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Методы обучения иностранному языку многочисленны, каждый из них имеет свои преимущества и недостатки. В статье обосновывается положение, что основные методы выбираются в соответствии с этапами обучения и типами курсов преподавания русского языка в китайских университетах, учитываются и другие факторы. В результате значительно улучшается эффект преподавания иностранного языка, и достигаются цели подготовки кадров для преподавания русского языка в вузах. The methods of teaching a foreign language are numerous, each of them has its advantages and disadvantages. The article substantiates the position that the main methods are chosen according to the stages of learning and types of Russian language teaching courses in Chinese universities, other factors are also taken into consideration. As a result, the effect of teaching a foreign language is significantly improved and the objectives of training for Russian language teaching in universities are achieved.

Today, knowledge of foreign languages is required to avoid barriers to communication between people around the world. Thus, learning foreign languages is relevant at almost any age.The purpose of this article is to consider the generally accepted methods and determine the effectiveness of each of them during training. To achieve fluency in a foreign language, it is necessary to divide foreign language communicative competence into a number of components and develop them both individually and in combination. Each of the models is a separate and independent method that can be used to improve certain components of foreign language communicative competence. The main components include: the development of speech, writing, reading, and the study of vocabulary. There is no single approach in the scientific literature to determine the structure of foreign language communicative competence, as the general form of this competence can be presented in a set of components such as linguistic, sociolinguistic and pragmatic competence. Therefore, it is not possible to dwell on a specific method as ideal for the formation of competence, as each of them has its disadvantages and advantages. The formation of foreign language communicative competence requires a long and careful study of the material offered by a teacher who uses a certain method., Сьогодення вимагає знання іноземних мов задля уникнення бар’єрів спілкування між людьми всього світу. Таким чином вивчення іноземних мов є актуальним майже в будь-якому віці.Мета цієї статті - розгляд загальноприйнятих методів та визначення ефективності кожного з них під час навчання. Для досягнення вільного володіння іноземною мовою необхідно іншомовну комунікативну компетентність поділити на ряд компонентів та розвивати їх як поодинці, так і в комплексі. Кожна з моделей є окремим та самостійним методом, який можна використовувати для вдосконалення певних компонентів іншомовної комунікативної компетентності. До основних компонентів належать: розвиток мовлення, письма, читання, а також вивчення лексики. У науковій літературі не існує єдиного підходу і щодо визначення структури іншомовної комунікативної компетентності, оскільки загальний вигляд цієї компетентності можна подати у сукупності таких компонентів, як лінгвістична, соціолінгвістична та прагматична компетенції. Тому, зупинитись на конкретному методі, як ідеальному для формування компетентності, не можливо, оскільки кожен з них має свої недоліки та переваги. Формування іншомовної комунікативної компетентності вимагає тривалого та ретельного вивчення матеріалу, що пропонується вчителем, який використовує певний метод.

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages. &nbsp, L’objectif de cet article est de donner un aperçu historique sur les courants d’apprentissage qui ont marqué plusieurs domaines ces deux derniers siècles, et dont les méthodes d’enseignement des langues étrangères se sont largement inspirées. Enseigner et apprendre une langue étrangère a toujours été la préoccupation majeure des responsables exerçant dans le secteur éducatif. Trouver une méthode unique, parfaite et convenable à l’ensemble des apprenants était le centre d’intérêt de la plupart des chercheurs tous profils confondus, linguistes, pédagogues ou formateurs. Trois grandes théories d’apprentissage ont réellement bouleversé le domaine de l’éducation et spécifiquement le champ de l’acquisition des langues étrangères. Ces trois courants sont respectivement le behaviorisme, le cognitivisme et le constructivisme. Chaque courant avait ses partisans et ses détracteurs selon le progrès réalisé au terme de leurs travaux de recherche. Les méthodes qui ont découlé de ces trois théories d’apprentissage ont également connu des hauts et des bas selon le degré de l’atteinte des objectifs escomptés. Au cours de la présente étude, nous projetons de contourner, dans un ordre chronologique, les différentes méthodes et approches, provenant des trois courants, et pratiquées dans l’enseignement des langues étrangères. Notre attention sera focalisée sur l’étude de la méthode audio-orale, la méthode audio-visuelle, l’approche communicative et l’approche par compétences. Nous proposons aussi, dans cet article, une discussion dont l’intérêt est d’élucider les circonstances qui ont mené à la réussite ou à l’échec de telle ou telle méthode. Nous nous arrêterons également sur les réussites et les limites de chacune de ces méthodes. La conclusion fera l’objet d’une réflexion sur l’ensemble des points abordés dans l’article tout en proposant une ouverture sur d’autres solutions pouvant améliorer l’enseignement/apprentissage des langues étrangères. &nbsp

