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Language is our primary source of communication. It's the method through which we share our ideas and thoughts with others. Some people even say that language is what separates us from animals and makes us human.
There are thousands of languages in this world. Countries have their own national languages in addition to a variety of local languages spoken and understood by their people in different regions. Some languages are spoken by millions of people, others by only a few thousand.
There are several factors that make the English language essential to communication in our current time. In this modern and superfast world, English is the only string which can connect each one of us and make this world in true sense a globalised place to live in and understand each other in a better way. It is the most common foreign language. That’s why everyone needs to learn the language in order to keep in touch on an international level. Speaking it will help you to communicate with people from countries all over the world, not just English-speaking ones.
In the time of Ukraine’s integration with Europe the aim of every teacher is to make their students speak fluently, have critical and creative thinking and the communicative method is thought to be the most efficient. The main teacher’s aim is the formation of communicative competence. In order to make this process more interesting I’ve decided to study the formation of communicative competence through the use of interactive teaching methods. The essence of interactive learning is that the learning process is organized in such a way that almost all the pupils are involved in the learning process. Cooperative activities of students in the process of learning the educational material means that each student makes own special differential contribution, while the exchange of knowledge, ideas and ways of activity is taking place. Moreover, this happens in an atmosphere of goodwill and mutual support, which allows not only to gain new knowledge, but also to develop the cognitive activity, to bring it to a higher form of cooperation and collaboration.
The use of interactive technologies during the English language lessons implies the organization and the development of such a dialogue communication that leads to the understanding, interaction and cooperative solution of the training tasks.
The relevance of this methodological theme determines gradual change of traditional teaching methods with interactive.
The subject is to use interactive methods in class in English.
The object is interactive teaching methods at the present stage of learning English.
The purpose of my work is to study modern methods of teaching English for the formation of communicative competence.
The practical value of the methodological theme is to further the use of interactive teaching methods in English lessons. The practical value includes the ability to use interactive teaching methods at these lessons.
The scientific novelty and theoretical significance of the methodological theme are:
to specify the importance of interactive methods in the formation of foreign language communicative competence of students in the process of teaching a foreign language;
to prove the effectiveness of the use of interactive teaching methods in the formation of students’ foreign language communicative competence;
to develop different interactive exercises using multimedia technology and computer programs for learning English.
The analysis of scientific studies has shown that the problems of formation of communicative competence arouse a constant interest in the field of foreign language education. Most researchers attribute the formation of communicative competence with the formation of professional competence of specialists (A. I. Kurpesheva, L. R. Mkheidze).
There are conceptual elaborations in the field of teaching foreign language (I. L. Bim, G. A. Kitaygorodskaya, A. A. Leontyev, Y. S. Passov, W. M. Rivers, and others), as well as the works dedicated to the technologies of teaching foreign language (I. L. Bim, G. A. Kitaygorodskaya, R. P. Milrood, E. S. Polat, G. V. Rogova, O. M. Shiyan, G. Neuner, J. C. Richards, W. M. Rivers, E. M. Rogers, M. West and others).
One of the most effective means of providing the high level of preparing specialists is an interactive learning. The didactic principles of the use of the forms of interactive learning in the educational process are developed by R. M. Abdulov, M. V. Boguslavets.
The theoretic-methodological foundations of the research are the following:
- Works on the theory of professional education (H. E. Belozertsev, I. Ph. Isaev, A. D. Goneev, A. G. Pashkov, and others);
- Researches on the problems of the realization of the competence approach (I. A. Winter, I. Ph. Isaev, R. P. Milrood, V. A. Slastenin, A. V. Hutorskoy, A. V. Shadrikov, and others);
- Works on the theory of foreign language education (P. D. Gurvich, G. A. Kitaygorodskaya, R. P. Milrood, R. P. Passov, V. V. Safonova and others);
- Researches on the individual components of foreign language communicative competence (V. V. Safonova and others);
- Works on the technologies of teaching foreign language (I. L. Bim, G. A. Kitaygorodskaya, and others).
