Act out the interviews in class.

3.Figure out the problems raised by the speakers. Give your opinion and tell
the class how you would solve those professional problems.

III. The average rate of success in learning a foreign language achieved by learners today is probably much higher than that of their parents. Still language teachers continue to speak of means to improve the ease and effectiveness of lan­guage learning through modifications in their ways of teaching.

1. a) Read the following text to figure out the author's approach to foreign-lan­guage teaching. Do you think there is such a problem?

Every day I see advertisements in the newspapers and on the buses claiming that it is easy to learn English. According to these adver­tisements, with very little effort on the student's part, he will be able to speak the language fluently in three months or even ten days.

There is often a reference to Shakespeare or Charles Dickens to en­courage him even more. When I see advertisements like this I don't know whether to laugh or cry. If it were as easy to learn English as they say, I would have to look for another job, because very few qual­ified teachers would be needed. But a large number of people must believe these ridiculous claims, or else the advertisements would not appear.

It is natural for students to be attracted to methods that will teach them as quickly and efficiently as possible. But it is difficult for any­one to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation. Some experts even say that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality. No doubt this is true to a certain extent, but it is not very helpful.to students.

For a long time people believed that the only way to learn a lan­guage was to spend a great deal of time in a country where it was spoken. Of course it is clear that students who go to England to learn English have a great advantage over others, but a large number of students go to the opposite extreme and think they can teach them­selves at home with dictionaries. But it is wrong to assume that each work in English has a precise equivalent in another language and vice versa, and it is impossible for any translation method to provide stu­dents with the natural forms of a language in speech, let alone pro­duce good pronunciation and intonation.

A great deal of teaching is still based on behaviourist psycholo­gy. Behaviourists are fond of making students repeat phrases and making them do exercises where they continually have to change one word in a sentence. If we were parrots or chimpanzees, these methods might be successful. A large number of theorists seem to think it is a pity we aren't because it would make it easier to use their methods.

In my personal opinion, no one can ever learn to speak English or any other language unless he is interested in it. Human beings, unlike parrots and chimpanzees, do not like making noises unless they understand what the noises mean and can relate them to their own lives. It is worth remembering that language is a means of com­munication. What people want to say and write in another language is probably very similar to what they want to say and write in their own. What they listen to and read cannot be a formula. It must be real.

There is another relevant point worth mentioning here. We need other people to talk to and listen to when we communicate. If what we are learning is strange to us, it will be helpful if there are other students around us who can work with us and practise the unfamil­iar forms with us in real situation, talking to each other about real life in real language.

(From: Fowler W. Incentive Themes. Surrey. 1980.)

b) Make a round-table talk to discuss the points raised by the author. The leader should keep the ball rolling and bring the participants to working out the main techniques of teaching communicative competence.

2. People who like to study don't always fit into the modern scheme of things,

a) Read this poem by J.E. Faulks.

Problem Child

How shall I deal with Roger,

Mrs. Prodger? I've never yet been able To sit him at table And make him paint a label For the salmon in the kindergarten shop.

But he is full of animation

When I mention a dictation,

And he never wants a spelling test to stop. I've encouraged self-expression And intentional digression But I think I'll have to let the system drop.

For the normal child, like Roger,

Is a do-er, not a dodger, And your methods, Mrs. Prodger, are a flop. How shall I deal with Roger,

Mrs. Prodger?

I've had projects on the fairies, On markets, shops, and dairies; I've had projects on the prairies, But the little fellow doesn't want to play:

Instead he has a yearning

For unreasonable learning,

And wants to do Arithmetic all day.

He shows a strong proclivity,

For purposeless activity,

And doesn't want experience in clay.

So I rather think that Roger

Is a doer, not a dodger, And how would you deal with Roger, can you say?

b ) Answer the following questions:

1. The person who is supposed to be speaking in the poem is a
teacher in one of the early grades in school. She is talking to the prin­cipal, Mrs. Prodger. What does she say in the first few lines that she
has been unable to get Roger to do?

2. What does animation mean? Do you think Roger liked to have
a dictation exercise or not? What did he feel about spelling tests?

3. How might one "encourage self-expression" among kindergar­ten children or first graders? What does digression mean? The teach­er says that Roger, however, wants to do the subjects, not dodge them.

4. What in the last part of the first stanza suggests that she thinks
most little children are like Roger?

5. What projects has the teacher tried in an effort to interest Rog­er? How did Roger respond to these? What did he have a yearning
for? What did he want to do?

6. What does proclivity mean? What does Roger show a strong
proclivity for? What are these activities that Roger likes to engage
in? Do you think the teacher really thinks that they are purposeless?
What kind of experience does Roger not want?

IV. 1. Debate the following point:

Computers are indispensable in foreign-language learning.

Note: Arguments: Students sitting at computer terminals can re­ceive instruction in a wide variety of subjects.

Computers can both teach and quiz students on the new subject matter.

Each student can proceed at his own speed, etc.

Before starting the debate make up a list of counterarguments.

2. Make a round-table talk to discuss the best ways to improve your profession­al efficiency in your teaching career.

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