Tema ovoga rada odnosi se na metode poučavanja stranog jezika u ranom i predškolskom odgoju i obrazovanju. U prvom dijelu ovog rada opisuju se jedne od najutjecajnijih teorija jezičnog razvoja te su navedeni njihovi predstavnici. Nadalje, drugi dio rada odnosi se na povijesni pregled metoda poučavanja stranog jezika koje su kronološki navedene i ukratko opisane. Zatim, radu se spominju političke i pedagoške pretpostavke za implementaciju stranog jezika u ustanove ranog i predškolskog odgoja. Naposlijetku, u radu se navode metode poučavanja koje su adekvatne za učenje stranog jezika u ranoj i predškolskoj dobi. Jedna od najpoznatijih i najadekvatnijih metoda za poučavanje stranog jezika jest metoda prirodnog učenja. Upravo iz tog razloga, najviše se pozornosti u tom dijelu rada pridaje prirodnom učenju., The topic of this paper is the methods of teaching a foreign language in early and preschool education. The first part of this paper describes some of the most influential theories of language development and lists their representatives. Furthermore, the second part of the paper deals with overview of foreign language teaching methods. The methods are listed chronologically and briefly described. Then, the paper mentions the political and pedagogical preconditions for the implementation of a foreign language in early and preschool education institutions. Finally, the paper lists teaching methods that are adequate for learning a foreign language at an early and preschool age. One of the most well-known and adequate methods for teaching a foreign language is the method of natural learning. It is the reason that most attention in this part of the paper is paid to natural learning.

Современное развитие информационно-коммуникационных технологий ведет к стиранию границ между людьми. Сегодня житель практически любой страны может с помощью интернет-технологий общаться с гражданином другого государства, другого континента и полушария Земли. Кроме того, развитие экономических отношений между государствами вовлекает все большее количество людей в международное общение. В этой связи становится актуальным умение общаться на иностранном языке. Целью данного исследования является определение особенностей современных методик преподавания иностранного языка в высшей школе, направленных на формирования компетентного специалиста. В рамках исследования были рассмотрены как классические методики, так и современные, сделаны выводы об их эффективности. В результате исследования было выяснено, что сегодня наиболее важным в изучении иностранного языка становится формирование коммуникационной функции обучающегося, необходимой ему для решения своих личных и профессиональных задач., The modern development of information and communication technology is blurring boundaries between people. Today, a resident of almost any country can use Internet technology to communicate with a resident of another country, continent or hemisphere. In addition, the interpenetration of economic relations between states involves more and more people in international communication. In this regard, the ability to communicate in a foreign language becomes relevant. The aim of this study is to identify the features of modern methods of teaching a foreign language in higher education, aimed at the formation of a competent specialist. Within the framework of the study both classical methods and modern ones were considered and conclusions about their effectiveness are drawn. As a result of the study it is found out that today the most important in learning a foreign language is the formation of communicative function of the learner, which he/she needs to solve his/her personal and professional tasks.

