В настоящее время объектом активного изучения лингводидактики стало

 
For reading: 
 
1. Alderson, C.J. Diagnosing Foreign Language Proficiency: 
The Interface between Learning and Assessment. Continuum. 2005. 
2. Bachman L., Palmer A. S. Language Testing in Practice. 
Oxford: Oxford University Press. 1996. 
3. Chappuis S., Siggins R. J. Classroom assessment for learning. 
// Educational Leadership. 2002. 
4. European Language Portfolio, Council of Europe. –Strasburg, 
2000. 
5. Fulcher G., Davidson F. Language Testing and Assessment: 
An Advanced Resource Book. –London: Routledge, 2007. 
6. MacNamara T. Measuring Second Language Performance. –
Addison Wesley Longman, 1996. 
7. Using the CEFR: Principles of Good Practice. – Cambridge: 
CUP, 2011. 
8. Ur P. A Course in Language Teaching. Practice and Theory. – 
Cambridge: CUP, 2003. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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IX. CLASSROOM MANAGEMENT 
 
Topics for discussion: 
 
1. Different view points on classroom management. 
2. Factors and features of class management. 
3. Instructional strategies for successful classroom management. 
Spark: 
 
1. Think of your previous language learning experience. To 
what extent were the lessons teacher-fronted and to what extent 
were they student-oriented? How did you feel about this? Discuss 
your ideas with your partner.
2. Discuss in the group: What do we mean by the classroom 
management? 
1. Different view points on classroom management 
Class management is one of the fundamental professional skills 
of the FL teachers. It is the ability to organize and inspire a class i.e. 
the learning activity of students. It is easy for teachers to do it if 
learners are motivated and they have interest for learning. If a task is 
adequate for learners they do it with interest and desire. 
The term “classroom management” is usually used by teachers 
and serves to organize a teaching process. It describes the teaching 
process and also is used to prevent the disruptive behavior of 
learners. If there is no such behavior of learners at lesson then 
lessons run smoothly. But the problems in this area arouse if a 
teacher is not well-prepared or has no experience in class 
management. Analyses of different view points on this problem 
show, that the monitoring or control of the process of teaching and 
learning at the classroom plays a very important role in achieving 
efficiency in teaching. 

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Some specialists stress that if a teacher loses control of the 
class then it will be more difficult for him/her to manage a teaching 
process. Others argue that the time a teacher has to take to correct 
misbehavior, caused by poor classroom management skills, results 
in a lower rate of academic engagement in the classroom. This 
shows that if classroom management is effective then it involves 
learners into active work and clear communication in classroom 
activities. Thus, much depends on teachers and how they are able to 
motivate learners and effective classroom management, used by 
teachers at the lesson, because classroom management is closely 
linked to motivation, discipline and respect. If teachers possess high 
authority in the class it will help them to manage the teaching 
process. So, the authority of a teacher is also one of the main factors 
related to classroom management. 
Another effective criterion of classroom management is a 
teacher’s personal knowledge regarding educational psychology. A 
large part of traditional classroom management involves behavior 
modification. So some teachers prefer to establish special rules of 
behavior at the beginning of a school year. 
In our point of view, such procedures and rules give students 
concrete direction and guarantee discipline and effective classroom 
management and teachers try to be consistent in enforcing these 
rules and procedures. But when these rules are not followed there 
appear negative consequences which cause difficulties in classroom 
management. So teachers spend much time to keep discipline in the 
classroom and this shows poor classroom management which leads 
to lower rate of learning. If learners are involved in active work by 
motivating and clear management skills they are inspired and show 
good and clear management behavior. This, of course, leads to good 
academic results in learning a foreign language.
Creating plentiful language atmosphere (environment) in the 
class is also one of the main factors in classroom management. 
When there is a favorable language atmosphere in the class, learners 
become active and show successful results on their own efforts. By 
creating such good language atmosphere a teacher gives learners a 
chance to express what they want and act freely without the fear of 
making mistakes and being laughed at by their classmates. This 

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involves them into active conversation. In other words, this 
transforms a classroom into learners’ community work of well-
behaved and self directed.