Language teaching materials used in secondary education are both of local origin and imported from abroad. There is a general shortage of textbooks for senior grades at secondary schools. In accordance with the new curriculum, a series of national textbooks for teaching foreign languages have been devised and disseminated for use throughout the country. Work is in progress on developing new teaching materials for other grades. Efforts are being made to implement the principles and methods of this approach in secondary schools.
Different factors facilitate or impede the implementation.
There is a large proportion of teachers in the country who follow the communicative approach in their everyday activities, especially in schools with extended language learning, gymnasiums and lyceums. At the same time, a great many teachers follow a traditional contrastive approach or adopt an eclectic method. Various techniques and strategies are used by teachers in order to meet the increasing and changing communication needs of language learners. Much more attention is paid today to the development of learner autonomy and the socio-cultural competence of students. Modern technologies, such as video and computer-assisted language learning, promote the attainment of this target but they are used on a rather limited scale in secondary school teaching.