some classes even have their own YouTube channels.
Since snail mail is becoming a thing of the past, students can have pen pals
that they email or write to on a discussion board. Make an arrangement with an
English-speaking class in another state or country and have students write to their
pen pal on a regular basis. This is a great way for them to practice their English
writing and reading comprehension skills, while making friends in the process.
Connect your classroom for free today with ePals!
Web quests are a fun way for students to use the Internet to build English
proficiency. Students are given a task and rely on their content knowledge and
grasp of English language to complete it. Teachers can create their own or visit
Web Quests to access tutorials and databases of pre-created web quests.
Students can master spelling, grammar and other English skills by playing
games on the computer or mobile devices. Funbrain has educational games and

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books for Pre-K to eighth grade students. StarFall has multiple games for younger
students to increase English literacy skills. Digital versions of hangman, Scrabble
and Boggle are also entertaining for all ages of students. Many of these games can
be put up on interactive white boards to get full class participation.
Class blogs provide great forums for students to practice their writing skills.
Live Journal, Edublog and Blogger allow you to create blogs for free. One of the
reasons that students find blogging appealing is that it is more of an authentic
writing experience, as a wider audience typically has access to read posted entries,
which means students tend to put more effort into their blogs. Teachers can get
students to write about specific topics that they find interesting, or students can
provide commentary on current events and social justice issues. The more they
practice their writing skills, the more proficient they become, so regular blogging
(weekly or daily) is recommended. Blogs also provide good opportunities for
family members to see what their children are working on in class!
Skype is a great way for students to practice their speaking and listening skills
with other people from any location. Teaching Degree offers 50 suggestions on
how to use Skype in the classroom. Students can have question-and-answer
sessions with authors of books, attend video-conferences and virtual field trips,
interview professionals, and connect with students from other cultures and
countries. Skype can even be used to conduct parent-teacher conferences or
connect with students’ family members who may be abroad!

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Conclusion
We have seen many examples for the use of technology in the classroom and
its benefits in today's society. A review of the nations report card (Philips, 2001;
Science 2000 major results, 2001) indicate that science scores for grade 12 students
were higher when:
There was weekly involvement in scientific activities by the teachers,
Computers were used to collect and analyze data,
Students had access to the internet at home,
The mode of instruction was inquiry based.
When teachers used computers for simulations and models or for data
analysis, the students scored 5-6 points higher than those that had no computer
access. This is in line with the trend towards conceptual understanding and
scientific investigation. In science, students can use the computers to search for
data (values of scientific constants, etc.), plot graphs of laboratory results and
analyze data. Average scaled scores also improved when teachers had science
demonstrations, or used multi-media or laser discs on science topics. However, the
important fact is that it needs to be used appropriately for it to be effective.
The report showed that moderate use (once or twice a week) proved most
beneficial. In classes where students had a daily dose of technology, scores were
lower. A recommendation is that technology should be used to enhance the
education by engaging students into higher order thinking skills and not as a
substitute for teaching. The report also showed scores for minorities such as
African Americans, American Indians and Hispanics to be much lower than
average. Much of this is due to the lower socioeconomic status of these minority
groups. Over the next few decades, this percentage will rise to about 40%. It is
important that action be taken now to prevent them for slipping further and further
behind.

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The list of Literature:
1. Adair-Hauck, B., & Donato, R. (1994). Foreign language explanations
within the zone of proximal development. The Canadian Modern Language
Review 50(3), 532-557.
2. Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University
Press.
3. Armstrong, D. F., Stokoe, W. C., & Wilcox, S. E. (1995). Gesture and the
nature of language. Cambridge: University of Cambridge.
4. Arndt, H., & Janney, R. W. (1987). InterGrammar: Toward an integrative
model of verbal, prosodic and kinesic choices in speech. Berlin: Mouton de
Gruyter.
5. Asher, J. J. (1981). Comprehension training: The evidence from laboratory
and classroom studies. In H. Winitz (Ed.), The Comprehension Approach to
Foreign Language Instruction (pp. 187-222). Rowley, MA: Newbury House.
6. Bacon, S. M. (1992a). Authentic listening in Spanish: How learners adjust
their strategies to the difficulty of input. Hispania 75, 29-43.
7. Bacon, S. M. (1992b). The relationship between gender, comprehension,
processing strategies, cognitive and affective response in foreign language
listening. Modern Language Journal 76(2), 160-178.
8. Batley, E. M., & Freudenstein, R. (Eds.). (1991). CALL for the Nineties:
Computer Technology in Language Learning. Marburg, Germany:
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9. Ellis, R. (1985). Understanding second language acquisition. Oxford:
Oxford University Press.