Introduction theoretical aspect of technologies of teaching a foreign language as a second

Conclusion

To conclude we can say: From all above-stated it is possible to draw the following conclusions.

The purpose of this work was to discover the most effective ways of teaching a foreign language to children.
For achievement of the purpose the works of home and foreign authors on the given problem have been studied.
In formation of interest to a subject the huge role is played by the person of the teacher. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered.
The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etc.
One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.
To sum up the above information we can state that the power of the case method lies in the active participation of the students. In case learning, students encounter the problem before they create the structure to solve it. The method is basically inductive and experiential.
n addition to the above exercises, you can, for example, offer a comment on action, answers to questions regarding various circumstances, their description and so on.
Using case studies to build grammar skills promotes communicative orientation of classes; motivating students to develop skills in various lexical material and various educational cases; activation of certain grammatical structures, not focusing on grammar, because the case has numerous tasks.

The most effective case studies that form grammar skills are transformational and filling gaps exercises, as Methodists believe. They if necessary can be accompanied with visibility.

The study analyzed a large number of definitions of «the case». In our view, the most clear and comprehensive definition proposed D. Izarenkov, who meant training case as «a set of conditions (circumstances) in the activity of any person, one of which, that includes the contradiction, highlights the problem - the task of action. Another part necessitates feasibility and provides the ability to solve the problem by using the companion, appealing to whom with this purpose provides speech act that is formed by the totality of the circumstances as a whole». Therefore, to create an effective training case we must meet the conditions of two groups: the first objective is to cause the need for action, as should contain contradictions, the solution of which serves as the second group of conditions that ensure the implementation of these activities.
So, a problem in a training case is a prerequisite for creation of such a case at the lesson of foreign languages. Scientists and Methodists almost unanimously say that in order to a student was able to solve the problem that confronts him, he must have cognitive needs, training case should be adequate to the actual situation of communication, the student must have a good understanding of the conditions of the case and his problem, possess particular abilities both linguistic and intellectual.
Analysis of the scientific and methodical literature revealed methodical requirements that apply to the creation of training cases, namely, finding out extra-linguistic purpose of educational task; description of conditions which are sufficient to achieving this goal; the presence of conflict in these conditions.
In order to use case studies for foreign language lessons it is important to note that such kind of exercises always consist of three main components: objectives, description of the situation (case) and verbal reactions. Their basis is the micro text, which briefly describes the communication model.
Case studies at foreign language lessons in higher education is the most common type of training because they are not only communicative directed but also serve for training monological and dialogical speech, for learning grammar and vocabulary.
Thus, at foreign language lessons for law students to train them monologue speech are used such kinds of educational and speech cases like: the ones you need to supplement the case, the problem cases, and imaginary cases.