The learning process is a complex process that involves, first of all, the mutual activity of the teacher and the activity of students

The learning process is a complex process that involves, first of all, the mutual activity of the teacher and the activity of students. In modern conditions, it is necessary to pay great attention to the development of students' creative abilities, their cognitive needs and interests. Teaching as a guide involves the presentation, communication by the teacher of certain knowledge and management of the process of mastering it by all students of the class. Therefore, the teacher not only presents information on his subject, but also plans, organizes and controls the student's educational activities, develops the skills of educational work, thinking, abilities, and also the ability to apply knowledge in practice .

A special place in solving these problems belongs to the methods and techniques of teaching, which every teacher should be able to use competently. Without methods and techniques, it is impossible to achieve the set goal, implement the intended content and fill the training with cognitive activity.
Initially, when learning a foreign language, we assume the presence of traditional teaching methods, as a standard help was taught, suggesting using the classical methodology designed for effective language learning [2]. Over the years, new techniques were introduced into the main program, old, less effective approaches to training were eliminated.
At the present stage of education, a modern teacher will prefer to use well-known innovative methods that show high efficiency in learning a foreign language. Using new forms of learning, the teacher increases the student's interest and his desire to continue learning in cognitive matter, considers each in detail and determines the features of learning [3].
Nowadays, we can mention five the main types of teaching foreign languages that are used all around the world but few people know about them: the case method study, communicative method, silent way,

The case study method - this is a method of active analysis of a problem situation, based on learning by solving specific situational problems. The essence of the case study method: students divided into groups should analyze the situation and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and their discussion within the framework of a general discussion in the context of the problem. This technique is used in classical education in foreign language lessons, where the case presents a life problem situation that students need to solve based on existing knowledge, practical experience and intuition. Since any situation has several solutions, there is a discussion of all possible solutions [4].

Communicative method - the most popular of the modern methods of learning foreign languages. This method is the most active for learning a foreign language, because the main purpose of this method is to teach a person to interact with other people in the target language, which implies all forms of communication: speech, writing (both reading and writing skills), the ability to listen and understand what the interlocutor said [5]. Improvement in learning factors is much easier to achieve if the student is literally "immersed" in the atmosphere of the target language and its main aspects. The communicative method is suitable for almost every student, as it allows you to learn a foreign language faster and more consciously.
Silent way - according to this method, the initial knowledge of any foreign language is a priori inherent in the person himself and he himself is able to achieve the desired level of knowledge. Following this technique, the teacher does not speak a word in the target language, so as not to confuse the students with their subjective perception of the language. When teaching pronunciation, the teacher uses special tables on which each color or symbol denotes a certain sound, and thus presents new words. Thus, knowledge of the language is formed at the level of the system of conditional interactions, down to the subconscious, which, according to the authors, should lead to brilliant results.

Audio-lingual method - this method is not ideal in terms of teaching as it is built on cramming. The training is based on the principle: heard-repeated. The teacher says a phrase; the student must repeat it exactly until his pronunciation reaches a certain level. Only after that the student has the right to add words and details from himself The use of these methods contributes to the development of the following aspects:

to form positive learning motivation during the whole process;
to increase the cognitive activity of every student;
to assimilate a large amount of educational information;
to reveal the personal and individual, universal capabilities of each student;
to determine the conditions for their manifestation and development.
In order to assimilate all of the above new teaching methods and for concise use in an educational environment, teachers should turn their attention to the system (Total Physical Response), presented by James Asher, professor of psychology at the University of San Jose in San Jose, California. According to this technique, the professor presented a stress-free approach to language learning, where he argued that each hemisphere of the brain can process information independently [7]. Asher has done a lot of brain researches in terms of the concept of the dual tasks of the brain in the process of learning a foreign language. According to Asher, a successful method of switching the brain can become a problem in any practical area of ​​human activity. Thus, even with the use of the latest methodology, a student in a stressful atmosphere will not be able to learn the language to its fullest.
According to the professor, during the educational process a student normally uses four sectors of his brain and each method of teaching is able to positively influence on the development of a specific sector of the human brain. The process is presented in Figure 2:

The beta level is the process of active memorization through learning. For the development of this part of the brain, the case method is perfect. In the process of this method, the student actively memorizes information through research.