The activity on the development of communicative competence undergoes in the practice of professional education and it is sufficiently developed in the pedagogical theory. The researchers note its high potential for successful teaching result. The possibility of using interactive teaching methods in the formation of foreign language communicative competence of students remains less investigated. The major roles of the interactive teacher include the roles of a facilitator, a manager, a resource, an independent participant, a researcher and a learner. As a facilitator he makes the process of learning an easier task, helps students to clear away roadblocks and to find shortcuts. As a manager he plans lessons, organizes learning activities, gives feedback and structures classroom time. As a resource he offers advice and counsel when students seek them. As a researcher and a learner he makes an effort to find out how well students learn and how much assistance is needed. He grows with each passing day professionally and intelligently. The interactive teacher always asks: How well do I balance teacher’s talk and student’s talk in the classroom? Am I accepting students’ feelings in a non-threatening way? Am I offering sufficient praise? Am I lecturing too much? Do I give my students opportunities to initiate the target language on their own? This is the point in a teaching sequence where the teacher tries to arouse pupils’ interest, thus involving their emotions. If the teacher talks all the time and if lessons are uninvolving learners’ tend to become impatient and “switch off”. On the other hand, when they are engaged they learn better than when they are partly or wholly disengaged. My practice is, generally, a combination of the interaction followed by input strategy and the input followed by interaction strategy. Input is used only when I am certain that what I present is important and is beyond pupils. The most workable classroom interactive activities are presentations, pair work, discussions, debates and written exercises. All these activities need to be task-oriented so that they can help nurture students’ problem-solving and creative abilities, and can give them experience in functioning in realistic discourse.
Interactive activities, which frequently interest and engage my pupils, are presentations, discussions, debates, pair work and group work. Such activities provide learners with chances for independence. Evidence shows that learners’ presentations are welcome and often successful. Each time one or two students get individualized assignments. They have to spend time in the library or on the Internet looking for information relating to their tasks. For example, they may need to look for the life story about the author of a text, or information about people, places, historical events, cultural facts or other related materials that may be helpful to their fellow classmates’ comprehension of an instructional material. They usually prepare very well in order to impress their audience. When they present in class they exhibit their pride and confidence. The class is often attentive and carried away at such times. Feedback can be given individually afterwards.
Classroom discussions and debates are also effective, for they provide genuine communication and interaction in which learners illustrate individual ideas and attitude using the target language to flex their linguistic muscles and creativity.
Pair work and group work are also popular in the classroom. In these cooperative activities learners discuss topics or solve problems. They usually participate equally and are more able to experiment and use the target language than they are in a whole-class arrangement, where only one person speaks at a time. When they are working together without the teacher controlling every move, they take some of their own learning decisions; decide what language to use to complete a certain task. They work without pressure of the whole class listening to what they are doing. Decisions are cooperatively arrived at and responsibilities are shared.
Team-teaching is another experiment I have made. Each time I invite two of my pupils, who sit alongside me, to discuss issues of the day and to deal with language points of the learning material. They have to prepare ahead of time just like what I do. In class we explain things jointly. I still play the leading role and they work as my assistants. There are a lot of conversations, questions and answers between us. They can nominate their peers to answer or to collect views and understandings if they feel there is the need. There is the cordial atmosphere in the classroom as pupils engage more in the use of the target language and as they struggle to meet the challenge I pose to them. Both learning and teaching become an enjoyable experience.
The use of interactive learning technologies at the lessons of the English language with the aim of the development of foreign language communicative competence should include the following components of professionally-communicative orientation:
- Substantial (the orientation of the linguistic material used in class: special vocabulary, texts (including audio and videotext); - And procedural (games, situations, discussions, etc., close to the realistic action and reality);
Thus, we can identify the following advantages of the interactive learning technology of teaching the English language taking into account the objectives of formation of communicative competence of students:
1) Interactive technologies can easily be integrated without disagreement with the content of education into educational process in terms of the existing traditional system of learning, specific education standards. By integrating into educational process, they help to achieve educational goals in language more effectively than while using only traditional teaching methods;
2) Interactive learning technologies are humanistic in nature, because they provide not only a successful learning, but also intellectual, creative development, as well as activity and independence;
3)Interactive learning technologies perfectly promote the realization of communicative function in the process of learning English. All these facts prove that the interactive learning technologies have a pedagogical potential, which is aimed at the formation of pupils’ foreign language communicative competence.