The aim of the article is to provide the reader with some material on the study of methods and ways of teaching a foreign language that contribute to the development of foreign language competence of students. The article gives a detailed analysis of language strategies and difficulties that arise when learning a foreign language, named effective methods, the use of which contributes to the rapid learning of vocabulary, the authors considered useful tips about foreign language learning. The authors considered useful tips for learning a foreign language, as an example, various methods of vocabulary memorizing., Статтю присвячено дослідженню методів і способів навчання іноземній мові, що сприяють розвитку іншомовної мовленнєвої компетенції студентів. У статті проаналізовано мовні стратегії та труднощі, що виникають при вивченні іноземної мови, зазначено ефективні методики, застосування яких сприяє ефективному і швидкому вивченню лексичного складу мови, авторами розглянуто корисні поради щодо вивчення іноземної мови, наведено різні методики запам’ятовування лексики.

Rad se bavi temom učenja i poučavanja stranoga jezika, odnosno strategijama, metodama i pristupima kojima se koriste i učenici ali i učitelji. Počevši od socijalnog konstruktivizma te socijalnih oblika rada kao šireg konteksta u kojima se znanje prenosi pa sve do pregleda relevantnih glotodidaktičkih istraživanja i čimbenika koji utječu na uspješno usvajanje jezika. Rad u konačnici dolazi do Nacionalnog kurikuluma kao okosnice i predloška za odvijanje nastave stranoga jezika te ustaljenih i od struke prihvaćenih strategija metoda i pristupa kojima se strani jezik poučava. Osim teorijskog dijela rada njegova je glavna sastavnica i empirijski dio, odnosno intervju proveden s učiteljima stranoga jezika u osnovnim školama diljem Republike Hrvatske s ciljem saznavanja na koji način nastava stranoga jezika funkcionira u nastavnoj praksi te jesu li predložene metode u skladu s kurikulumom, i obrnuto, je li kurikulum prilagođen suvremenim metodama poučavanja stranoga jezika. Intervjuom se također saznalo mišljenje učitelja o slobodi i autonomiji koju imaju u nastavnom okruženju te se njime također saznalo koje novitete oni mogu primijetiti u nastavnoj praksi uvođenje Škole za život. This thesis deals with the subject of teaching and learning foreign language and the appropriate strategies, methods and approaches used by both students and teachers. Starting from the social constructionism and social forms of classwork as a wider context in which knowledge transfer takes place; the thesis explains the relevant glottodidactics research and factors that influence successful language acquisition. Furthermore, the thesis deals with the National Curriculum as a framework and template for foreign language teaching. Besides theoretical part, the importance is put on the empirical part as well. In other words, interview has been conducted with English language teacher from the Republic of Croatia with the aim of finding out how does the teaching environment work in practice and are the suggested methods in accordance with the curriculum, and the other way around, is the curriculum sufficient for employing contemporary teaching methods. The interview also provided an insight into teachers' opinion about the freedom and autonomy in their teaching environment and their attitudes towards the novelties they can apply in the classroom with the introduction of a new program called Škola za život.

Teaching Turkish as a foreign language (TTFL) has recently gained much importance in modern life. For some reason, a large number of people and students with dissimilar background come from other countries so as to start off a new life primarily in İstanbul and/or many other cities in Turkey. Many of whom need to ensure their arrival and long term accommodations by visiting a language center. Some language institutes and foreign language centers, therefore have been trying to meet these needs and give a certificate in accordance with European language portfolio (ELP) levels. Through this paper it was attempted to clarify some certain questions showing up in this teaching performance of this outstanding language “Turkish”: “What type of challenges foreign students face in Turkish courses and how language teachers/instructors help them to get through these problems, what activities teachers carry out in the classroom and what materials and games they use in courses.” This paper reports the findings of a study aiming to reveal what mistakes the students make while learning their first, second or even more foreign languages and this study evaluates them through the more frequently used language teaching methods. Abbreviations: TTFL: Teaching Turkish as a Foreign Language L: Language FL: Foreign Language

The topic of the thesis is the use of translation exercises in foreign language lessons (namely Spanish). The first part of the thesis deals with the development of foreign language teaching, the status of mother tongue (and translation) in foreign language teaching, positive cross-linguistic transfer and interference. Further, individual methods of foreign language teaching are analyzed. It is stated whether or not the translation exercises are used for each of the methods. In the second part, we find the definition and categorization of the translation and examples of the translation exercises. The last part is focused on stylistics (narrative techniques, writing genres and functional styles). The specifics of translation are listed and the translation exercises are suggested for each functional style.

