Педагогические науки/ 5.Современные методы преподавания

Candidate of philological science Maletina O.A.

Volgograd state university, Russia

METHODICAL RECOMMENDATIONS ON FORMING AUDING SKILLS TEACHING POSGRADUATES

Foreign language is a compulsory discipline for postgraduates studying different courses, that is why the main aim of a professor is to prepare students to communicate in various professional situations. The following forms of developing and improving professional communication skills are used: development of business contacts; presentation of research projects; translation, annotation and rendering; writing a resume. Students should understand professional speech, that’s why the task of teaching listening is to form the following aspects of professional communication competence: linguistic (listening, reading, speaking and translating skills), sociocultural and interaction.

According to the standard students should understand utterances, dialogues, monologues while they listen to different texts and watch video materials. They have to comprehend any type of the question, to identify the main idea on the basis of the lexical and grammar material.

Listening is considered to be the most complicated process of understanding recorded speech which includes perceptive and thinking activities, so forming and developing listening skills will give the opportunity to realize educational aims. It is necessary to teach students to switch their attention from general understanding to detail understanding of information, and to form prediction skills [2, с. 182–187).

Listening to different texts leads to forming and developing listening and communicative skills which will help students to communicate successfully with foreign partners. The main task of a professor is to form professional thesaurus which aims at facilitating professional communication.

Any listening task should be divided into three parts: 1) exercises done before listening; 2) exercises done while listening; 3) exercises done after listening.

According to the experience the preparation part plays a prominent role, because it helps to make the process of listening easier with the help of prediction and introduction of a new lexical material. The professor begins his lesson with the discussion ‘What is police arrest?’: students are offered to give the definition of this word-group.

After discussion new words concerning police arrest are given on the display:

Active vocabulary

license registration to pull smb over to do over 140 in an 80 a huge fine several points to promise to afford the insurance to notice to wear a seatbelt smell to drink bucks to step out of the car to be under arrest to bribe an officer to attempt to have the right to remain silent in a court of law to play around to cuff smb

водительские права, разрешение на право вождения автомашины документы на машину подъехать к тротуару или краю обочины; зд. приказать водителю-лихачу остановиться у обочины ехать более 140 км/ч, когда разрешенная скорость – 80 км/ч огромный штраф несколько очков (в некоторых странах все водители начинают с определенного количества очков; если они нарушают правила дорожного движения, то они теряют количество очков уменьшается; чем больше очков вы потеряете, тем дороже будет стоить страховка на машину; если вы потеряете слишком много очков, то вас лишат водительских прав) обещать позволить себе страховку замечать пристегнуть ремень безопасности запах пить амер. разг. доллары выходить из машины быть арестованным давать взятку офицеру полиции пытаться иметь право хранить молчание суд, действующий по нормам статутного и общего права разг. забавляться надеть наручники

The professor helps students to read new words, then students copy out these words, and they are offered to do a task which will help them to learn them by heart. The task is the following: match words with their definition. It will help students to learn words before listening:

1) License and registration 2) Officer, may I ask 3) You were doing 4) That’s going to be 5) I won’t be able 6) I also notice that 7) I’m going to have to ask you 8) You’re under arrest 9) You have the right 10) Anything you say can and will be used

a) to remain silent b) over 140 in an 80 c) to afford the insurance d) you aren’t wearing a seatbelt e) a huge fine and several points f) for attempting to bribe an officer g) to step out of the car h) why you are pulling me over? i) please j) against you in a court of law

If there is a difficulty in learning new words, students can be offered to make up dialogues in pairs. Then the professor tells students what they should pay attention to while listening (Listen to the text ‘Police arrest’ twice. First time make notes about the numbers, geographical, proper or personal names which you might hear. When you are listening to the text for the second time, try to catch the events and the order in which they are spoken about.). The objective is not to understand the whole text with all details, but it is necessary to comprehend only moments which influence the successful performance of exercises: agree or disagree to the following statements; fill in the gaps using the following words. Students should look through exercises before listening in order to maximize understanding of the authentic text.

Then we continue to do exercises after listening: answer the following questions; match the following synonyms from the text; match the following phrases from the text (sometimes more than one combination is possible); write down different words you associate with the term ‘police arrest’, share your words with your partner(s) and talk about them, together, put the words into different categories. The aim of this part is to study the authentic text in all details.

After writing words associated with the term ‘police arrest’, students are asked to do the following exercise: there is a description of situation and they should define the type of crime:

1) ‘I arrived home late and found that I’d forgotten my keys. I didn’t want to wake my wife up, and I saw there was a ladder in the garden of the house next door. I got the ladder and climbed in. We’ve just moved in and I didn’t realize I was in the wrong street … ‘ 2) ‘I was walking my dog when I saw the gun lying on the ground. I picked it up – it was still warm – and at that moment I saw the body lying in the long grass. I went across to look and it was my business partner. That’s when the police arrived …’ 3) ‘I opened the bank account in a false name as a way to help my employer pay less tax – it’s perfectly legal. I kept meaning to tell him, but somehow I just forgot. I bought the villa in France with my own money. It was an inheritance …’ 4) ‘OK, so there are a hundred and twenty-three copies of Four Weddings and a Funeral. That’s perfectly true, but I had no intention of selling them. I’m a collector’ [1, с. 114–119].

The tasks which are connected with finding additional information concerning different problems are prepared at home. Students are asked to make a presentation, because it will help them to present information in a way which contributes to better understanding and figures or different graphics will help to understand their report better. After discussion the best presentation is chosen.

Methodical recommendations were tested at lessons with postgraduates and take into account all specific features of working with students whose knowledge isn’t deep.

Literature:

1. Малетина О.А. Методические рекомендации по формированию аудитивных навыков в неязыковом вузе // Lingua mobilis. Научный журнал. ГОУВПО «Челябинский государственный университет». Вузовская академическая лаборатория межкультурных коммуникаций. Вып. №4. – Челябинск: ООО «Издательство Рекпол», 2010. – С. 114–119.

2. Maletina O.A. Methodical recommendations on forming listening skills in higher schools // Linguistik und Fremdsprachendidaktik im Dialog zwischen den Kulturen. Wissenschaftliche Beiträge aus der Staatlichen Universit- ät Wolgograd und der Universität zu Köln, – 2011. – P.182–187.