THE THEORY OF TEACHING FOREIGN LANGUAGES TO SENIOR SCHOOL STUDENTS
Abstract
Abstract: This article explores the theoretical frameworks behind the teaching of foreign languages to senior school students. It examines key pedagogical approaches, cognitive theories, and the importance of cultural context in second language acquisition. The article discusses the challenges and advantages of teaching foreign languages at the senior school level, with a particular focus on motivation, age-related learning differences, and the integration of technology.
References
1. Piaget, J. (1972). The Psychology of the Child. Basic Books.
2. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
3. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. Edward Arnold.
4. Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
5. Swain, M. (1985). “Communicative competence: Some roles of comprehensible input and comprehensible output in its development,” Input in Second Language Acquisition.
6. Byram, M. (1997). Teaching and assessing intercultural communicative competence: Reconceiving foreign language education. Multilingual Matters.