The topic of this thesis is the use of translation from a foreign language as a tool to improve textual competence in the mother tongue. The first part deals with the evolution of foreign language teaching, the status of mother tongue in foreign language teaching, positive cross-linguistic transfer and interference. Further, the concept of the method is defined and different methods of foreign language teaching are described. It's specified whether the mother tongue and translation exercises are or are not used while using each of the listed teaching methods. The second part defines translation and categorizes types of translation and contains various types types of translation exercises. The last part is focused on stylistics (narrative techniques, writing genres and functional styles). A sample of translation from Czech into Spanish and vice versa is supplied for a majority of the functional styles.

Tutkimus tähtää löytämään erilaisia kaksikielisiä opetusmetodeja ja korostamanaan niitä metodeja, jotka opettajat kuvaavat hyvin toimiviksi. Tarkoituksena on myös tarkastella tekijöitä, joita opettajat ottavat huomioon valitessaan kaksikielisen opetusmetodin. Tätä tukimusta voidaan kutsua tapaustutkimukseksi. Se toteutettiin haastatellen neljää opettajaa, jotka työskentelevät Family Centre Klubíčkossa Kroměříž:ssa, Tsekissä. Opettajat haastateltiin pareina teemahaastattelun periaatteita noudattaen. Tutkimus analysoitiin sisällöanalyysin keinoin huomioiden myös tutkimuksen visuaalinen tutkimusmateriaali. Tulokset kertovat, kuinka opettajilla on käytössään monipuolinen joukko opetusmetodeja, joista jokaisen pohjana toimii englannin kielen käyttö. Näitä metodeja yhdisti se, kuinka opettaja niitä käyttäessään odotti lapsen olevan jotenkin fyysisesti aktiivinen ja /tai luomaan jotain itse. ”Parhaiksi” tai ainakin hyvin toimiviksi kuvatut metodit olivat: laulut, riimit, kertomukset, päivärutiinit ja eri aistien käyttöä vaativat metodit. Opettajat korostivat monien metodien käyttöä yhden teeman alla lapsen oppimisen maksimoimiseksi. He mainitsivat myös lukuisia tekijöitä, joita tulisi ottaa huomioon valitessa metodia. Nämä tekijät liittyivät kulttuuriin, lapsen yksilölliseen luonteeseen, tunteisiin ja taitoihin sekä opettajan omiin piirteisiin. This research aimed to discover different types of bilingual teaching methods, and to pinpoint the methods which the teachers are describing as well-proven in practise. It also intended to find out what aspects there are to be considered by the teachers when choosing a bilingual teaching method. This research can be called as a case study. It was conducted via interviewing four teachers working in the Family Centre Klubíčko in Kroměříž, Czech Republic. The teachers were interviewed in pairs following the principles of theme interview. The analysis of the research was conducted by using methods of content analysis involving the visual data. According to the results, the teachers had various bilingual teaching methods to use, all of which had the usage of English as their basis. These methods had a feature in common: by using them the teachers expected children to be somehow physically active and/or to create something themselves. The methods that the teachers described as the “best ones”, or at least working well, were: songs, rhymes, stories, daily routines and methods which required the use of different senses. What was clearly brought up a lot by the teachers, was the usage of multiple methods within one theme to maximize the child’s learning. The teachers also mentioned various aspects to consider when choosing a method. These aspects were connected to culture, individual features, feelings, characteristics, needs and skills of the child as well as the features of the teacher herself.

