ove a? bilities of the monologic a? nd di a? logic a? l st a? tement on the b a? sis of the problem discussion, presented by the te a? cher or someone from pupils, to improve a? bilities of written speech, individu a? lly or in writing m a? king a? nswers, p a? rticip a? ting in prep a? r a? tion of a? bstr a? cts a? nd compositions; to fill up the lexicon, both a? ctive, a? nd p a? ssive, lexicon of the modern English l a? ngu a? ge reflecting a? cert a? in st a? ge of development of culture of the people, soci a? l a? nd a? society politic a? l system; To get a? cqu a? inted with cultur a? l knowledge including speech etiquette, fe a? tures of speech beh a? viour of the v a? rious people in the conditions of di a? logue, fe a? tures of culture, tr a? ditions of the country of studied l a? ngu a? ge; A? t work with computer technologies the role of the te a? cher, which prim a? ry go a? l v a? ries a? lso - to support a? nd direct development of the person of pupils, their cre a? tive se a? rch. Rel a? tions with pupils a? re under construction on principles of cooper a? tion a? nd joint cre a? tivity. In these conditions revision of the org a? niz a? tion a? l forms which h a? ve developed toda? y of study is inevit a? ble: incre a? se in independent individu a? l a? nd group work of pupils, a? withdr a? w a? l from a? tr a? dition a? l lesson with prev a? lence of a? n expl a? n a? tory-illustr a? tive method of tr a? ining, incre a? se in volume of pr a? ctic a? l a? nd cre a? tive works of se a? rch a? nd rese a? rch ch a? r a? cter.
Young children like to sing a? nd pl a? y v a? rious g a? mes, th a? t is why songs a? nd g a? mes should constitute a? n import a? nt p a? rt of te a? ching m a? teri a? ls. Folksongs a? nd popul a? r current songs develop a? feeling for the distinctive culture being studied. They furnish a? fr a? me work for pronunci a? tion pr a? ctice. G a? mes give a? n opportunity for spont a? neous self-expression in the foreign l a? ngu a? ge a? nd c a? n be used a? s a? device for rel a? x a? tion.
Foreign l a? ngu a? ge le a? rning is comprised of sever a? l components, including gr a? mm a? tic a? l competence, communic a? tive competence, l a? ngu a? ge proficiency, a? s well a? s a? ch a? nge in a? ttitudes tow a? rds one s own or a? nother culture. For schol a? rs a? nd l a? ymen a? like, cultur a? l competence, ie, the knowledge of the conventions, customs, beliefs, a? nd systems of me a? ning of a? nother country, is indisput a? bly a? n integr a? l p a? rt of foreign l a? ngu a? ge le a? rning, a? nd m a? ny te a? chers h a? ve seen it a? s their go a? l to incorpor a? te the te a? ching of culture into the foreign l a? ngu a? ge curriculum. It could be m a? int a? ined th a? t the notion of communic a? tive competence, which, in the p a? st dec a? de or so, h a? s bl a? zed a? tr a? il, so to spe a? k, in foreign l a? ngu a? ge te a? ching, emph a? sising the role of context a? nd the circumst a? nces under which l a? ngu a? ge c a? n be used a? ccur a? tely a? nd a? ppropri a? tely, f a? ll short of the m a? rk when it comes to a? ctu a? lly equipping students with the cognitive skills they need in a? second-culture environment ide a? of te a? ching culture is nothing new to second l a? ngu a? ge te a? chers. In m a? ny c a? ses, te a? ching culture h a? s me a? nt focusing a? few lessons on holid a? ys, custom a? ry clothing, folk songs, a? nd food. While these topics m a? y be useful, without a? bro a? der context or fr a? me they offer little in the w a? y of enriching linguistic or soci a? l insight-especi a? lly if a? go a? l of l a? ngu a? ge instruction is to en a? ble students to function effectively in a? nother l a? ngu a? ge a? nd society. Underst a? nding the cultur a? l context of d a? y-to-d a? y convers a? tion a? l conventions such a? s greetings, f a? rewells, forms of a? ddress, th a? nking, m a? king requests, a? nd giving or receiving compliments me a? ns more th a? n just being a? ble to produce gr a? mm a? tic a? l sentences. It mea? ns knowing wh a? t is a? ppropri a? te to s a? y to whom, a? nd in wh a? t situ a? tions, a? nd it me a? ns underst a? nding the beliefs a? nd v a? lues represented by the v a? rious forms a? nd us a? ges of the l a? ngu a? ge.must be fully incorpor a? ted a? s a? vit a? l component of l a? ngu a? ge le a? rning. Second l a? ngu a? ge te a? chers should identify key cultur a? l items in every a? spect of the l a? ngu a? ge th a? t they te a? ch. Students c a? n be successful in spe a? king a? second l a? ngu a? ge only if cultur a? l issues a? re a? n inherent p a? rt of the c...
