Филологические науки/ 1. Методика преподавания языка и литературы

Zavitova T.Y.

Kostanay State University named after A.Baitursynov, Kazakhstan

the ROLE OF retelling IN THE PROCESS of FORMATION

of monologic Speech of students

of not language majoring

Modern living conditions of society create new challenges in preparing bachelors and masters with knowledge of the English language in different professional fields.

Currently, no one doubts the advisability of foreign language studying students of various majoring.

One of the key components of professional competence is a foreign language. In order to a graduate to become later successfully adapted and implemented, it is necessary to build the learning process so that future specialist could almost be fluent in spoken and written foreign language speech.

Training of speaking is focused on the expression and understanding of different information and different communicative intentions. In this context, let's consider the role and significance of retelling the foreign text.

Retellings are useful for monologue speech. When retelling the text in a foreign language grammar is trained; new vocabulary, grammar, language patterns are well remembered; speech becomes more colourful; increases the speed of speech at a dialogue with an interlocutor; improves pronunciation.

But, unfortunately, there are certain difficulties because the students:

1) have a limited vocabulary;

2) have a limited arsenal of grammar structures and phenomena;

3) suffer from the fear of speaking out loud, because it is likely an error;

4) must have a good memory to store a certain amount of information;

5) from fear forget what they wanted to say and how to say it had to be;

6) are sometimes afraid of the size of the text to retell.

There are two ways to learn how to retell the text. The firstly, to tell "his" words. The secondly, to learn sentences as they are written in the text.

After the lessons  on preparing monological retelling based on the text read for identifying strategies, students were asked to describe how they were preparing for the retelling at home. It was found that some students first read the text, then translate it, memorize every sentence, and then distinguish the suggestions and retell the text. Others read the text, translate, distinguish the main part of the text, learn the main part of the text, learn the second part of the text, read the text again for 3-5 times and then retell it. There is a group of students who first read the text, put questions and try to answer them, and then learn the answers to the most important questions to the text, when learn the answers, try to combine everything and summarize the text. And finally, there are those who just read the text for 2-3 times, translate it, learn the text, to correct their mistakes.

Thus, there were identified steps to prepare for retelling. What follows from this survey? Most students memorize the text by heart. Some of them - a part of the proposals, while others - the main part of the text. As a result of this work the students will not be able to acquire any skills. But the text itself cannot be considered an end in itself. Of course, learning by heart can also be useful. But, neither memorizing texts, nor the so-called activation of the text material does not lead to the mastery of speech.

There were held classes on preparing monological utterance on the basis of repeated reading and learning the text by heart. This work on the text was divided into two phases.

1. Preparing to reading ("before reading").

The purpose of this phase - mastering of lexical and grammatical material contained in the text, without pre-reading the text. This activity aims to advance. The first phase is divided into two stages. First, students work on vocabulary (words, phrases). Then they work through a new grammar structure with lexical material.

2. Work with the text.

At this phase, students rephrase, combine and transform the available material. To do this, they are proposed a number of exercises. Exercises themselves are not new. It is important in what sequence they are carried out.

1. Students read the text on their own, without the help of a dictionary, because lexical and grammar material was worked out in the first phase.

2. For every sentence the question is put, the answer of the students read the text. Attention is drawn to the logical stress. This is a setting reading.

3. Replacement of the person from whom the narration is conducted.

4. Replacement of time (e.g. Present Simple > Past Simple)

5. Exercise «True or false? » («Wrong statements»).

6. Exercise «Ask me! ». It is very important for learning to communicate in a foreign language.

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