The alpha level is the level of deep relaxation that is activated by listening to the audio recording as in the audio-linguistic method.
The theta level is suitable for the development of the student's communicative abilities, since this level is not very active, but at the same time affects our communicative development.
The delta level is the least active phase of learning, as in the method known as "silent way", for example, where the student learns unconsciously.n recent years, the issue of the application of modern technologies in high school is becoming increasingly important. It is not only new hardware, but new forms and methods of teaching, new approaches to teaching foreign languages. The main goal is to show how technology can be used effectively in order to improve the quality of teaching foreign language, the formation and development of students’ communicative culture, training practical mastery of a foreign language.
The teacher's tasks are to create the conditions for practical language learning for each student, to choose such methods of teaching that would enable every student to show their activity, their creativity, to increase students' cognitive activity in learning foreign languages. The use of modern tools such as computer programs, Internet-based technologies, as well as cooperative learning and project technology can solve these problems.
Project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. Project method forms students' communication skills, culture, communication, the ability concisely and audibly formulate thoughts, be tolerant to the opinion of partners in communication and develops the ability to extract information from a variety of sources, to process it with the help of modern technologies. [1, c. 5]All these factors create language environment that - results in the appearance of the natural need to interact in a foreign language.
Project-based learning does not contradict the traditional ways of learning. It helps to activate students since most of them have an interest for new knowledge. Such kind of motivation - the desire to successfully develop theme of the project - is often stronger than the demands of parents and teachers to study hard in order to get excellent and good marks.
The main purpose of the use of this innovative approach is the ability to effectively master students' foreign communicative competence. It includes the following concepts: [6]
verbal competence is creating an opportunity of manifestation of communicative skills in all forms: listening, speaking, writing, reading, translation within a specific topic;
socio-cultural competence is the formation of ideas about the social and cultural specificity of the target language;
linguistic competence is students' acquisition of lexical units relating to the topic as a necessary basis for registration of speaking abilities;
educational and cognitive competence is the improvement of educational activity on mastering of foreign languages;
compensatory competence is formation of skills of overcoming difficult situations in a shortage of linguistic resources.The last question is probably the hardest to explain, maybe even to yourself.
Is it because that’s how you were taught? Is it because that’s how you were taught to teach? Or is it for some other reason?

Have you ever sat down and seriously thought about why you teach reading, writing, speaking, listening and culture the way you do?

If not, now is the time! And here’s why: If you know the history of how your subject has been taught, you’ll be able to choose the best methodological approach to teach your own students.
It’ll also give you the flexibility to change approaches when any one method fails to address your students’ needs at any time—even in the middle of a lesson!
So let’s get started with the main foreign language methodologies, and then consider how to choose the best for your particular classroom.Have you ever studied Latin? Ancient Greek? Sanskrit? Linear B? If so, you probably used the grammar-translation methodology. You read grammar rules, or they were explained to you; you translated sentences and later paragraphs from and into Latin; you read Cicero or Caesar or Vergil, and you translated the texts into English—which you probably read aloud in class. You also learned more complicated grammatical constructions through these readings and translations. Alas, you never learned to speak, although, to be fair, it would be hard to practice speaking when there are no more native speakers of these languages.
For the longest time, this was also the approach used for teaching modern foreign languages. An instructor in a teacher-centered classroom would explain a grammatical rule in the native language, translation exercises would follow, perhaps preceded by some fill-in-the-blank or verb conjugation or noun declension work. Speaking, when it occurred, was in the context of completing these exercises orally and might consist of only a word or a phrase. There was no attempt at “real” communication.
How might a grammar-translation classroom be set up? You give your students a brief passage in the target language; you provide some new vocabulary and give your students time to try to translate the passage. There would be some new material included in the passage, perhaps a new case, a new verb tense or a more complex grammatical construction. You explain the material to your students as you work through the passage with them. After, you give your students a series of translation sentences or a brief paragraph in the native language, and they translate it into the target language for homework.
Direct
The direct method, also known as the natural approach, is in many ways the opposite of the grammar-translation method. In this classroom, the native language is strictly forbidden, and grammar (grammatical explanation) is de-emphasized in favor of induction, where students are supposed to figure out rules for themselves. Students are encouraged to speak at all times, making this the ultimate in student-centered classrooms.
In theory, students would learn the foreign language naturally, as they learned their native language as a child, and automatic responses to questions would become instinctive. The focus would always be on natural language, and habit formation was the key to learning. When students made mistakes, teachers would gently correct them. When they used the language correctly, they were praised. In this way, students were supposed to be able to determine a grammatical rule for themselves.
While the ideas were interesting, in practice this was a short-lived theory due to the proven lack of success of teaching L2 grammar through induction and schools not being able to provide a fully immersed environment.
What might a direct method or natural approach activity be? It could be as simple as a teacher asking questions, with the students answering, either followed by correction or praise. It could be an instructor reading a passage aloud, giving it to her students, and then having them read it aloud, so that through repetition and correction, students would understand in the same way that children learn patterns through having their parents read to them. Or it could be asking students to write a paragraph in their own words, again with correction or praise to follow.

