В настоящее время объектом активного изучения лингводидактики стало

Figure 5. Module teaching
 
Module Teaching 
Module – 1 
Module – 2 
Module – 3 
Module – 4 

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As we see in the Figure 5 the module is used as the means of 
FLT, including the program of teaching and learning activity, the 
bank of information and instruction for achievement teaching aims. 
Only the module can be used as a program of the individualized 
teaching and is intended for self-study (independent) learning.
The main features of module teaching are given below:
1. The content of teaching is presented in the completed 
independent blocks (module), acquisition of which is carried out 
according to the aims. 
2. Learners receive teachers’ instructions and advices in the 
written form. 
3. Learners work independently and organize their work 
according to the required goal, and the given plan.
4. During independent work students develop self-organizing, 
self-control and self-correction skills. 
The Module teaching has the following advantages: 
- Almost all the learners work independently to achieve the 
certain goal of teaching within cognitive activity and to consolidate 
knowledge on a certain theme. 
- Working independently learners can acquire the skills of self-
organizing activity, self-control and self-correction. They help them 
to see their achievements, their weak and strong points and 
overcome their gaps and shortcomings.
- The well-worked out teaching elements of the module allow 
students to develop critical thinking, and responsibility for the 
results of their cognitive activity, as well as regulate their time and 
behavior. 
We can point out the following difficulties of the Module 
design: 
1. Creation of the module program is a hard process and takes 
much time. 
2. It is impossible to use this method for any teaching material. 
For example, it gives less effect working in emotional, imaginative 
or descriptive teaching material. 
Learners’ activity in a module system of organizing independent 
work has some principal differentiations from a traditional system 

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of teaching. Within it the content of teaching is presented in separate 
modules as a bank of information and instructions of its application. 
Module teaching demands creation of the module program. 
Before constructing such a program a teacher should single out the 
main ideas of the course, formulate the main goal and select the 
content of ELT for each block.
The EL teachers should be aware of the main principles for 
constructing a module program. They are: 
1. A set of particular goals of teaching elements provides the 
achievement of each integrative goal of a module.
2. The basis of managing and monitoring of the process of 
acquiring knowledge and skills is a feedback. 
3. Teaching material must be presented in an accessible, laconic 
and expressive way and in the form of a dialogue. 
4. The structure of the module should be corresponded to the 
logic of this or that type of an educational establishment.
The succession of acquiring knowledge and skills by students 
must be taken into consideration, while working out a module 
program. It referrers to the following items: 
1. Perception is defined as “catching” of the learning objects.
2. Comprehension of knowledge occurs in the process of 
analytic-synthetic activity (analysis, synthesis and generalization).
3. Memorization is to cumulate knowledge in mind. There are 3 
types of memorization: 1) a primary memory. It is important for 
keeping a learned material in the mind for a long time; 2) 
involuntary memorization. It occurs in the process of operations 
with the subject of learning; 3) voluntary memorization. It is formed 
in the special organized conditions. 
4. Application of knowledge connected with involving learners 
into activity for solving problems, and transferring knowledge into 
different spheres. Acquiring material means to understand, 
memorize and learn it in different situations. 
5. Generalization of knowledge. It is the process of transferring 
knowledge from single to general. The primary generalization 
(during perception) connects with the forming of general 
representation of the subject. Local generalization (conceptual) 
related to inner core of the subject, in case students acquire its parts. 

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Thematic generalization means acquiring the system of concepts 
and final generalization presupposes acquiring the whole systems of 
concepts.
6. Systematization of knowledge proposes the process of 
regulation of the learned material in the system. 
The steps for constructing a module: 
1. Formulation of the integrative goals in each module. 
2. Entry testing to reveal the level of language performance and 
readiness of students for further study. 
3. Determination of the particular goals and creation the 
teaching and assessment elements in each module (tasks, algorithms 
of operations and actions (activities) for development subskills, 
skills and assessment). 
4. Creation of structural-logical schemes for summarizing of 
the teaching material. 
5. Creation of exit testing instruments. 
The structure of a module program is presented in the Figure 6.