Miejsce tłumaczenia w dydaktyce języków obcych zmieniało się pod wpływem różnych teorii i prądów naukowych. Dziś jest to jedna z bardziej naturalnych czynności użytkownika języka i tym samym działanie, które powinno być kształcone w procesie dydaktycznym. W pierwszej części artykułu refleksje koncentrują się na głównych etapach rozwoju dydaktyki językowej, poczynając od najstarszej z metod, gramatyczno-tłumaczeniowej, w której tłumaczenie stanowiło narzędzie i cel uczenia się. W późniejszych prądach metodologicznych - w metodach aktywnych, bezpośrednich, strukturalno-behawioralnych i komunikacyjnych - podejście do tłumaczenia i użycia języka ojczystego w trakcie zajęć językowych było postrzegane, z różnych względów, jako zjawisko negatywne. Nowe spojrzenie na istotę i rolę tłumaczenia przyniosły prace ekspertów Rady Europy i związane z nimi publikacje. Prezentujemy je w części drugiej artykułu poświęconej działaniom mediacji, zdefiniowanym w ESOKJ. Należy tutaj podkreślić, iż mediacja nie jest synonimem tłumaczenia, zakres tego pojęcia jest o wiele szerszy, a tłumaczenie jest tylko jedną z jego składowych.

RESUMEN Actualmente, en el mundo globalizado en el que nos encontramos, el inglés ha adquirido el estatus de lingua franca. Desde que este idioma comenzó a ganar relevancia, ha habido una serie de cambios metodológicos en el contexto de la enseñanza de lenguas extranjeras. Además, también ha cambiado la importancia dada a las habilidades de expresión oral en las escuelas y en los libros de texto. Este estudio analiza las actividades relacionadas con el desarrollo de la habilidad de expresión oral en dos libros de texto, Stepping Stones 1 (1989) y Bugs World 3 (2009), para determinar si la enseñanza de la destreza de expresión oral ha evolucionado. En concreto, considera si los avances derivados de las teorías lingüísticas y educativas han influido en los materiales didácticos analizados. El marco analítico cuantitativo y cualitativo se basa en los modelos propuestos por McDonough, Shaw y Masuhara (2013) y Miura (2000). Estos modelos, sin embargo, han sido adaptados para los propósitos de este estudio. Los resultados sugieren que la metodología utilizada en la enseñanza de habilidades orales ha evolucionado. Sin embargo, no se puede decir que esta evolución haya sido paralela a la evolución de los estudios lingüísticos y las teorías educativas. ABSTRACT It is well known that English has acquired the status of lingua franca in today’s globalised world. Ever since the English language started to gain relevance, there have been a number of methodological changes in the context of foreign language teaching. In addition, the importance given to speaking skills in both schools and textbooks has also shifted. This study analyses the activities related to the development of spoken skills in two textbooks, Stepping Stones 1 (1989) and Bugs World 3 (2009), to determine whether the teaching of oral skills has evolved. In particular, it considers if advances stemming from linguistic and educational theories have influenced the teaching materials analysed. The quantitative and qualitative analytical framework draws on the models proposed by McDonough, Shaw and Masuhara (2013) and Miura (2000). These models, however, have been adapted for the purposes of this study. The results suggest that the methodology used in the teaching of oral skills has indeed evolved. However, it cannot be said that this evolution has run parallel to developments in linguistic studies and educational theories. Máster en Aprendizaje y Enseñanza de Segundas Lenguas / Second Language Learning and Teaching

Neurolinguistists have provided a plethora of new and interesting research studies on how the human language is represented in the brain and how learning neurologically takes place. However, only a limited number of attempts have been made to negotiate neurolinguistics with educational sciences and especially with foreign language teaching methods. This paper aims to discuss that if foreign language teaching methodologists examine findings of neurolinguistics, they can find alternative explanations on how to improve the already existent teaching methods or even offer new methods and techniques for more effective instruction. However, it is suggested that researchers working on neuroscience and education should come up with a new approach or framework to negotiate these two fields of research to form sound suggestions.

