INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION

Abstract

INNOVATION IN NON-NATIVE LANGUAGE EDUCATION Education system both in Russia and abroad has its own traditions and customs established throughout the centuries. In some educational institutions there were used non-conventional teaching methods along with traditional ones. However we are aware of the fact that both in those old times and now educational and pedagogic work was founded on the Jan Amos Comenius teaching, that was published in Didactica Magna (1638) that contains 'universal art of teaching everyone everything...'. Despite the fact that every country establishes specific educational systems which capture the peculiarities of socio-political framework and national and cultural differences, there is a certain degree of commonality among them. We understand 'innovation' as a certain novelty that was specifically developed or accidentally discovered through the pedagogical practice. Authors give different meanings to 'novelty' and 'innovation'. Novelty is a new means (new method, new methodology, technology etc.), while Innovation is the process of adopting that means. Innovational teaching is focused on developing an individual who is adaptable to constant changes in society, living conditions, to effective and durable acquisition of science basics by means of developing creative capabilities, thinking, and communication skills through new technology. When using innovation technologies, there occurs transition from lesson (task) systems as a teaching process to a lesson as 'a leading form of living' (lesson-creation, lesson-labor, lesson-communication, lesson-friendship, lesson-meeting, lesson-concerto, lesson-conversation, integrated lesson, lesson-roundtable, lesson-craft, etc.), Innovative approaches when teaching non-native language can be considered from the point of view of innovation-modernization of the teaching process, whereby the result is guaranteed as in traditional reproductive orientation. Technological approach to teaching concerns communicating certain knowledge to a student, forming a certain set of actions based on an example offered by a teacher; innovation-transformation which changes traditional understanding of the educational process and supports the research nature of the cognitive activity. Exploratory approach has an ability to transform traditional learning based on productive activity, which guarantees meeting certain goals and results. Teaching languages by using innovative technologies implies organizing the teaching process in a new, oriented at foreseeing the end results, stimulating students to dynamic communicative activities dialogue which fully leverages the emotional and intellectual potential. By 'technology' we mean a set of methods and techniques, which are used by teachers, as well as educational materials that are used when teaching Tatar language (educational-methodical system, computer technologies, video and audio, etc.). Educational-methodological systems that have been developed in recent years are communication-oriented and contain multiple tests that allow for self-control and teacher-control. Essentially, they bring communication in a non-native language close to natural environment. There are several goals of using modern technologies for teaching non-native languages, o Increasing motivation and interest in studying; o Strengthening cognitive activity; o Creating comfortable environment, the atmosphere of mutual understanding and support when communicating in non-native language; o Developing creative potential and skills, developing initiative. Using new educational technologies implies that the teacher should act in numerous roles: be a producer, a teacher, a student, an organizer of certain type of activity (e.g. games), a consultant, etc. Dr. Firaz F. Kharisov, Professor, Doctor of Pedagogical Sciences, Kazan Federal University Chulpan M. Kharisova, Professor, Doctor of Pedagogical Sciences, Kazan Federal University