Master of pedagogical science, G.K. Shatayeva
S.Seifullin Kazakh Agro technical University
Background of
communicative-oriented teaching English grammar in non-language universities
Abstract: This article describes the communicative approach of
teaching English and the background of communicative-oriented teaching English
grammar in non-language universities.
Key words: competence, communicative
approach, communicative-oriented teaching, English grammar, non-language
university
From 1970 onwards
there was a turn in linguistics to the study of social and functional aspects
of the language. It means that in the area of interests of linguists joined
analysis of language use mechanisms to achieve multiple objectives that arising
in the course of social interaction. Appeal to the specific cases of the use of
language in view of the many factors that give individual statements in
communication situations. This is due to the advancement to the forefront of
such a phenomenon as communicative competence [1,p.36].
According to
S.S. Kunanbayeva in the methodology of teaching foreign languages
«activity approach» was projected taking into account all the
specific regularities on foreign language learning also by national
psycholinguists and methodologists (A.P.Luriya, A.A.Leontiev, I.A.Zimnyaya,
A.M.Shahnarovich, I.L.Bim and others), this approach is proclaimed in the
methodology as a «communicative» was still far from self «activity» of a
student based on speech-language system, centered on the formation of non-
communicative activity, and through the
establishment of KSA (knowledge, ability, skill) the four main types of speech
activity (speaking, reading, listening, writing).
Consequently,
this approach:
- Did not
contribute to the formation of students' communicative skills-based on skill,
in other words readiness to free verbal communication;
- The place and
role of other skills, calling as obligatory were not clear (socio-cultural,
linguistic, strategic, and others);
- The sources on
which it would be possible to base their formation were not identified;
- The mechanism
of their integration in the structure of «communicative skills» was not clear,
or it is presupposed their separate aspect in communication;
- Called in the
70s twist of linguistics to social and functional implementation capacity of
speech-language predestinate parallel of development of psycholinguistic
paradigm of «speech activity theory» with the release as a significant
operating unit «speech act» (the theory of speech acts).
In 80-s it has
contributed to the breakthrough in the methodology of teaching foreign
languages, time to the number of foreign language teaching variants of
so-called communicative method (E.I.Passov, I.L.Bim), intensive methods and
their variants (G.A. Kitaigorodskaya, G.Lozanov); functionally-oriented
approaches (M.A.Hollidey) psychological models based on conceptual-cognitive
approach (D.A.Vilkins) and others [2,p.14-15].
Thus, with the
declared priority of «activity approach» and the so-called «communicative
method» in this period in teaching foreign languages established
only as a «communicative-oriented approach», as it was not described
communicative-based didactic system (selection, organization of communication
training categories and units such as the communication sphere, intention,
function, social roles, situations, etc.) Accordingly, the composition of
highlighted above skills could not be formed as a complex of communication
based on abilities on the basis of separate and regulated standard forms of
realization of speech (and non- communicative) intentions in the conditions of
artificially created motivation for communication.
According to G. Richards and T. Rogers, communicative
approach in teaching foreign language learning has emerged as a reaction to the
current teaching model based on artificially created educational situations
[3,p.143]. The first critic of this model was A.N.Chomsky. He is the first used
the term «competence» in linguistics [4,p.233]. Gradually, in foreign and then
in the national methodology came the term «communicative competence». It was
first used by D. Hymes. So linguists came to be called the ability to carry out
communication through language. Hymes said that it`s necessary not only to know
language grammar, but also to understand what to say, to whom and under what
circumstances [5,p.57]. Problems of formation and development of the
communicative competence worked such researchers as D. Braun, L. Bachman, M.
Canale and M. Swain, S. Sauvignon, R. Skarsella and R. Oxford. In Russian
methodological science communicative competence has also received extended
coverage in the works of N.I Gez, M.N
Vyatyutneva, A.A Mirolyubova, V.L Skalkina, I.L Bim, O.I Smirnov and others. It
should be noted the study of Kazakh linguists, who have made a significant
contribution to the formation of communicative and grammatical skills. In this
aspect, we have relied on the works of S.S. Kunanbayeva, B.S. Isinova, Z.Z.
Kashkinbayeva, G.A. Kozhakhmetova and others [6,p.7].
A modern professional
should be able not only to communicate with foreign partners, but also to use
international professional and cultural experience in your work [7, p.123]. In
other words, at present an expert should know a foreign language not so much by
reading the literature on the specialty as by how properly hold an oral foreign
language professional communication in interaction with professional foreign
language environment [8,p.45]. However, despite the increased demands on the
proficiency level of foreign language knowledge of students of non-language
universities [9,p.14], the practice shows that the desired level of formation
of practical skills and working knowledge cannot be considered satisfactory. Of
special note is that the defective formation of grammatical competence is a
significant problem, since the acquisition in particular of grammar speech
skills of communication promotes more confident using the foreign language.
Before describing the peculiarities of forming grammar speech skills, it is
useful to justify the use of communicative approach and also emphasize the
importance of the speech grammar skills in forming the grammatical
communicative competence.
The feasibility
of using the communicative approach for forming a grammar speech skills is
primarily due to the fact that under this approach, mastering a foreign
language is supposed directly in function of communication. That is why the key
concept of this approach is communicative competence, approved by both the
Western and national methodology of teaching foreign languages in the capacity
of the main goal of foreign language teaching. The assumption that learning
foreign language communication is possible only by means of the same foreign
language communication is reflected in the statement of outstanding Russian
scholar E.I. Passov, that «communicative speech presupposes orientation of the
educational process, which is not so much that speech practical purpose is
presecuted (in fact all areas of the past and present put this target), but in
the fact that the way to this goal is the practical use of the language.
Practical speech orientation is not only a goal but also a means where both are
dialectically interdependent» [10,p.104].
In addition,
communicative approach aims not only to the practice of dialogue, but rather on
intercultural communication, evidently from the composition of the component of
communicative competence, which according to official document of Council of
Europe «Common European Framework of
Reference for Languages: Learning, Teaching, Assessment», including
linguistic, sociolinguistic, socio-cultural, strategic, discursive and social
competence. Thus, in view of the support at the legislative level communicative
approach is the most appropriate and effective in teaching foreign languages,
as it provides for the formation of an effective foreign language communicative
competence, appropriate to social order of society with respect to language
skills.
The formation of
grammatical competence is a significant problem for successful formation of
foreign language communicative competence, necessary for filling out of
grammatical verbal expression. By definition V.G. Gak, «grammar is a branch of
linguistics that studies patterns of change and combination of words that forming
meaningful sentences or statements». Consequently, the use of language as a
means communication will be greatly hindered without the ability to skillfully
combine words and change word collocations depending on the speech intention.
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