should second language learning by adults be modeled on first language learning by children? One set of schools (eg, Total Physical Response, Natural Approach) notes that first language acquisition is the only universally successful model of language learning we have, and thus that second language pedagogy must necessarily model itself on first language acquisition. An opposed view (eg, Silent Way, Suggestopedia) observes that adults have different brains, interests, timing constraints, and learning environments than do children, and that adult classroom learning therefore has to be fashioned in a way quite dissimilar to the way in which nature fashions how first languages ??are learned by children. key distinction turns on the role of perception versus production in early stages of language learning. One school of thought proposes that learners should begin to communicate, to use a new language actively, on first contact (eg, Audio-Lingual Method, Silent Way, Community Language Learning), while the other school of thought states that an initial and prolonged period of reception (listening, reading) should precede any attempts at production (eg, Natural Approach).
2. Theoretical aspect of effective methods of teaching
2.1 The bases of teaching a foreign language
the given theoretical part of work it is necessary to pay attention on those basic statements in which the most essential parts of activity are reflected and generalized. That means the methodical principles underlying teaching.of teaching are understood as starting statements which determine the purposes, the contents, methods and the organization of teaching and are shown in interrelation and inter-conditionality. In our case principles are used to define strategy and tactics of teaching English language at all stages practically in each point of educational process.far as the result of teaching of pupils foreign language is formation their skills of using language as means of intercourse, the leading principle is the principle of a communicative orientation.main function is in creation of all conditions of communications: motives, purposes and problems of intercourse. The communicative orientation defines selection and the organization of language material, its situational conditionality, communicative value both speech and training exercises, communicative formulation of educational problems, organization and structure of the lesson. This principle assumes creation of conditions for speaking and intellectual activity of pupils during each moment of teaching [1; 22-23] .from the aforesaid teacher should follow the rules:
) Principle of communicative orientation
· Rule 1 - Selection of situations.
· Rule 2 - Recurrence and novelty.
· Rule 3 - Participation of everyone in intercourse.
· Rule 4 - Favorable conditions for intercourse.
· Rule 5 - Communicativeness of tasks.far as juniors have still insignificant experience of collective intercourse and they are taught not only to associate in English, but also to associate in general, teacher should provide the support on pupils realizing the models of intercourse in native language, realizing the communicative function of this or that language unit. Realization of this principle is carried out through system of cognitive problems, solving which children open laws of the native language.the basis of this realizing there is children s acquaintance with the form and functions of corresponding units of English language. from this, it is possible to plan some rules - following which allows realizing this principle in teaching and educational process.
) Principle of support on the native language:
· Rule 1. Display of generality between Russian and English languages.
· Rule 2. Formation of the common educational skills.
· Rule 3. Use of similarity and distinctions in the script.
· Rule 4. Use of similarity and distinctions in pronunciation.
· Rule 5. Uses of carry and avoidance of interference in teaching vocabulary and grammar.is established, that for each kind of speaking activity set of actions and even the lexical and grammatical registration [2; 34]. It has allowed formulating methodical principle of the differentiated approach in teaching a foreign language.the differentiation is carried out as though at different levels of generalization - precise differentiation is conducted in teaching:
· oral and written speech;
· speaking and listening;
· reading aloud and reading silently;
