Інтенсивні методи навчання іноземних мов

Abstract

У статті розглядаються інтенсивні методи навчання іноземних мов, зокрема, сугестопедичний метод Г. Лозанова та метод активізації резервних можливостей особистості й колективу Г.О. Китайгородської. Розкривається їхня суть, принципи й моделі, за якими будується навчальний процес. Визначаються й аналізуються переваги інтенсивних методів над «традиційними». З’ясовується й уточнюється, якими навичками та вміннями має володіти викладач, котрий будує свої заняття відповідно до інтенсивної методики, а також які аспекти мають бути враховані при виборі методу навчання.

The study aims at discussing intensive strategies of a foreign language acquisition. Specifically, it deals with the issue of accelerated language teaching. It briefly outlines the process of learning a foreign language within the framework of the intensive technology enclasping the method of suggestopaedia, developed by the Bulgarian psychotherapist G. Lozanov and the method of tapping the reserved capacities of an individual and the collective, created by the Russian Educationalist G. A. Kitaygorodskaya. Suggestopaedia is a science for developing different non-manipulative and non-hypnotic methods for teaching and learning foreign languages and other subjects for every age-group on the level of reserve (potential, unused) capacities of the brain or mind. That means that learning a foreign language becomes faster, easier and much deeper. A student feels the inner freedom; his motivation for learning is increased. This method provides psycho-physiological well-being of cognizing subjects. The premise is advanced that to achieve a set target the teaching process has to be grounded on the basic principles which are clarified in the paper. The key aspects that are also explored in the article are the model of intensive learning, which signifies that in the course of mastering a foreign language student’s move from perception of the subject matter to speech production through a stage which presupposes active practicing the new input in communicative settings. The idea is justified that passing through the singled out stages learners develop communicative capacities and acquire relevant knowledge, habits and skills. Evaluations of individual constituents of the systems suggest that some components (visualization, breathing, and music) are potentially fruitful, and deserve further investigation. The effectiveness of the intensive technology has been multitudinously confirmed by the most authoritative scientists and is broadly employed globally in the foreign language classrooms.