The never ceasing and rapid evolution in foreign language teaching (FLT)methodology and its alliance with new fields of thought and recent significanteducational tenets obligate a new central change. The learner centered teaching modewhich was the compulsory alternative of the teacher centered FLT has made vitalcontributions to the field. Individualization is hardly a new concept now. Nevertheless,in actual teaching the learner centered mode has been to a great extent perceived asclass centered or group centered teaching that does not deliberately concentrate on theindividual learner. The recent educational theories about intelligence profiles of learnersnecessitate a new change of focus. Today, the personal realm of every single learner inthe class should be valued more than ever in order to personalize FLT for moreefficient, individual friendly learning. Individuals’ emotions, personal beliefs, andtalents are important considerations. Every learner should feel that she or he is in thecenter of the foreign language learning tasks performed in and out of the classroom.This instructional dimension which is still being dealt quite inconclusively in terms ofapplication should be entitled as “individual centered foreign language teaching.”

Yüksek Lisans Tezi. YÖK Tez Merkezi No: 407560, Bu çalışmanın amacı, drama öğretim tekniğinin yabancı dil kelime öğretimine ve öğrencilerin kelime öğrenmeye yönelik tutumlarına etkisini incelemektir. Araştırma, nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma modelde gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen İngilizce dersi kelime testi ve Köksal (2013) tarafından geliştirilen İngilizce dersine yönelik tutum ölçeği kullanılmıştır. Bununla birlikte, deney grubunda drama öğretim tekniğinin yabancı dil kelime öğretimine ve öğrencilerin kelime öğrenmeye yönelik tutumlarına etkisini incelemeye yönelik öğrencilerin yorumlarını nitel boyutta belirlemek için öğrencilerden çalışma sonunda istenen yazılı değerlendirmeleri, veri toplama aracı olarak kullanılmıştır. Araştırma 2013-2014 eğitim- öğretim yılında Konya il merkezinde bulunan Özel Merve Meram Abdullah Aymaz Ortaokulu'nda öğrenim gören 4 farklı şubedeki 8.sınıf öğrencileri ile gerçekleştirilmiştir. Deney ve kontrol gruplarının tespiti sürecinde İngilizce kelime testine ait ön test sonuçları ve İngilizce dersine yönelik tutum ölçeği puanları göz önüne alınmıştır. Ön test sonuçları birbirine yakın olduğu için deney ve kontrol grupları kura yolu ile belirlenmiştir. Gruplardan biri deney diğeri ise kontrol grubu olarak tayin edilmiştir. Çalışmada deney grubu olan 8-A sınıfında 24 ve kontrol grubu olan 8-C sınıflarında 26 öğrenci olmak üzere toplamda 50 öğrenci yer almıştır. 10 hafta boyunca araştırmacı tarafından İngilizce derslerinde deney grubunda kelime öğretiminde İletişimsel Yaklaşım yönteminin bir alt dalı olan Drama tekniği kullanılırken kontrol grubunda ise mevcut ilköğretim programında yer alan öğretim yöntemleri kullanılmıştır. Araştırmada elde edilen nicel verilerin gruplar arası analizinde bağımsız örneklem t testi ve ANCOVA kullanılırken nicel verilerin grup içi analizinde bağımlı örneklem t testi kullanılmıştır. Araştırma bulgularından elde edilen sonuçlara bakıldığında Drama öğretim tekniğinin yabancı dil kelime öğretimine ve öğrencilerin kelime öğrenmeye yönelik tutumlarına olumlu etkisi olduğu söylenebilir., The purpose of this study was to determine the influence of the drama teaching method on foreign language vocabulary teaching and on students' attitudes towards vocabulary learning. The study was carried out with mixed method, which involves combined use of quantitative and qualitative research methods. As the data collection tools, English Achievement Test and English Vocabulary Test both developed by the researcher and Attitude Scale Towards English Lessons developed by Köksal (2013) were used. Also, the students in the experimental group wrote down their thoughts about the study. The study was carried out with eighth grade students attending Merve Meram Abdullah Aymaz Private Secondary School in the academic year of 2013-2014. English Lesson Vocabulary Test and Attitude Scale towards English Lessons were applied to all students from four different classes of eighth graders in the school. Two of the classes were determined as the study group depending on their pre-test results, and one class was randomly assigned as the control group. As for the class of students, they were assigned as the experimental group. The study involved a total of 50 students. There were 24 students in Class 8-A, which was the experimental group and 26 students in Class 8-C, which was the control group. During a 10- week period, the teacher, also the researcher of the study, taught vocabulary using the drama technique in English classes in the experimental group. As for the control group, the teaching methods prescribed by the current curriculum for the English Language Course were used. For the between-groups analysis of the quantitative data, independent samples t-test and ANCOVA were used, while dependent samples t-test was used for within-groups analysis of the quantitative data. Based on the results obtained, it can be stated that drama teaching method had positive influence on foreign language vocabulary teaching and on students' attitudes towards vocabulary learning.

