Interactive Methods of Foreign Language Teaching at a Law School (on the Example of English Language) Текст научной статьи по специальности «Языкознание и литературоведение»

УДК 811.1

ББК 74.48

INTERACTIVE METHODS OF FOREIGN LANGUAGE TEACHING

AT A LAW SCHOOL (ON THE EXAMPLE OF ENGLISH LANGUAGE)

Kalinina, M.G., ORCID ID 0000-0002-4930-0018, Saratov State Law Academy, 1, Volskaya

Str., Saratov, 410056, Russia, [email protected]

Kaminskaya, E.V., ORCID ID 0000-0002-8720-2558, Saratov State Law Academy, 1, Volskaya

Str., Saratov, 410056, Russia, [email protected]

Kudryashova, S.V., ORCID ID 0000-0003-4260-0306, Saratov State Law Academy, 1,

Volskaya Str., Saratov, 410056, Russia, [email protected]

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Sakovets, S.A., ORCID ID 0000-0001-5154-7629, Saratov State Law Academy, 1, Volskaya

Str., Saratov, 410056, Russia, [email protected]

The authors of the article aimed at identifying organizational and methodological conditions for

using interactive methods of teaching a foreign language in a law school. Research methods:

analytical method (analysis and generalization of scientific and pedagogical literature),

empirical method (observation and analysis of work experience). The article presents modern

technologies used by the authors in their practice of teaching a foreign language at a university:

brainstorming, case-method, method of cooperative learning, role-playing games, interviews,

trainings; a method of conducting classes using these technologies is proposed. A purpose of

interactive methods of teaching a foreign language is to acquire knowledge, skills and abilities at

a level appropriate to student’s individual characteristics, to develop independence, to promote

interpersonal relationships, to stimulate social skills, to develop creative thinking, to encourage

student’s responsibility in the learning process. The activities presented in this article should

also be transferred to other contexts. That is why this article can be useful for many readers.

Key words: foreign language in the field of law, interactive teaching methods, motivation,

interaction.

ИНТЕРАКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ ИНОСТРАННОМУ

(АНГЛИЙСКОМУ) ЯЗЫКУ В ЮРИДИЧЕСКОМ ВУЗЕ

Калинина Марина Георгиевна, кандидат филологических наук, доцент, доцент кафедры

иностранных языков, Саратовская государственная юридическая академия,

[email protected]

Каминская Екатерина Валерьевна, кандидат социологических наук, доцент, доцент

кафедры иностранных языков, Саратовская государственная юридическая академия,

[email protected]

Кудряшова Софья Владимировна, кандидат филологических наук, доцент, профессор

кафедры иностранных языков, Саратовская государственная юридическая академия,

[email protected]

Саковец Светлана Александровна, кандидат филологических наук, доцент, доцент

кафедры иностранных языков, Саратовская государственная юридическая академия,

[email protected]

Авторы статьи ставили перед собой цель выявить организационно-методические условия

применения интерактивных методов обучения иностранному языку в юридическом вузе.

Методы исследования: аналитический метод (анализ и обобщение научно-педагогической

литературы), эмпирический метод (наблюдение и анализ опыта работы). В статье

представлены современные технологии, применяемые авторами в практике преподавания

иностранного языка в вузе: мозговой штурм, кейс-метод, метод кооперативного обучения,

ролевые игры, интервью, тренинги; предложена методика проведения занятий с

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использованием данных технологий. Целью интерактивных методов обучения

иностранному языку является овладение знаниями, умениями и навыками на уровне,

соответствующем индивидуальным особенностям обучающегося, развитие

самостоятельности, содействие межличностным отношениям, стимулирование

социальных навыков, развитие креативного мышления, поощрение ответственности

обучающегося в процессе обучения.

Ключевые слова: иностранный язык в сфере юриспруденции, интерактивные методы

обучения, мотивация, интеракция.

