В настоящее время объектом активного изучения лингводидактики стало

For reading: 
 
1. Armstrong T. Seven kinds of Smart: Discovering and Using 
your Natural Intelligences. – New York: Plume/ Penguin, 1994. 
2. Cristison M.A. Teaching and Learning Language through 
Multiple Intelligences// J. TESOL. 1996. Autumn. – Pp.10-14. 
3. Gardner H. Frames of Mind: The Theory of Multiple 
Intelligences. – New York: Basic Books, 1983. 
4. Gardner H. Multiple Intelligences: The Theory in Practice. – 
New York, 1993. 
5. Garner H. Who Own Intelligence? // The Atlantic monthly. 
February 1999. – Pp.67-76. 
6. Lazear D. Seven Ways of Teaching: The Artistry of Teaching 
with Multiple Intelligences. – Arlington Heights, IL: Skylight 
Publishing, 1997. 
 
 
 
 
 
 
 
 
 
 

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IV. MODERN TRENDS IN FL TEACHING AND 
LEARNING 
 
Topics to be discussed: 
 
1. Learner-centered teaching. 
2. Community language teaching and learning. 
3. The core of the Interactive methods in FL teaching and 
learning. 
4. Inductive teaching and learning.
5. The Whole-language approach. 
 
Spark: 
 
1. What modern technologies do you know? 
2. What do we mean by the term trend? 
 
1. Learner-centered teaching
Many of scientists deal with the technologies of teaching as one 
of the ways for realization of the learner-centered approach, thanks 
to which the learners become the active creative persons in the 
teaching process.
In learner-centered teaching, we center our planning and 
teaching around needs and abilities of the learners. The main idea 
behind the practice is that learning is the most meaningful when 
topics are relevant to the learners’ lives, needs, and interests and 
when the learners themselves are actively engaged in creating, 
understanding, and showing the interest in knowledge. Learners will 
have a higher motivation to learn when they feel they have a real 
stake in their own learning. Instead of a teacher being the sole, 
infallible source of information, then, the teacher shares control of 
the classroom and learners are allowed to explore, experiment, and 
discover on their own. The learners are not just memorizing 

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information, but they are allowed to work with and use the 
information alone or with peers. Their diverse thoughts and 
perspectives are necessary input to every class. The learners are 
given choices and are included into the decision-making processes 
of the classroom where focus on options, rather than uniformity, 
takes place. Learners are treated as co-creators in the learning 
process, as individuals with ideas and issues that have diverse 
attention and consideration. 
Thus the core of this approach gives maximum initiative to 
students during the lessons. Such approach contrasts to the 
traditional lesson. The centre of teaching transfers to students and 
the main goal of a teacher is to open the students’ resources, i.e. 
their potential.
The differences of this approach from traditional can be 
presented as follow: 
1. Goal – to develop learners’ activity and create the appropriate 
environment to motivate their self-development.
2. Teacher’s activity – a teacher is an organizer of teaching and 
learning activity where the learners are the independent searchers.
3. Learners’ activity – a learner is the subject of a teacher’s activity, 
where a learner initiates the activity him/herself.
4. Interaction “teacher – learner” – a teacher organizes the work 
with all the learners and creates the environment for each learner’s 
development.
During the creation of the model of teaching within this 
approach we should take into consideration other approaches 
suggested by I.S. Yakimanskay, G.K. Selevko, Sh.A. Amonishvili: