the organization of teaching pupils, carried out by the latter through the decision of set of the specific targets which are bound up with cogitative operations and perception by sense organs. Modes as well as methods are structural-functional components of mutual action of teacher and pupil. But if the method names the basic, dominating activity mode is bound up with the concrete action making essence of formed speech activity [1; 52]. Is very important, that modes which are applied by the teacher, let pupils solve tasks, and not just demand simple storing. And also it is necessary, that the pupil not only reproduces speech unit, but also creates his own «speech product», i. e. he can construct the statement in connection with a communicative problem facing to him, using units of language.
1.2 Effective technologies of teaching a foreign language as a second
Constructivist teaching strategies of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.to Audrey Gray , the characteristics of a constructivist classroom are as follows:
* The learners are actively involved
* The environment is democratic
* The activities are interactive and student-centered
* The teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous
Examples of constructivist activities
Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas [1]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:
* Experimentation: students individually perform an experiment and then come together as a class to discuss the results.
* Research projects: students research a topic and can present their findings to the class.
* Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
* Films. These provide visual context and thus bring another sense into the learning experience.
* Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods. {1}
Role of teachers
In the constructivist classroom, the teacher s role is to prompt and facilitate discussion. Thus, the teacher s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.Jonassen identified three major roles for facilitators to support students in constructivist learning environments:
* Modeling