Introduction

Communication, defined as a semantic aspect of social interaction – is an

interdisciplinary concept, an object of study of natural science, scientific and

technical and socio-humanitarian disciplines. Communication necessarily implies

existence of goals. The following communication functions are distinguished:

managerial, informative, and phatic (related to establishing contacts). According to

the ratio of these functions, messages are conditionally distinguished: motivational

(persuasion, suggestion, order, request); informative (transmission of real or

fictional information); expressive (arousal of emotional experience); phatic

(establishing and maintaining contact). In communication, the main thing is

information exchange in society through different channels using various

communication tools, both in interpersonal and mass communication. Means of

communication include: speech communication (verbal communication), non-

verbal communication, material and symbolic (products of production, fine art,

etc.). The authors of the article aimed at identifying organizational and

methodological conditions for using interactive methods of teaching a foreign

language in a law school, revealing possibilities of implementing the analyzed

methods of work in the framework of a webinar, studying and analyzing available

theoretical literature on modern methods of teaching foreign languages aimed at

joint active work of students, summarizing the data obtained on the basis of using

modern methods of teaching foreign languages in practice.

Basic concepts of the linguistic theory of communication are:

communication, speech activity, information, information exchange, and

communication space. The key to successful interaction, mutual understanding

and cooperation of subjects of communication in a foreign language is

development of communicative competence in the classroom. Communicative

language competence, in its linguistic, sociolinguistic and pragmatic aspects,

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allows to carry out activities using proper language tools. A communicative

activity involves implementation of communicative competence in the process of

perception and/or generation of one or more texts in order to solve a

communicative problem of communication in a particular field of activity [1].

Professional communication involves a meaningful process of interaction,

mutual influence in order to exchange information, achieve understanding on

certain issues, and develop contacts. Formation of professional communication

skills in a foreign language at a law school is aimed at developing skills of written

and oral business communication in a foreign language, mastering basics of

specialized translation of legal texts. This is the development of the ability to use

foreign language legal terms, cliches and syntactic means of communication that

are characteristic of legal texts in a foreign language correctly and in accordance

with the situation. Students should be able to use reference literature, foreign-

language templates of official letters, cliches and expressions for making

annotations and abstracts, for conducting discussions, and techniques for writing

abstracts and highlights of oral presentations.

Requirements for a future specialist are to think critically on your own, to be

able to generate new ideas, to think creatively. Communication skills, the ability

to work in different social groups, the ability to recognize our emotions and the

emotions of other people and manage them, form judgments and make decisions

focused on the client, negotiate, the ability to overcome conflict situations are the

essence of key skills of future lawyers.

The authors of the article studied and analyzed the available theoretical

literature on modern teaching methods aimed at joint active work of students in

the framework of regular classes as well in the digital environment. The need to

develop and implement modern methodological technologies in the process of

teaching foreign languages at a law school, designed to form the skills of speech

communication, social interaction, search and critical analysis, and information

synthesis, both in the framework of offline training and in the framework of a

webinar, has determined the relevance of the scientific article.

1. Personal-activity and learner-centered approaches to teaching a

foreign language

The basis of teaching foreign languages is recognized as personal-activity

[12] and learner-centered approaches [6]. Organization of educational material,

use of certain techniques, methods, exercises, etc. should be refracted through the

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prism of a student's personality – his/her needs, motives, skills, activity,

intelligence, and other individual psychological characteristics. A learner-centered

approach focuses primarily on a cognitive activity of the students, on development

of their individual abilities, creative and reflexive abilities. Priority is given to an

independent process of learning and using a foreign language in various situations

that require the student to be active, independent, and able to work with

information. Cooperative learning and project-based learning allow to involve the

student in an active cognitive and communication process, as well as demonstrate

real situations of using a foreign language in the field of law.

Motives and goals of the student are the essence of a personal-activity

approach, which assumes that the student himself is at the center of training.

Based on interests of the student, level of his knowledge and skills, the teacher

determines an educational purpose of a lesson; forms and directs the educational

process in order to develop the student’s personality. Within the framework of the

personal-activity approach, it is necessary to consider national, gender-age,

individual and psychological, and status characteristics of students. Main features

of the activity type of teaching foreign languages are manifested by the

communicative orientation of teaching a foreign language. The practical

implementation of the activity approach in teaching foreign languages, particularly

English, is that communication training should occur during the execution of

productive work – to listen to foreign speech, to read texts, to write and to speak,

where all these activities are considered as a way to solve students’ personal

problems and important tasks.

