COMPARATIVE ANALYSIS OF EXISTING INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

• Main Author: Maria Mytnyk
• Format: Article
• Language: English
• Published: Ternopil Volodymyr Hnatiuk National Pedagogical University 2016-12-01
• Series: Naukovì Zapiski Ternopìlʹsʹkogo Nacìonalʹnogo Pedagogìčnogo Unìversitetu Imenì Volodimira Gnatûka. Serìâ: Pedagogìka
• Subjects: зіставний аналіз; інтенсивний метод; інтенсифікація навчання; методика інтенсивного навчання іноземних мов
• Online Access: http://nzp.tnpu.edu.ua/article/view/95011

The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1) the assimilation of a large number of linguistic, lexical and grammatical units; 2) active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3) the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4) overcoming psychological barriers, including fear of the possibility of making a mistake; 5) high efficiency and fast learning; 6) too much new language material that is presented; 7) training of oral forms of communication; 8) decline of grammatical units and models.