Филологические науки /7. Язык, речь, речевая коммуникация.

Verba Y. A., Gaurieva G. M

Eurasian National University, Kazakhstan

Strategies of speaking teaching for beginners

Abstract

The present study aims at investigating teacher strategies in improving speaking ability for EFL learners in primary schools of Kazakhstan. The object of this research is the 3^rd grade pupils of school-gymnasium № 31 in Astana. The implied methods of the research are bibliographical, comparative analysis. The significance of the present work is that the investigation in this sphere was not fully completed by the researchers of the field, it considers strategies of teaching speaking at the primary level, that demands the careful and correct choice of techniques and strategies of speaking teaching. Having considered the classifications of speaking teaching strategies, we have chosen the role play strategy and investigated its implementation during a lesson course as the most effective strategy to develop speaking fluency in pupils.

Key words: strategies of speaking teaching, primary school, role play strategy, speaking fluency

The use of English as a second language (ESL) or foreign language (EFL) in oral communication is, without a doubt, one of the most common but highly complex activities necessary to be considered when teaching the English language, since we live at the time when the ability to speak English fluently has become a must.

The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

Topicality of the present work is that at primary school the spoken language foundation in a foreign language is spent for formation of skills: the pronunciation, graphic, spelling, lexical and grammatical skills. Thus, success of using appropriate types of strategies develops interest, motivation and therefore, knowledge of English as a second language.

Research on language learning strategies started at the 1970s. Since that time many researchers have suggested their own classifications of teacher-learner speaking strategies. (Oxford, 1990; Bialystok, 1981; O'Malley, 1985; Willing, 1988; Stern, 1992; Ellis, 1994). But, studying them possibly will help both language teachers and language learners to understand language learning strategies and different methods which are engaged in strategy use. In what follows, taxonomies of language learning strategies will be demonstrated:

O'Malley's Classifications of Language Learning Strategies[1, 21-46]

O'Malley (1985), separated language learning strategies into three main categories:

A. Meta cognitive Strategies,

B. Cognitive Strategies,

C. Socio affective Strategies.

A. Meta cognitive Strategies

Rubin's (1987) Classification of Language Learning Strategies[2]

Rubin, who assigned a great deal of effort in the field of language learning strategies, made a distinction between strategies contributing directly to learning and those contributing indirectly to learning.

Oxford's (1990) classification of Language Learning Strategies[3]

By referring to the literature, it seems that the most inclusive taxonomy of language learning strategies is provided by Oxford's (1990). Oxford divided language learning strategies into two main categories, direct and indirect strategies which are also subdivided into six classes.

Direct strategies, which involve the new language directly, are divided into Memory, cognitive and compensation strategies. As Oxford's says, "all direct strategies require mental processing of the language" [3, 37].

Indirect strategies include metacognitive, affective strategies. Indirect strategies provide indirect support for language learning by employing different strategies such as focusing, arranging, evaluating, seeking opportunities, and lowering anxiety Oxford's.

According to Brown, there are four most effective speaking teaching strategies: cooperative activities, creative tasks, role play and drilling. [4, 96] For the further research we picked up the role play strategy.

In Cambridge International Dictionary of English, role defined as the person whom an actor represents in a film or play, while role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. It is used in training courses language learning and psychotherapy [5, 123].

A role play is a highly flexible learning activity which has a wide scope for variation and imagination. According to Ladousse, role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation. Here peer learning is encouraged and sharing of responsibility between teacher and the learner in the learning process takes place. [6, 24]

Role play can improve learners’ speaking skills in any situation, and helps learners to interact. As for the shy learners, role play helps by providing a mask, where learners with difficulty in conversation are liberated. In addition, it is fun and most learners will agree that enjoyment leads to better learning.

Role play can be used with students of most ages. The complexity of the role situations must be minimized in using the method with children. But if we keep it simple for their limited attention spans, role play can be used even in teaching preschoolers.

Here are some of the roles that will be sufficiently interesting and effective in the role-playing game for the development of educational and cognitive activity of students in the process of teaching a foreign language:

1. A person who really existed (the king, prince, chief of the insurrection, military commander, politician, etc.)

2. A fictional character (peasant, feudal, military, seller, etc.)

Preparation:

1. Planning the game.

2. Work with students:

- the title of the topic, the date of the role-playing game,

- distribution of roles and tasks,

- division into groups, as needed - election of the jury, key players,

- acquaintance with the goals of the game,

- comments on goals and expected outcomes,

- the configuration of the presentation of the material,

- additional fiction,

- as needed - consultations, rehearsals,

- the production of important didactic materials,

- knowledge control report.