The specifics of the subject "Foreign Language" is due to the peculiarity of

its study, namely, outside the conditions of everyday real communication, it is a

language that is not the natural means of communication, so the use of interactive

methods based on the principle of interaction, dialogue, is designed to facilitate

understanding of the subject and increase the motivation for its study. Interaction

in the classroom, namely the interaction between the student and the teacher,

between the student and the material, between the students – is an important factor

in the pedagogical process [9: 26]. Such multi-sided communication gives an

opportunity to reveal the personal potential of the students, to express themselves

and learn to use a foreign language practically. The use of interactive training

methods contributes to the involvement of almost all students in the process of

learning, cooperation and collaboration. In this case, the dominance of any

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participant in the educational process is excluded. Through interactive learning,

students learn to think critically, solve complex problems based on analysis of

circumstances and relevant information, weigh alternative opinions, make

thoughtful decisions, participate in discussions, and communicate with other

people. This is the maximum approximation of the learning process to real

communication.

Interactive training methods are aimed at active interaction of students not

only with the teacher, but also with each other. The teacher ceases to be the central

figure, the teacher only regulates the process, gives tasks, answers questions,

formulates the goals of the lesson, controls the time, the process of mastering the

material and completing the task. The goal of interactive learning is to create

social interaction between students and create favorable conditions for the learner

to feel successful and intellectually competent. This goal is achieved by means of

the following tasks: increasing motivation for learning; effective assimilation of

educational material; independent search by students for ways and options for

solving the set of educational task, answers to complex theoretical questions;

ability to work in a team, formation of life and professional skills, development of

critical thinking.

2. Internet technologies in foreign language teaching

We would like to look at some methods and techniques that can be used when

teaching a foreign language at a law school. Social networks (platform, online

service, and website) are an opportunity to build, reflect, and organize social

relationships on the Internet. Web 2.0 technologies have the following distinctive

features: "individual production and user-generated content; use of crowd power,

huge amounts of information, complicity architecture, network effects, openness"

[11: 11].

2.1 The didactic properties of social network

The didactic properties of social network services include interactivity,

creativity, accessibility, and sociality. There are undeniable advantages: openness,

the possibility of self-realization and self-expression, decentralization. Social

networks promote individualization, but not isolation; flexibility in solving

problems, developing your own tasks; evaluating your real language needs;

avoiding overload (the computer manages operations and allows the student to

focus on the most important things); monitoring results, collaboration between

students, and so on [4:126].

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According to Titova S. V., this is "a qualitatively new understanding of

interactivity: from clicking links between sites to creating your own resources and

being able to share them with other users" [11: 14]. The social networks (e.g.,

Facebook, VK) can therefore be used in addition to traditional distance learning

platforms as a place for collaborative learning, because they go beyond a personal

social network. Natural communication occurs when learners have a reason to

communicate [5] for example, to share cultural works on a common "wall" and

comment on them. This type of exchange can provide an opportunity to

experience new ways of using language, and perhaps explore situations less

formal than in classrooms, to discover a range of language and cultural codes

when receiving and reproducing information [8]. The role of the teacher in this

case is to teach students to filter the flow of information and communication and

to avoid unnecessary and excessive communication.

Writing skills can be developed with the help of social networks. They have

high didactic capabilities, as students can practice writing skills in personal

correspondence with foreign peers, when creating greeting cards, business letters.

They can participate in discussions and leave their comments in a foreign

language, participate in contests offered by various communities on social

networks.

Social networks can be a reliable source for developing reading skills.

Different types of tasks can be used to teach reading through social networks.

Students have the opportunity to read news, read blogs in English and participate

in discussions. The promotion of writing and reading to the first positions on the

criterion of the effectiveness of development in social networks is due to the fact

that communication in social networks is mainly written, making them a

convenient means of developing the skills of these types of speech activity. Social

networks are a good platform that, along with opportunities for developing

communicative competence, provides opportunities for solving a number of

educational tasks:

 managing the learning process: social networks are an effective tool to

help teachers and students stay in touch;

 individualization of the learning process: social networks allow students

to complete tasks anywhere, at any time;

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 organizing the learning process: in a group in social networks, you can

continue the discussion that started in the classroom, and publish tasks for

students;

 increasing motivation to learn a foreign language: social networks can be

used as a platform for preparing and conducting projects, organizing quizzes and

contests, and conducting surveys.

