to do it we analyze about 12 lessons of 6 teachers. Analysis is based on the following criteria:
Usage of various pedagogical techniques during the lesson of English.
Psychological climate of the lesson, pupils style of communication.
Techniques which allow to keep up interest of pupils.with observation we use the interview to find out opinions of teachers on the following questions:
1. What educational technologies do you use during the lessons of English? What of them dominate?
2. What means are useful for making the process of teaching English more interesting?
3. Can you use a computer?
4. How often do you use a computer at lessons? To the analysis of the results of observations and teachers 'answers, we can affirm that the traditional educational technology is prevalent. It s indicated by 66% of teachers. Plays are conducted by 17% of teachers and the same situation with usage of informational computer technologies can be noted, 17%., The analysis of answers reveals that 40% of teachers are dissatisfied with common educational technologies, since they aren t always effective for realization of lesson s goals.to answers on the second question we can speak about absolutely different opinions. 50% of teachers believe that a variety of hardware such as educational films, presentations, training programs, Internet, new computer technologies in educational process, can really increase the interest of pupils. And the same amount of teachers 50%, are sure, that authentic or new textbooks lead to increasing of interest during the process of teaching English.to the third and fourth questions are necessary to clarify how widely new information technologies are used. It becomes clear that a great number of teachers can t use a computer at all 50%, 33% of teacher can use a computer but they aren t able to apply it in the teaching process, and only 12% of teachers say that they can use it in the process of teaching English.order to study the initial level of motivation of pupilss in the control and experimental groups, we use conversations with pupils about the leading motive of visiting English lessons.can divided into three main groups: firstly, some pupils need knowledge of English languages ??for higher education; secondly, some pupils have negative motivations such as fear of punishment if they will miss lessons and thirdly, some pupils don t attend English lessons regularly. Schematically, the results can be represented as diagrams 1 and 2.
Diagram 1 Motivation of learning English (control group 8 «А»)
2 Motivation of learning English (experimental group 8 «B»)
The second purpose of our research is to determine the effectiveness of teaching. It is estimated by us according to 3 indicators: linguistic competence, activity in communication process and during the whole lesson and preparedness with home task. Below we put criteria for these indicators:
1. Linguistic competence.
High level: fluent knowledge (corresponding to the level of the 8th form) of grammatical components of language, correct pronunciation of words, vocabulary allows to express their thoughts rather freely.level: In the grammatical, phonetic and lexical components of language minority of mistakes are acceptable, but only when the material is new or has higher level of complexity for pupils at this age.level: A great number of mistakes in the material, which has been previously studied, the usage of incorrect grammatical structures, poor vocabulary, frequency of incorrect pronunciation of words.
2. Activity in communication process and during the whole lesson
High level: A pupil participates during the lesson, using as much knowledge of English, as possible. He is able to improvise, pays attention to speech of other in order to take part in all discussions.level: A pupil is involved in the work during the lesson, but rather often he can t continue to be active all the time because of misunderstanding of some phrases and as a result his level of activity gradually goes down .: A pupil can hardly understand teacher and his classmates, he doesn t follow the situation and that s why it leads to the minimum of activity and participation during the lesson.
3. Preparedness with hometask.
High level: Pupils are always ready with their hometasks, which are made perfectly, without any mistakes. Moreover, creative works contain more volume, than it s obligatory .: Pupils do hometask regularly, but from time to time mistakes can be found. Creative works suit obligatory volume.level: Pupils are not ready with their hometasks very often or ...