Variants of knowledge control:

1. Evaluation for the work in the lesson, i.e. a specific role in the game in the work of their own group.

2. Assessment for preparing for a role-playing game (drawing, diagram, costume, crossword, news, etc.)

3. Work in the notebook during the game (recording games of other groups, table, time tape, main texts, etc.)

4. At the lesson - test work, analysis, dictation, etc.

Course of the game:

1. Organizational moment.

2. Role-playing game.

3. Reflection: an oral test at the end of the lesson, a questionnaire, an article in the school edition, an exhibition of creative assignments, etc.

A good example is the use of role play “Little Red Hen” on a lesson on the topic “Animals” in the 3^rd grade. After the introduction of a new theme and some vocabulary exercises, pupils role play the tale they prepared in advance.

After a lesson questioning of pupils and the teacher regarding increase of educational cognitive activity at a lesson has been carried out.

Questions for pupils

The pupils are suggested to estimate a lesson of five-point system, answering questions. 1 – very negatively, 5 – excellent.

1. Do you want to use Role play at the lesson?

2. Do you feel comfortable in the class?

3. Do you know well the names of animals?

4. Is a computer helpful?

5. Does role play help you speak?

There were 14 pupils in a class. We will provide the table of results of the testing held after a lesson with use of a method of ICT

Table 1 Results of questioning of pupils at an English lesson with role play before the lesson

Pupils/ questions	1.	2.	3.	4.	5.
1.	5	4	3	3	4
2.	4	4	5	3	4
3.	3	4	3	5	2
4.	5	3	3	4	4
5.	5	4	3	4	3
6.	3	4	4	5	3
7.	4	3	4	5	3
8.	3	3	4	5	5
9.	3	3	3	4	4
10.	4	5	4	4	4
11.	3	5	3	5	3
12.	4	4	5	5	5
13.	3	3	5	4	4
14.	4	4	5	5	4

Diagram 1 Pupils answers before the lesson

Table 2 Results of questioning of pupils at an English lesson with a role play after the lesson

Pupils/ questions	1.	2.	3.	4.	5.
1.	5	4	4	5	4
2.	5	5	5	5	5
3.	4	5	4	5	4
4.	5	5	4	5	5
5.	5	4	5	5	4
6.	5	4	5	4	4
7.	4	4	5	5	4
8.	5	3	3	4	5
9.	5	3	3	4	4
10.	5	4	4	4	5
11.	5	5	5	5	5
12.	5	4	4	5	5
13.	5	5	5	5	5
14.	5	5	4	4	4

Diagram 2 Pupils answers after the lesson

The answers after the lesson show that pupils liked the lesson and means of teaching were very useful in acquisition of knowledge.

As we see from the diagram, most of pupils were extremely positive to a lesson. Pupils have noted a great interest to such form of a lesson and all have supported use of role play at English lessons further. Some pupils haven't seen special development of grammatical skills more weakly, however they have objectively estimated the knowledge and have counted an assessment of the teacher fair.

As we see from an example of a lesson of English with use of role pay strategy for developing speaking skills, we certainly draw a conclusion that use of speaking technologies allows to carry out what has been conceived even sometimes more, the lesson becomes more modern. It leads to growth of educational spoken activity of pupils, as well as to increase of professional competence of the teacher. Use of role play at elementary school at English lessons, provides positive motivation of training, focuses both pupils and the teacher on success in various skills and abilities when training in English at various levels of training.

During the lesson, the teacher tried to develop spoken language of primary school children. There are a great variety of communicational tasks such as greeting, naming things, talking about food and likes. According to this approach, even the weakest primary student can communicate with other children.

Role play teaches primary students to use speech consciously. Regular application of the described technology makes it possible to create a comfortable psychological climate in the classroom. Students who have felt their success in the game, more confidently learn a foreign language, quickly overcome the language barrier. In addition to teaching tasks, the game helps to solve a number of educational and developmental tasks. Students learn speech etiquette, learn to help each other, react quickly to the situation, learn to practically apply their knowledge in different conditions.

References:

1. O'Malley, J. M., (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1): 21-46.

2. Rubin, J. (1987). Learner strategies: theoretical assumptions, research history and typology. In A. Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1): 41 -5.

3. Oxford, R.L., 1990: Language Learning Strategies: What Every Teacher Should Know.

4. Brown, D. H. (2007). Principles of language learning & teaching. (5th Eds.) Pearson: Longman.

5. Paul Procter (Ed.), Cambridge International Dictionary of English, (New York: Cambridge University Press, 1996)

6. Gillian Porter Ladousse, Role Play: Resources Books for Teacher Series, (New York: Oxford University Press, 1995)