The use of social networks contributes to the implementation of a personal-

activity approach, the principle of individuality, increasing motivation to learn a

foreign language, as well as reducing stress due to fear of making a mistake.

The use of digital games for educational purposes should exclude the context

of the learning environment. The students change status by becoming a player, and

it is possible, at least in part, to make them forget about serious content if they get

carried away and, consequently, moves into a playing position. The main

advantage is to awaken their motivation and give them the opportunity to accept

failure as a loss in the game, and not as mistakes from a linguistic point of view.

Today, you can find educational sites on the web that use the capabilities of

forums and blogs, allowing students not only to communicate with each other, but,

above all, to communicate with native speakers. This practice gave rise to the

concept of "didactique invisible", developed by Olivier [7]. Olivier notes that the

speech of students, realized in a communication environment close to real life, but

which takes place in a simulated communication situation, strongly depends on the

context of the group and the presence of the teacher. After all, the recipient is not

an imaginary interlocutor, but the teacher really listens or reads the message and

evaluates it. The Babelweb project reflects the concept of "didactique invisible"

and offers students the opportunity to publish texts and interact outside the

classroom.

2.3 Video platforms as an educational resource

The videos seem to be perfect for bringing an authentic (foreign) language to

the classroom and giving an idea of the current language usage. In their private

lives, students can now access a large range of videos on commercial video

platforms such as YouTube, as well as on educational servers, in media libraries,

or on individual teachers' private platforms. Educational videos designed to teach

languages are determined by the student's communication needs and foreign

language learning skills. Depending on the area of competence, the student's

attention is directed and supported, for example, by subtitles, or by subsequent

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exercises with filling in gaps. Based on the analysis of the literature and our own

Internet research, we can identify some learning styles for the context of a foreign

language, implemented in various video formats for different age groups:

1. Dialogue and subsequent videos;

2. Text videos by topic;

3. Animated grammar;

4. Explanatory videos;

5. Game videos – games.

Videos in which language skills are practiced in a playful way range from

videos created privately with PowerPoint, for interactive vocabulary

memorization, to serious games, second lives, and learning with an avatar. The

linguistic skills that need to be used in the context of such virtual storytelling can

be transferred to real-world contexts. To help the main characters, not only

situational vocabulary is read or written, but also everyday texts, such as emails,

applications, or resumes. Thus, the elements of the game are linked to vocabulary

and grammar exercises. Areas where specific improvements in foreign language

skills can be recorded also relate to cultural and social aspects.

3. Interactive methods and techniques used in teaching a foreign

language at a law school

Brainstorming is an operational way to solve a problem, in which participants

are asked to express the maximum number of solutions to the problem, even

fantastic ones. Brainstorming is one of the most effective ways to stimulate the

logical thinking of future lawyers. Students are invited to make amendments to the

Constitution, two or three new proposals. They offer their own solutions to the

existing problem. All ideas of students are accepted for consideration. They can be

real and fantastic, funny and difficult to accomplish. They are fixed either by the

teacher or by one of the students. This method allows students to relax and dream,

get a high assessment of their abilities, which increases their activity and

motivation to learn.

The next learning technology that we would like to talk about is "case-study"

(learning by using specific training situations). The immediate goal of the case-

study method is to analyze the situation that arises in a particular situation by joint

efforts of a group of students and develop a practical solution. The end of the

process is to evaluate the proposed algorithms and choose the best one in the

context of the problem. The case-method integrates technologies of developing

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training, including procedures for individual, group and collective development,

and the formation of diverse personal qualities of students. It concentrates

significant achievements of the technology of "creating success". It provides for

activities to activate students, stimulate their success, and emphasize the

achievements of students. It is the achievement of success that is one of the main

driving forces of the method, the formation of stable positive motivation, and the

increase of cognitive activity.

