Abstract
This study compares the models of passive, active and interactive teaching a foreign language and focuses on the educational task to overcome the language barrier by learners. Furthermore, it gives practical advice for educators to help students tackle communication problems through “Novelty of the Object principle”, “Ball Gaming”, a priority list and others. It emphasizes the three main aims of “Ball Gaming” such as the effect of unexpectedness provided by sparkling, musical and colorful balls, eradicating students’ phobias and blocks and preventing students from cheating as while catching and returning the object to the teacher or another student, it is impossible to be distracted. Moreover, the conducted research proves the specific aims of the passive, active and interactive teaching models and reveals the proportion of the most effective time consuming for them in the classroom environment. It also provides strategies for teachers contributing to encouraging shy and dyslexic students to communicate freely and avoid stress. The study also reveals the spheres of application of the above- mentioned models in the educational process when teaching the English language. More than that, the study points out the role of health care in the educational progress and, firstly, gives recommendations for dynamic interactive activities. Secondly, it emphasizes the role of hygiene providing washable visual tactile materials used in “Ball Gaming”. Finally, this research proves that interactive teaching is the most efficient model of education to help learners overcome the language barrier as the educator arranges the process using dialogues, polilogues and group work among the learners using dynamic pupil-centered activities. Following a logical combination of the above-mentioned models the educator could gain excellent results to explain, activate, practice, systematize and test the learning material and contribute to eradicating the language barrier by the learners.
Highlights
IntroductionThere is an acknowledged definition of the teaching model that “can be defined as the depiction of teaching and learning environment including the behavior of teachers and students while the lesson is presented through that model
Nowadays, there is an acknowledged definition of the teaching model that “can be defined as the depiction of teaching and learning environment including the behavior of teachers and students while the lesson is presented through that model
The teaching resources were selected from practices that have been applied by the ESL educator for over twenty years and have been proved to be efficient both for overcoming the language barrier and providing new materials
Summary
There is an acknowledged definition of the teaching model that “can be defined as the depiction of teaching and learning environment including the behavior of teachers and students while the lesson is presented through that model. Models of teaching enable the students to engage in robust cognitive and social task and teach the students how to use them productively” [7]. When considering the character of relations between the educator and learner within the educational process, there are three common models of teaching systemized by G.O. Astvatsaturov. They are the models of passive, active and interactive teaching. Each model applies different approaches to educational tasks and contributes to overcoming the language barrier differently
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