Современная методическая система и составляющие ее категории

Science- it is a sphere of human activity, which function is the production and theoretical systematization of objective knowledge about reality. Methodology of FLT – is a science which studies aims of teaching, content of teaching, methods, means and principles of teaching. The word ‘method’ primarily means a way of doing something. The word method has two meanings: 1) a branch of science 2) a way of teaching. FLT Methodology has undergone many changes in the course of its development. There were different methods, trends, aims of teaching, content of teaching, different techniques, devices and approaches of teaching. A method is a generalized model of realization of the main components of teaching process, oriented on fulfillment of the main methodological task. System of teaching- is a common model of teaching process, which corresponds to a definite methodological conception. This conception determines the selection of the material, aim, forms, content and means of teaching. E.g. system of teaching of H. Palmer (Speaking priority), M.West (Reading priority). Approach - is a strategy of teaching FL. There are 4 approaches in Methodology:behaviorism (based on intuition).inductive- conscious (based on consciousness).cognitive(usage of all cognitive mechanisms).integrative (integration of previous 3 approaches).

FLTM is a young developing science and it is challenging too. Some specialists say that it is rather an art than a science (scientific art).There were opinions according with which FLTM is an Applied science. According to Belyaev B.V., M. West FLTM is a rather an Applied Psychology. According to Charles Frees and L.V. Sherba FLTM is a rather an Applied Linguistics.FLTM is a pedagogical science. It has its subject of investigation, object of investigation, methods of research. The object of investigation is a process of teaching. Its subject of investigation are aims and objectives of Teaching, the content of Teaching, means, methods and devices of Teaching.Methods of research: methods of theoretical level.methods of practical level.1.1 critical study of literature; 1.2 method of analysis.1.3 method of synthesis.1.4 modeling.1.5 method of induction (from particular to general).1.6 method of deduction.1.7 method of analogy.2.1 observation (2.1-2.4 main methods).2.2 generalization of teacher’s experience.2.3 experimental work.2.4 experiment.2.5 method of form (2.5- 2.9 supplementary methods).2.6 testing

2.1))))2.7 interview.2.8 use of chronometer.2.9 statistical and mathematical processing.The final goal in FLT is Intercultural Communicative Competence and its components (Language Competence, Speech Competence, Socio-Cultural Competence, strategic Competence and Discourse Competence) and the development of "language еgо" 2.1(Караулов Ю.Н), (личность субъекта межкультурной коммуникации – С.С. Кунанбаева, 2006). Intercultural Communicative Competence implies the ability to communicate, to use the target language as a mean of communication on the intercultural level.Traditionally we distinguish the following aims in FLT: practical (or communicative – pupils get some skills in R-g, W-g, S-g, L-g), educational and cultural. Nowadays we emphasize the integrative character of the aim in FLT. So, the aim of FLT is a complex, integral one and it implies 3 aspects:Pragmatic that consists in the formation of intercultural Communicative Competence;Cognitive that consists in the development of cognitive mechanisms of the learners;Pedagogical that consists in the development of "language ego", that is "личности субъекта межкультурной коммуникации" according to S.S. Kunanbaeva (2006).

3. Категория цели. Современная трактовка цели иноязычного образования. Межкультурно-коммуникативная компетенция и ее современная трактовка. The final goal in FLT is Intercultural Communicative Competence and its components (Language Competence, Speech Competence, Socio-Cultural Competence, strategic Competence and Discourse Competence) and the development of "language еgо" (Караулов Ю.Н), (личность субъекта межкультурной коммуникации – С.С. Кунанбаева, 2006). Intercultural Communicative Competence implies the ability to communicate, to use the target language as a mean of communication on the intercultural level. Aims and objectives are the first and important consideration of FLT. Цель как закон, она определяет характер и способ действия. К. Маркс. 1 том, 1 глава. Every teacher should know exactly what his pupils are expected to do, to achieve in learning FL, what changes he as a teacher can bring about in his pupils at the term, school year. Aim is the result planned beforehand. Aim is the philosophical category. The aims in the FLT are planned by prgramme. Traditionally we distinguish the following aims in FLT: practical (or communicative – pupils get some skills in R-g, W-g, S-g, L-g), educational and cultural. Nowadays we emphasize the integrative character of the aim in FLT. So, the aim of FLT is a complex, integral one and it implies 3 aspects:Pragmatic that consists in the formation of intercultural Communicative Competence;Cognitive that consists in the development of cognitive mechanisms of the learners;Pedagogical that consists in the development of "language ego", that is "личности субъекта межкультурной коммуникации" according to S.S. Kunanbaeva (2006).Cognitive and linguistic development go hand in hand with the development of "language ego" in the process of FLT/L.Aims are determined by the social requirements, by the requirements of people and society. According to the conception of Kazakhstan in every pupil we should develop a personality, capable of communicative competence, so as to integrate in the system of worlds and national culture. We should develop language personality(Language Ego) What makes pupil Language Ego? It is ability to fulfill different types of speech activity and communication. Language Ego is a universal category of creating relations between people. The category of Aim is a developing category. The aims in FLT were not always the same. In the period when the dead languages were taught, when Grammar-translation method was domineering the teaching of FL included reading and translation, development of logical thinking. Pupils were given a list of vocabulary, classical texts to translate from native to foreign or on the contrary, grammar rules to learn. They could never speak. With the development of capitalism, when it was necessary to know language practically, the direct methods appeared, which aimed at teaching Speaking as a mean of communication. Nowadays the communicative aim in FLT at school is determined by the following factors: 1) the economic factors; 2) the political condition of society; 3) the requirements of the society; 4) general goals of education; 5) nature of the subject; 6) conditions(books, equipment,etc)

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