The case method consists of three stages. At the first stage, students try to

find the essence of the problem and specific ways to solve it. At the second stage,

students exchange opinions in small groups, and then there is a group discussion

under the guidance of the teacher. The peculiarity of the technology is that the

teacher does not give a qualitative characteristic of the answers – any statement is

perceived as acceptable. The use of this technology contributes to the activation of

the educational process and is also an effective means of forming the cognitive

and language capabilities of students [3:226]. Working with cases creates different

professional qualities for students. There are the following abilities, among them:

the ability to work with information, to decide, to quickly respond to information

received, to work in a team.

Role game is playing out pre-modeled life situations in the interests of

mastering their behavioral or emotional side. Students are divided into groups of

several people and choose certain roles for themselves. The advantage of this

method is that it allows you to feel genuine emotions and experience certain states,

which will undoubtedly arouse even more interest and motivation to learn. As

role-playing games, you can play scenes of trials, excerpts of detective stories, or

scenes from the history of Great Britain and other English-speaking countries. In

such a game form, it will be easier and more interesting for students to apply the

studied lexical and grammatical material in practice, which is the goal of training

in general.

In turn, this form of learning as “interview” can be designed in the form of

documentary interview allows you to participate in the creative process of

creating a mini video, interview of opinions (it can be an exchange of opinions

and facts), interview – "press conference", with the obligatory roles, study

grammar topics Wh– questions formation and the introduction of essential

communicative cliche.

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Pedagogical technologies that reflect a learner-centered approach include:

small group learning (cooperative learning), project method, multi-level learning,

"student portfolio", individual and differentiated approaches to learning [7].

The main objectives of cooperation learning are to involve each student in an

active cognitive process, to develop social interaction skills, social adaptation of

students, to form and develop communication skills and intellectual skills of

critical thinking.

Students in small groups should learn to think independently, empathize,

collaborate, find mutual understanding with classmates, adequately perceive

criticism, develop thinking, plan a specific work in detail, step by step, provide

results, and maintain documentation/protocol. This method provides the learners

the opportunity to learn from their classmates, to show their strengths, contributes

to the development of inner potential of the student, their independence, formation

of readiness to work in a team in terms of division of labor, willingness to take

responsibility for decision-making. As part of the lesson, students in small groups

may be asked to create a dictionary of legal terms and present their results to the

audience; based on the text, conduct a role-playing game, using the material of the

text and words and expressions for discussion.

The cooperative learning method promotes active interaction between

students of different abilities and levels of training, as well as stimulating

individual learning in small groups. The training group can be divided into

heterogeneous groups of 3-5 people (by the level of training). Each small group

receives one task, which is a sub-task of the general one that the whole group is

working on. For example, a common task is to compare the activity of the

Prosecutor's office in Russia and in the UK, and sub-job is: to list the job duties of

the Prosecutor in Great Britain and Russia arising from the regulations, the tasks

of a notary and a lawyer, etc. In the result of joint work of small groups is

achieved by the solution of the overall task.

Students may be asked to act as journalists who write articles about the UK's

constitutional bodies. They are organized in groups of 4-6 people to work on a task

(tasks performed by a particular constitutional body). Each member of a small

group finds material in its own part. Then students who study the same question

but are in different small groups meet and share this information as experts on the

subject. This is called a "meeting of experts". Then they return to their small

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groups and teach everything new that they have learned from other members of

small groups.

The group form of training allows to use almost all students during classes.

The disadvantages of this method include, in particular, the inability to control the

contribution of each group member to the solution of a particular problem,

difficulties arising in connection with the multi-level training of students,

interpersonal conflicts.

The necessary prerequisites for the organization of work in the group are:

dividing students into groups (for example, by random selection, by interests),

distribution of roles in the group (such as leader/coordinator, secretary, speaker,

timekeeper), clear wording of the proposed tasks, reporting forms, provision of

necessary materials, evaluation criteria.

There are four phases of training sessions with the use of cooperative

learning (group work): preparation phase: choosing a topic for working in a group,

a clear formulation of the task, determining the level of training of students, the

principle of division into groups. The lesson phase includes certain rules set by the

teacher that students follow, the distribution of roles in the group, the presentation

and evaluation of results (written report, exercises, expert interviews, collages,

presentations, and discussions). The reflection stage suggests discussing the results

achieved and analyzing errors.