Audio-lingual

The theory behind audio-lingualism is that language learning requires learning habits. Repetition is the mother of all learning. This methodology emphasizes drill work in order to make answers to questions instinctive and automatic. New forms are first heard by students, with written forms coming only after extensive drilling. The language used for these drills is based on what is required for practicing the specific form; it might or might not be natural.
An example of an audio-lingual activity is a substitution drill. The instructor might start with a basic sentence, such as “I see the ball,” after which she holds up a series of pictures through which students substitute “ball” with each new picture. Another possibility is a transformation drill, where the instructor says, “I read a book,” which the students change into, “I don’t read a book.”
Immersion
Full Immersion is difficult to achieve in a foreign language classroom, unless you are teaching that foreign language in the country where the language is spoken, and your students are studying all topics in the target language. This would mean your students are truly immersed in the language as well as the culture for twenty-four hours a day.
For example, ESL students have an immersion experience if they are studying in an Anglophone country. In additional to studying English, they either work or study other subjects in English for a complete experience. Attempts at this methodology can be seen in foreign language immersion schools, which are becoming popular in certain school districts in the United States, and in bilingual education settings. The challenge with the former structure is that, as soon as the student leaves the school setting, he or she is once again surrounded by the native language.

An incredible way to help bring language immersion both to your classroom and to your students outside of school is with FluentU‘s online immersion program.

