WE SHOULD, WE MUST, OR WE HAVE TO LEARN MODAL VERBS: NEW APPROACHES TO TEACHING MODALS IN EFL CLASS

Abstract.When communicating with others, people not only exchange information but also express theirattitude to it, which is indicated by the category of modality in the language. While speaking or writing, a person makes a proposal and formulates an idea that he wants to transmit to the addressee. He messages his personal vision of the world using various linguistic means in order to create a certain impact on the communicant. Therefore, in our opinion, the study of this language phenomenon should be a must in teaching EFL. In linguistics, there has not been found consensus on the determining of the concept of modality so far. However, the viewpoint that modality is a feature of the language that allows a speaker to express general intentions as well as the speaker's commitment to how believable,obligatory, desirable, or actual an expressed proposition is [1], is shared by both linguists and educators. Thorough study of this grammatical phenomenon is of great importance, for the comprehension of the nature of modality guarantees the perception of the speaker or writer’s message and provides a window to understanding the target language. The main purpose of our research was to develop new approaches to teaching modals in EFL class aimed at:- mastering the scientific concept of modality by students;- devising teaching tips with the use of creative techniques.The research enabled us to apply elaborated teaching techniques in the English language classroom. Thedevised teaching tips can be applied at any level of high school students’ proficiency in EFL class. The obtained results of the research can be recommended for English teachers of high schools.Keywords: category of modality, creative teaching technique, feature of the language, grammaticalphenomenon, linguistic means, teaching technique, teaching tip

Teaching Idiomatic English in Esp. Class

More and more researches illustrate a great role of idioms in foreign language education. While a great deal of these researches focuses on the positive impact idioms play in learning foreign languages, there is a need for more empirical research aimed at teaching idiomatic language, which requires effective teaching techniques. The authors of this paper made an attempt to meet this challenge. In this study, the research objective defined by the authors is to prove that humorous stories (anecdotes) promote the acquisition of idioms easily and efficiently. The leading research method was a three-stage experiment. To successfully conduct the experiment, there was compiled a list of ninety frequently used English idioms. Twenty two MA students volunteered to participate in this experiment. The obtained results indicated that the linguistic phenomena are “well-digested”™ when they are presented in the appealing way in the classroom. The paper discusses issues and practices of the techniques implemented in this study for teaching idiomatic English in ESP class and offers general recommendations for foreign language educators

Formation of discursive competence in EFL class

The educational system of the present day in Russia puts forward new and new challenges: searching for novel ways of forming various competences of university students, with discursive competence dominating. In this paper, the authors make an attempt to prove that teaching students to write with argumentation in EFL class can become the basis for the formation of their discursive competence. Materials and instruments as well as teaching techniques of forming discursive competence in EFL class are investigated. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to assess the level of discursive competence that students can reach in EFL class. Drawing on methodical literature and personal teaching experience, the authors offer an authentic model of forming discursive competence in EFL class. The findings of the research can serve as general recommendations for university faculty and can be used in EFL class

Local Lore: Does It Work in FL Class?

This study is the continuation of the authors’ investigation of the topic raised in the article "Teaching Local Lore in EFL Class: New Approaches" by Yarmakeev, Pimenova, & Zamaletdinova (2016). Why again "local lore"? According to Safonova (2014), local lore in FL class pictures the "national map of the world", breeds love for homeland’s culture and history, and fosters a well-educated person. In this paper, it is explained, first, how pragmatic knowledge can help students understand the national character and self-identity and, second, how to get younger learners assimilate local lore knowledge in L2. The following hypothesis was suggested: in FL class, teaching local lore can contribute to forming school students’ understanding of their homeland’s history and culture. Acting out and pantomime were chosen to be key teaching activities in FL class, for as Kolkova (2011) claims, students enthusiastically and purposefully fulfill the task if they see the practical and/ or theoretical significance of the anticipated results. Thus, in this study it is shown how there can be incorporated research into a lesson with the usage of teaching techniques in an appealing way, that help school students assimilate local lore knowledge in FL class. The paper mostly discusses practices of the studied topic and offers teaching tips for foreign language teachers

Surface antigens of malaria merozoites: a high molecular weight precursor is processed to an 83,000 mol wt form expressed on the surface of plasmodium falciparum merozoites.

The educational system of the present day in Russia puts forward new and new challenges: searching for novel ways of forming various competences of university students, with discursive competence dominating. In this paper, the authors make an attempt to prove that teaching students to write with argumentation in EFL class can become the basis for the formation of their discursive competence. Materials and instruments as well as teaching techniques of forming discursive competence in EFL class are investigated. The leading research method implemented in this study is an experiment conducted by the authors with the aim in view to assess the level of discursive competence that students can reach in EFL class. Drawing on methodical literature and personal teaching experience, the authors offer an authentic model of forming discursive competence in EFL class. The findings of the research can serve as general recommendations for university faculty and can be used in EFL class

Teaching idiomatic english in esp class

More and more researches illustrate a great role of idioms in foreign language education. While a great deal of these researches focuses on the positive impact idioms play in learning foreign languages, there is a need for more empirical research aimed at teaching idiomatic language, which requires effective teaching techniques. The authors of this paper made an attempt to meet this challenge. In this study, the research objective defined by the authors is to prove that humorous stories (anecdotes) promote the acquisition of idioms easily and efficiently. The leading research method was a three-stage experiment. To successfully conduct the experiment, there was compiled a list of ninety frequently used English idioms. Twenty two MA students volunteered to participate in this experiment. The obtained results indicated that the linguistic phenomena are “well-digested’ when they are presented in the appealing way in the classroom. The paper discusses issues and practices of the techniques implemented in this study for teaching idiomatic English in ESP class and offers general recommendations for foreign language educators