The Development of English Language Teaching Methods

The actuality of the course paper. The actuality of the investigation includes necessary methods for teaching ESL
The aim of the course paper. The goal of the investigation is to analyze general and specific features of various methods, along with, to provide suitable methods for individuals.
The task of the course paper. Several stages were placed, step by step, in order to reach the aim of the investigation.
The subject and the object of course paper. The subject of the investigation is teaching languages in the EU. The object of the investigation is differences and specific benefits of the methods.
The methods of the course paper. During the research process, some methods were used to reveal the main content of the research work
The material of the course paper. The concepts and issues were taken from. The research works of many researches and scholars in terms of the given themes and the internet resources.
The structure of the course work consists of introduction, two chapters and conclusion which are followed by the bibliographic list of the literature used during the course of research.

CHAPTER I. TEACHING LANGUAGES AT SCHOOLS IN EUROPE

1. 
   The peculiarities of teaching foreign language in Europe
   

The trend toward the development of students' intercultural communicative competences, the use of interactive teaching methods, and the transformation of the teacher into a consultant in the teaching process necessitates highlighting the level of perception, knowledge, and views of teachers on the intercultural approach in teaching. The study demonstrates a favorable view in terms of boosting instructors' intercultural communication abilities. Teachers emphasize the need of using an intercultural approach while teaching foreign languages. The scholarly article demonstrates how developing nations are catching up to advanced countries in terms of using an intercultural approach to teaching foreign languages at the local level. Global developments in the social and economic system have resulted in a shift in the needs of society, the state, and industry. As a result, the role of foreign language instruction in higher education institutions is shifting. The priority of the goals and objectives of education have shifted, with a focus on professional English in order to master the hard skills of these experts. Students' curricula are getting more utilitarian all over the world due to the student's, the future specialist's, need to handle professional difficulties. Most higher education institutions prioritize worldwide testing systems above domestic examinations. As a result, curriculum are built on online resources, topic series, and Cambridge guides. Instructional foreign languages in underdeveloped nations are therefore based on conventional, ineffective in current dynamic situations, techniques and teaching methods in conformity with governmental teaching policy. As a result, pupils are undermotivated, which hinders their mastery of foreign languages. Another element complicating matters is the limited use of interactive techniques of teaching a foreign language. The lack of possibilities for students to actively participate in the teaching process is determined by the fact that the teaching process is "teacher-oriented," when the teacher should function as a consultant and develop a clear aim. One of the goals of learning a foreign language is to utilize it professionally. Students' lack of awareness of this purpose results in inadequate teaching and low motivation. As a result, pupils are not as self-sufficient in learning foreign languages. Taking into account the most recent worldwide trends in foreign language teaching, such as the development of students' intercultural communicative abilities and the use of interactive teaching techniques, the study of instructors' intercultural competences is an important subject of exploration. Because the teacher is ultimately accountable for the efficacy of foreign language teaching because he chooses the goals, approaches, and teaching techniques, it is prudent to thoroughly research the characteristics of foreign language teaching. There are several trends in the teaching of foreign languages in higher education institutions. The primary one is the widespread use of information and communication technology. As the number of pupils learning foreign languages rises, so does the number of teachers and curriculum. The rising demand for students’ language and communicative competence determines the use of the most effective tools of information and communication technologies for the development of these competencies: e-mail correspondence, online platforms and tools, PowerPoint presentations, CD-ROM training programs, internet resources. Methods of providing, evaluating and monitoring educational content; the relationship between student and teacher and teaching methods have already changed. The term "hybrid learning" has emerged from the use of information and communication technologies in teaching processes. It refers to a corporation foreign language teaching technique based on integrated interactive components and modern technology to the traditional educational process The European Survey on Language Competence (ESLC) indicates that the association between students' perception of the usefulness of learning the tested languages and their language proficiency is positive. In the survey, students were asked to express their views on the utility of foreign languages for the following purposes: personal life, future education, future work and getting a good job. The analysis of students' replies enables a comparison to be made of their perception of the usefulness of the tested languages in their country in relation to these four purposes. The profile of students' perception of the usefulness of foreign languages ​​is the same everywhere.
European countries. Most of the students consider English as useful for their future
education and work more than 80% for future work (except France) and more
comes to find a good job; students show that they value English not only for work, but also for work get a good job. “On the contrary, English is not very important in the personal life of students: only 50.4% of them that it is important for the purpose. Malta stands out with about 82% of students the usefulness of English for personal life. This high percentage depends on the state of the English language the second official language of the country. Other tested languages ​​are considered by many to be less useful than English. European countries. Nevertheless, the same ranking is observed for all four objectives analyzed” [3,14]. To support the integration of immigrant children into the education system, in particular learning the language of education as a second language is particularly important in most European countries provision to meet their particular needs. “Only Turkey does not provide such support compulsory education, and in Greece official recommendations for language support for immigrant’s children apply only for primary education” [3,21].
