Questions for preparation

1. Methodology in foreign languages teaching as a science

The methodology of teaching foreign languages is a system of knowledge
about the laws of the process of teaching a foreign language and about ways
of influencing this process in order to optimize it. The methodology of
teaching a foreign language reveals and substantiates the patterns of teaching
a foreign language.
2. General and special methodology
3. Modern methodology in foreign languages teaching: stages of its development
(critical analysis)
Modern methods of teaching English are based on the classical methods of
learning foreign languages. Learn the words, read the text, listen to the audio
recording, write a letter — this is how the tasks that the tutor gave looked like.
Perhaps for this reason, most adults who have studied the language for many years
can read and write in English, but have difficulties in speaking.

Modern methods of teaching English have replaced reproductive methods with

interactive ones. Today, gaining knowledge is the interaction of a student and a
teacher. The curriculum is built, first of all, taking into account the age
characteristics of students.
4. Aims of foreign languages teaching methodology
The methodology of teaching foreign languages studies the patterns of
communicative and cognitive activity of students. The methodology solves not
only the problems of teaching, but also the problems of upbringing by means of a
foreign language, which is not included in the range of problems studied by
didactics.
5. The main methodological categories
The three types of methodology used by researchers are qualitative, quantitative,
and mixed methods.
6. Approaches in foreign language teaching methodology
Throughout history, there have been just over 30 popular approaches to language
learning. However, there are around 10 that are most widely known including task-
based learning, the communicative approach, grammar-translation and the audio-
lingual approach. These days, the communicative approach is all the rage.
7. Student-centered approach in foreign language teaching
Student-centered learning is focused on the student's needs, abilities, interests, and
learning styles with the teacher as a facilitator of learning. Teachers provide the
way for students to access the material, so students can easier get knowledge.
8. Classroom management. Foreign language lesson planning
9. Communicative-cognitive approach in foreign language teaching
The cognitive-communicative approach is understood as such organization of
the educational process, the basis of which is students' communicative interaction,
which provides their participation as an object and subject of cognitive activity.
10. Teaching listening comprehension: listening as a communicative skill,
difficulties of listening, three-phase framework of teaching listening, types of
activities
11. Bologna process and transition into Competency-based education
12. The main characteristics, techniques of Desuggestopedia method
During the process of teaching, Desuggestopedia appropriately uses environment
suggestion, figure suggestion, activity suggestion and self- suggestion to enhance
English teaching. The process is usually accompanied with music or some games
or drama to achieve the success of learning.
13. Peculiarities of teaching foreign language pronunciation and Intonation: the
role of teaching pronunciation in FLT, Methods of teaching pronunciation, types of
exercises for teaching pronunciation, typical pronunciation mistakes
14. Task-based learning. Theoretical background. Definition of Task-based
learning
Task-Based Learning (TBL) is a lesson structure, a method of sequencing activities
in your lessons. Sometimes called 'task-based language teaching', in TBL lessons,
students solve a task that involves an authentic use of language rather than
complete simple questions about grammar or vocabulary.
15. Extra-curricular activities in foreign language teaching
These common types of ECAs are games/competitions, clubs, parties, holiday
celebrations and pen-friends or a modern variant – online friends from other
countries. At the same time, I also noticed some contextual differences in the scope
or specific realizations of ECAs that are reported below.
16. Teaching reading: reading as a communicative skill, reading strategies, three-
phase framework of teaching, types of activities
17. Innovative technologies in foreign language teaching
18. Teaching speaking: speaking as a skill, communicative activities in teaching to
speak, simulation activities, three-phase framework of teaching speaking
19. Peculiarities of teaching foreign language grammar: subject of grammar, the
role of teaching grammar in FLT, a goal of teaching grammar
20. Difficulties in teaching grammar, procedure of teaching grammar, types of
grammar activities, assessment of grammar
21. Intercultural communicative competence as a final result in foreign language
teaching, its essence and competences
22. Teaching writing: writing as a communicative skill, types of writing, three-
phase framework of teaching writing, types of activities
23. Comparative characteristics of different forms of assessment in foreign
language teaching
24. Types of tests for evaluation Intercultural communicative competence
Also, there is a need to evaluate ICC use through various kinds of assessment, such
as self-assessment (which includes self-reflection), identity assessment, formative
assessment, and summative assessment.
25. The role of Internet in foreign language teaching
26. Characteristics and peculiarities of using role-playing technology in foreign
language teaching
27. Interactive technologies in foreign language teaching
28. Characteristics and peculiarities of using project technology in foreign
language teaching
29. Case study as one of the main technologies in teaching FL professional
communication
30. Characteristics and peculiarities of using debates in foreign language teaching
31. Communicative language teaching. The history of its development.
(N.Chomsky, D.Hymes, E.I.Passov, N.D.Galskova, S.S.Kunanbayeva)
32. Use of video in foreign languages education: stages of work, types of activities
33. The role and peculiarities of using group work in foreign language teaching
34. Characteristics and peculiarities of using round table technology in teaching
foreign language communication
35. Profile-oriented foreign language teaching, its essence, aims, content and
technologies in formation of professional foreign language communication
36. CLIL as a technology in teaching foreign language and subject
CLIL technology is used to motivate to learn a foreign language language and
gives you the opportunity to apply your knowledge and skills in practice, is used to
solve specific problems here and now. Also, the use of CLIL technology gives
opportunity to develop communication and presentation skills.
37. The role of pedagogical practice in the professional development of future
foreign language teacher
38. The impact of culture in foreign language teaching
39. Model of professional-pedagogical competency of foreign language teacher
40. TED Talks technology in teaching foreign language public speech of the
students