Group exercises allow to activate speech activity. The conscious use of

various types of group exercises allows the teacher to plan the lesson more

purposefully, avoid monotony and uniformity in the form of exercises, maintain

the interest of students in learning a foreign language, provide motivation for

speech and contribute to the activation of educational activities.

Training, as a teaching method, from a methodological point of view, is a

type of interactive training within the framework of a personal-activity approach

that reproduces situations of social interaction and assumes an active impact on

the student. Training technology is implemented in practice through the

development of various skills of foreign language communication, stimulating

educational and cognitive, intellectual, communicative, professional needs of

students, as well as mastering communication techniques and means of their

implementation – both verbal and non-verbal.

For example, training "Interview for a job in a law office". The purpose of the

training is to develop the skills of passing an interview for a job, to get the skills of

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answering various questions, both professional and general ("Why did you choose

our office?", "What career do you want to make in law?", "What salary would you

like to have?"). Thus, the use of training contributes to the socialization of the

student's personality, the formation of cooperation skills, the ability to make

decisions, etc.

As part of the study of the topic "Written business communication of a

lawyer", future lawyers should study the features of numerous official documents:

a business letter, a Protocol, a report, a certificate, a report and an explanatory

note, an act, a statement, a contract, etc.

One of the main methods for solving this problem is the "business

correspondence analysis method". The use of this method is organized for

microgroup work of students. For each group, the teacher prepares identical

packages of documents related to the activities of a particular justice body,

enterprise, institution, or its division. Moreover, the folder can include documents

that are necessary to solve the problem, as well as unnecessary documents that are

not relevant to the case. The folder contains letters from third-party organizations,

memos from the heads of related or subordinate departments, from specialists;

outgoing letters prepared for signature; reports and even private documents that

are not related to the case or beyond the competence of this employee. Each micro

group acts as a decision-maker – judge, lawyer, juror, head of the legal

Department, etc. Students should be offered a solution to the problem that is

correct both from the legal point of view and from the point of view of the rules of

business communication [10:207].

3.1 Reading as an interactive process

The interactive process, according to modern concepts, can also represent

reading, which is expressed in decoding words and recreating the meaning. This is

a cognitive process in which the student asks questions, makes assumptions and

conclusions about the studied written texts.

According to Umberto Eco, it is impossible to understand and translate a text

using only syntactic and semantic knowledge, without considering its cultural

nature. Understanding is the result of collaboration between the learner's

knowledge and the text. As part of the methodology for teaching reading in a

foreign language, "collaboration" should be an "interaction" between the student's

cultural competence in the native language and the text in a foreign language. This

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competence, acquired in the native language, will allow you to overcome language

difficulties in reading a text in a foreign language [2].

Texts are important resources in teaching a foreign language in the field of

law. The teacher should encourage students to practice reading in order to ensure

understanding of written language. Reading is the interaction between the text and

the learner, and the learner gradually becomes an active reader who discusses,

criticizes, and is able to produce written texts by himself. Reading exercises

allows to master the written language and provide an understanding of the codes

and cliches inherent in various genres. During the course of reading, students learn

genres and types of texts, forms of writing and expression, the use of adjectives,

verb tenses, grammatical rules, various uses of words and their use in context.

As the student reads legal texts, he or she accumulates intertextual

competence, which allows them to successfully overcome linguistic difficulties in

understanding the legal text. The experience of reading various types of legal texts

allows him to anticipate and make assumptions about the meaning of the text.

The method of gradual disclosure of meaning implies the definition of the

known element, which is the starting point in expanding the understanding of the

global meaning of the text. The method of detecting visual signals, for example, in

the press, allows to anticipate the content and fill in gaps.

We offer four stages of working with text in the audience. At the first stage,

the teacher must direct and activate the learner's knowledge of the content of the

text. This is a preliminary stage. The second stage should also take place before

reading and consists of a cursory review of the text. This is an observation or hint

that allows you to understand the meaning. The third step is reading for a specific

purpose, which leads to motivation, understanding the content, but there is no

evaluation. At the fourth stage, the interaction between the learner's knowledge is

consolidated. This also promotes interaction between students, because most of the

time the teacher makes them respond verbally, discuss, and exchange opinions.