A superior model of provision for immigrant children learning the language of education the second language is included directly in the main classes, but with the help of an additional language. However, in about half of the countries examined, this model exists together with the second one model that involves providing separate groups or classes for immigrant children for a limited period of time. Germany and Romania are the only countries using the latter model the entire period of compulsory full-time education. Direct integration with additional support, although both levels of education prevail the language of instruction is slightly more common in primary education. In Belgium (Flemish Society) and in Luxembourg, it is replaced by a separate classroom model at the lower secondary level. In Ireland, where both models are used at primary level, is also preferred at lower secondary level for individual classes. In some countries, regional, local or school authorities have the right to exercise their autonomy.
To decide on the best way to meet local needs and circumstances, for example in Spain, Netherlands and Great Britain. Therefore, even if it is a direct integration model.
“Dominant in Great Britain, it cannot be considered the only model of support for immigrants’ children learning English as a second language. The percentage of students attending schools where the school head reported having hosted at least one guest teacher of the tested language from abroad for at least one month in their school in the previous school year is below 10 % in nearly all the countries participating in the 2011 ESLC. The exceptions are Spain and Malta where the percentages reach 21.2 % and 11.4 % respectively. In Belgium (German-speaking and Flemish Communities, Greece and Poland, no students were attending schools where the school head reported hosting such guest teachers. When considering the total number of guest teachers in all subjects in schools, percentages vary more substantially between countries: in Belgium (French Community), Spain and Malta, around 20 % of students attend schools where the school head claimed they had hosted such guest teachers – the figure is well above 50 % in the German-speaking Community of Belgium, while in the Flemish Community of Belgium, Greece and Poland, the percentage is nil” [3,49]. The study is founded on the principles of bi-literacy genre-based pedagogy, plurilingualism, and an intercultural approach to teaching foreign languages, with the goal of developing teachers' “intercultural communicative competence. The research relies on statistical analysis of survey data. The first part of the study included an investigation of current techniques to teaching foreign languages based on bibliometric analysis of publications. To assess the condition of foreign language instruction at higher educational institutions, an analysis of research based on the databases Science Direct and ResearchGate for the period 2006-2020 was employed. Furthermore, separate Eurostat statistics on the level of foreign-language learning among EU students were compared and matched. Theoretical generalization of significant trends and issues in foreign language instruction has also been enforced. The historicism concept has been applied to assess changes in patterns in foreign language instruction. “The methodologies for studying the state of implementation of the intercultural approach in teaching foreign languages at higher educational institutions were chosen at the second stage of the analysis. Because the survey is a quantitative means of measuring the characteristics of foreign language education, the questionnaire was chosen as a tool to carry out a survey recommended by Sercu” [4,46]. The questionnaire assesses the degree of cognition (beliefs, knowledge, and reasoning) of instructors at higher education institutions about understanding of “intercultural communicative ability” [4,51]. Changing the didactic and methodological strategic goals of a foreign language teaching in response to current reality problems a foreign language outside the higher education process. However, within the integrative and optimal student personality development methods. It meets modern standards for qualified professionals vocational training. In the current educational process of higher education institutions introducing a new method of teaching a foreign language has unlimited possibilities. First, teaching a foreign language offers variety possible opportunities for personal and professional growth of the student. And not only that an opportunity to improve your verbal and social skills. Relative freedom of the teacher choosing the content of the material for students and lexicon or practice grammatical skills allow enrichment of courses with professional content; support professional growth. Secondly, the nature of foreign language teaching requires development includes communication skills and working in groups and pairs in context interactive pedagogical educational technology. Task enrichment Professional materials for interviews and listening texts will also help your professional level of knowledge of a foreign language while increasing enthusiasm learning a foreign language. Third, there is an increase in incentive to learn a foreign language that is not limited to the sublevel of survival. Because of the use of not just the competence approach, but also problems and information, integrative, cultural, and other methods at the professional level. The use of the problematic and information method offers the construction of a specialist in the progressive logical evolution beginning with creative thinking and progressing to a creative personality through creative common activities. When the material chosen fulfills all professional objectives and demands, the integrative method is intimately tied to the capacity to integrate the educational discipline "Foreign Language." To master language ability at the professional level, an interdisciplinary integration of professionally relevant material of foreign language training is required. It is critical to integrate diverse types of language and educational activities, as well as possibilities for practical language development (video communication, Internet communication, etc.). In order to prepare for intercultural engagement, a culturological approach is needed. The culturological approach in education entails the exposure of the axiological, activity-oriented, personal, and creative components of culture via the concept of man as a cultural subject.

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