Every word is carefully annotated so that learners have plenty of support (if they need it). You can even click on a word to see how it’s used in other videos across the site. Perhaps the most interesting part of FluentU is its “learn mode,” which takes videos and turns them into language learning lessons. The lessons are fully personalized, so the student’s learning history is taken into account when presenting questions. FluentU’s algorithm sets students up for success by teaching them based on what they already know.Communicative
The communicative approach is the most widely used and most widely accepted approach to classroom-based foreign language teaching today, and in many ways, is a culmination of those approaches and methodologies that appeared before.
It emphasizes the learner’s ability to communicate various functions, such as asking and answering questions, making requests, describing, narrating and comparing. Task assignment and problem solving—two key components of critical thinking—are the means through which the communicative approach operates.
Unlike the direct method, grammar is not taught in isolation. Learning happens in context; detailed error correction is de-emphasized in favor of the theory that students will naturally develop accurate speech through frequent use. Students develop fluency through communicating in the language rather than by analyzing it.
A communicative classroom includes activities through which students are able to work out a problem or situation through narration or negotiation, and thus establish communicative competence. Thus some activities might include composing a dialogue in which the participants negotiate when and where they are going to eat dinner, creating a story based on a series of pictures or comparing similarities and differences between two pictures.
Task-based Learning
Task-based learning, a refinement of the communicative approach, focuses on the completion of specific tasks through which language is taught and learned. Language learners use the language that they know to complete a variety of assignments, acquiring new structures, forms and vocabulary as necessary.
Little error correction is provided. In this type of learning environment, three- to four-week segments are devoted to a specific topic: ecology, security, medicine, religion, youth culture, etc. Students learn about a specific topic, step-by-step, using a variety of resources, with each unit culminating in a final project such as a written report or presentation.
Activities are similar to those found in a communicative classroom, but they are always based around a single, specific theme.
Other Methods
Computer Assisted Language Learning (CALL) — There are a number of commercial products (Pimsleur, Rosetta Stone, the Michael Thomas Method) and online products (Duolingo, Babbel) which are generally used by independent language learners. These fall under the CALL method, though some—with careful preparation—have been used in tandem with traditional classroom instruction.
Reading Method — Sometimes graduate students or researchers will only need to learn how to read scholarly articles in a language, so they learn through the Reading Method, where enough grammar is taught to make it through a standard article in their field. Students do not work on speaking or listening comprehension; rather, they concentrate on building up a large reservoir of specialized vocabulary.
There are also a number of lesser-used and lesser-accepted methodologies, including:
Suggestopedia, where the learning environment is made as relaxed as possible so students’ brain are able to soak up language.
Community Language Learning, where the instructor serves as a counselor rather than as an instructor.
Language analysis/awareness, a retrograde approach that concentrates on analyzing language data sets instead of actively using language in the classroom.
Also, this approach forms informational competence which manifests the ability to work independently with reference books, find necessary information in various sources, and see links with other branches of knowledge. Moreover, project-based learning contributes to enhancing students' personal confidence, developing a "team spirit" and communication skills; providing a mechanism for critical thinking, the ability to find ways to solve problems and developing students' research skills.
Due to the growth of person's potential, skills and innovations we can apply project technology from the second grade. In my experience, there are many brilliant students, who want to know much more information; and while little children are interested in learning foreign languages we must use all these approaches in order to raise the quality of teaching. In my work I mostly use projects, role-plays and communicate approaches. When we speak about young children the projects can be like "My Family", the creation of a family tree, the story about a weekend day. It should be noted that parents are often involved in creating projects, because collaboration on a joint project results in convergence and communication. Amidst a wide variety of topics for research, my students are working on the following topics: "My Toy" (the second grade); "Seasons", "Food and drinks”, "Dress your doll" (the third grade); "My Motherland”, "The place we live in" (the fourth grade); "British and Kazakh traditions", "Great Britain", "How to save our planet", "The British way of life" (the sixth grade) and "Visiting Great Britain", tourist booklet "Astana" (the seventh grade).
The forms of project can change and become more complex depending on students’ age. For instance, in the 6th grade students create a guide to Great Britain. Each of them creates a single page, and then the pages are connected together. The cover of this brochure is trusted to students who can draw well. The teacher explains the purpose of the task to students. They have the right to propose their own project, if none of the suggested ones does not arouse their interest.
The work on the project can be carried out either individually or in groups. Working in groups, the participants of the joint project should distribute the roles and realize that success depends on the contribution of each participant. Project work begins in the classroom as a teacher-supervised activity. Projects may be short-term or long-term. Depending on the type, they can be presented at the next lesson, or at the final lesson. It is important to organize the work using project, creating the most favorable conditions for the disclosure and manifestation of the creative potential of the participants. In my experience, I organize post-project exhibition of the works, so that other students, parents and teachers should be able to see and appreciate the importance of this work.
Using project method in my work, I came to the conclusion that this method is very effective at generalization, consolidation and revision of educational material, especially in the organization of its practical application. For me there is a particularly appealing fact that project-based learning actively influences the motivation of student. [2] The work with the project - presentation encourages students to use computer technology. It should be noted that many students get their first experience in Power Point preparing for such kind of projects.
Project-based forms both improve the overall culture of communication and social behavior in general and give students the practical language skills.
As we managed to find out, in the 21st century we have various types of modern methods that are suitable for each individual student, depending on his abilities and level of development. The decision remains with the teacher.

References:

Yakovleva A. N., Melnichuk O. A. (Yakutsk, Russia) Motives for increasing the pedagogical competence of teachers and teachers of foreign languages. 2017, p. 160.
Pochinok T. V. (Gomel, Belarus) Assignments for Teaching Intercultural Communication. 2020, p. 150.
Shilova O. V., Grigorieva E. N. (Cheboksary, Russia) Development grammatical skills in individual teaching English at the intermediate stage. 2020. p 351.
Bonney, K. M. 2015. Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education. 2016 (1): p. 25.
Pavlov M. A., Grigorieva E. N. (Cheboksary, Russia) Diagnostics of the level of formation of information and cognitive competence of the multilingual personality of the student. 2017, p. 23.
Cook J.L Gethin, A., Mitchell, K., A New Proficiency in English, Blackwell, Oxford, 1967, p. 41.
Asher, James, Brainswitching, A skill for the 21st Century Sky Oaks Productions, Inc. Los Gatos,California, 1988, p. 246.