Рецензия на книгу: Буракова А. А. Японский язык для начинающих: практикум. - Екатеринбург: Изд-во Урал. ун-та, 2015. - 100 с. The review of the book: Burakova A. A. Japanese language for Beginners. Teaching manual. - Yekaterinburg: Ural University, 2015. — 100 pages.

Рецензия на книгу: Галиакбарова Н. М. Турецкий язык: практикум. - Екатеринбург: Изд-во Урал. ун-та, 2012. - 52 с.; Галиакбарова Н. М. Деловой турецкий язык: практикум. - Екатеринбург: Изд-во Урал. ун-та, 2014. - 118 с. The review of the books: Galiakbarova N. M. Turkish Language: practical work. - Yekaterinburg: Ural University, 2012. — 52 pages. Galiakbarova N. M. Turkish business Language: practical work. - Yekaterinburg: Ural University, 2014. — 118 pages.

New constructivist concepts in the field of didactics of foreign languages have been based on the fundamental postulations of modern psychology of knowledge. The starting point is the fact that knowledge is constructed according to prior knowledge, perceptions, context, and individual affects. Acquiring of knowledge is based on the situation, it is socially conditioned, and it must have a particular sense and meaning. When it comes to productive knowledge mediation, it must be taken into consideration that teaching does not mean learning as well. Knowledge gained by mere learning by heart is left ‘inert’ and inapplicable. Accordingly, teaching and learning of a foreign language should be placed in as realistic situation as possible, in order to jointly try to find a solution (for a particular problem) through cooperation and on the basis of specific individual experiences. The didactic presumptions concerning the knowledge construction have been carried out on the basis of two methodical forms of a procedure in the elementary school, where there was discussed their effectiveness., Nove konstruktivističke koncepcije na području didaktike stranog jezika zasnivaju se na osnovnim pretpostavkama moderne psihologije znanja. Pri tome se polazi od činjenice da se znanje konstruiše u zavisnosti od predznanja, opažanja, konteksta i afekata pojedinca. Sticanje znanja se odvija situativno, socijalno je uslovljeno i mora imati određeni smisao i značenje. Kada je reč o produktivnom posredovanju znanja, moramo biti svesni da poučavanje ne znači i učenje. Znanje, koje je stečeno pukim učenjem napamet, ostaje „tromo“ i neprimenljivo. Iz toga sledi da bi poučavanje i učenje stranog jezika, trebalo postaviti u što realniju situaciju, da bi se time kroz saradnju na osnovu specifičnih pojedinačnih iskustava, zajednički moglo naći rešenje (za određeni problem). Ove didaktičke pretpostavke u vezi konstrukcije znanja spovedene su na osnovu dva metodička načina postupka u osnovnoj školi i diskutovana je njihova uspešnost.