The students should be active while reading, but in a language class, they

often become passive and just listen to the teacher. Especially in numerous classes,

the students do not take part in the learning process, it is difficult to express their

thoughts. In this case, students need a learning environment in which they can

share their skills with their classmates, participate in the learning process, and

more easily express themselves in relation to individual work.

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The text is an important tool for improving oral speech skills, as it contains

the subject of discussion, language tools necessary for the formation or

formulation of thoughts. However, it is advisable to use an audio text instead of a

printed text as a more natural communicative justified content basis for the

development of expressive oral speech. Thus, listening is a means of learning to

speak.

Working on an audio text involves the following steps:

1) performing pre-text tasks;

2) listening to text;

3) performing post-text tasks that include

4) getting into speaking and further developing your speaking skills; the goal

of the tasks is to control the understanding of what you have heard.

At the first stage of work, pre-text tasks are performed. For example,

preparation of sociograms in the “micro-group”, which motivate students, introduce

a theme, activate knowledge. It is possible to give illustrations. With the help of

illustrations, the situation presented in the audio text is visualized. Probabilistic

forecasting and language guessing exercises are also useful at this stage.

At the second stage, the text is listened to twice with pre-installation:

a) listen to the text and convey its main idea;

b) listen to the text again, try to understand its content in detail.

At the third stage, post-text tasks are performed, which make it possible to

make sure that the content of the text is correctly understood in detail: listen to the

sentences, clarify or correct the statement according to the listened text; use

phrases that express agreement or disagreement.

In case of interrelated training, it is advisable to use combined tasks that

contribute to the development of both listening and speaking skills. For example:

make a plan of the text you listened to in the form of questions, and then, using the

questions you made, ask your neighbor about your university; imagine that you are

a guide, and tell the tourists about the Saratov State Law Academy, etc.

Conclusion

Under the traditional method of teaching foreign languages, only active

students win, which does not contribute to the academic and social development of

students. They find it difficult to understand and cannot discuss, express

themselves, or exchange ideas in a similar learning situation. Today we are

moving to a "dynamic" approach in teaching/learning, where students become

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more active, responsible for their learning and able to use their knowledge in the

learning process.

The priority of concentration on the student has long been at the heart of the

methodology of teaching foreign languages. Co-education encourages active

learning of students who are grouped in small heterogeneous groups. This method

promotes support and mutual assistance among students who are motivated to

achieve a common goal. It is noted that students learn better, succeed more,

develop teamwork skills and enjoy learning together.

The advantage of interactive methods is that they arouse students' interest,

give them the opportunity to participate actively in the educational process,

express their own opinion, create and fantasize.

Group learning contributes to the process of self-discovery, self-realization,

self-improvement, allows, in our opinion, to improve the interest of students in

learning material, to study in depth a particular aspect of the topic, develop a

positive attitude to learning a foreign language in high school.

The effectiveness of work, progress in mastering communication and speech

skills, novelty, creativity and prospects of activity can form a stable interest in

learning a foreign language. The methods and stages of work discussed above

remain relevant in the digital environment. With the changing culture of learning,

students in foreign language classes are also calling for the inclusion of more

digital media. Digital literacy is the key competence of both the student and the

modern teacher. Video conferencing, as a technology for presenting interactive

information over a distance in real time, is the same training ground for using

models of social interaction in the framework of learning a foreign language as a

regular seminar. The online workshop is an opportunity to diversify the lesson

material, visualize it with interactive posters and tasks, and transform it to meet

new professional requirements and the accessibility of the digital environment.

The main difference from a regular seminar session is, in our opinion, that an

online seminar requires detailed planning and distribution of tasks among the

participants of the seminar, so that each student/group (such as the session halls in

ZOOM) works on their task/aspect. In addition, the amount of independent work

increases.

The above-mentioned methods and techniques of teaching, the practical

orientation of training should, in our opinion, stimulate a steady interest in a

foreign languages learning. The advantage of interactive methods is that they

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arouse students’ interest, give them the opportunity to participate in the learning

process actively, express their own opinions, create and fantasize.

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