Филологические науки\ 5. Методы и
приемы контроля уровня владения иностранным языком
Магистр
иностранной филологий Ерсултанова
Гаухар Тилеукабуловна,
Магистр
иностранной филологий Сейдуллаева Айгул
Хайруллаевна
Алматы Менеджмент Университет
FORMATION OF
COMMUNICATIVE COMPETENCE IN THE PROCESS OF LANGUAGE LEANING: Developing
comprehension.
It is very important to understand what
the learners read in a book. They should be able to give their opinion about what
is written. There is a growing realization of the importance of providing
learners with regular exposure to suitable spoken and written texts which
illustrate natural discourse in context. It is also increasingly realized that
good listening and reading skills need to be explicitly developed and fostered
through a range of appropriate activities which provide learners with a purpose
and guidance in coping with texts. The aim is to develop confident, autonomous
listeners and readers who appreciate they do not have to understand everything
and to provide them with successful experience which leave them positively
disposed towards exploiting opportunities for listening and reading outside
class.
This
requires an approach which takes into account the factors involved in the
comprehension process and which is based on sound criteria for choosing
suitable texts matches to the interests and capabilities of the learners. One
way of ensuring this match is to negotiate with learners so that they have some
say in choosing texts and tasks and can take greater responsibility for their
own learning.
Understanding is an interactive process
between what is read or listened to and learners’ background knowledge and
experience, through which they bring meaning to text. In this process their
understanding is dependent on:
• Knowledge of the vocabulary;
• Knowledge of topic;
• Knowledge of the grammar;
Learner
should understand that they do not need to understand all the words in the
text. It is important to get the idea what the author wanted to show us and
discuss the problem written in.
The
theoretical rationale for a comprehension-based approach at early stages of
teaching second languages came initially from studies of first language
acquisition, in which the development of listening comprehension ability
precedes and underlies the development of speaking ability, and later, in
school, fluent reading of age appropriate texts precedes and facilitates the
development of L1 composition skills. Further support for a comprehension-based
approach to second language teaching has come from empirical research (1). An
initial second language "incubation" or "internalization"
period, where learners concentrate on under- standing the meanings of oral and
written texts, is thought to help them to "formulate a map of meaning and
form in their minds and to internalize the associations between form and
meaning" (2). If learners are allowed to focus on language as a vehicle
for meaning, it is thought that they will gradually assimilate syntactic and
vocabulary knowledge in the target language. This receptive knowledge will form
the basis for the production of utterances in the language. Some researchers go
so far as to claim that production skills will "emerge" without
explicit practice, as students receive and internalize large quantities of
comprehended input (1). Requiring learners to produce in early stages is seen
as not only frustrating and anxiety-causing for them, but also as
counterproductive to an efficient learning process (1). It is thought that
forcing production in the absence of adequate language knowledge causes
students to fall back on first language knowledge, leading to the L1 and L2
"transfer" phenomena observed in their speech and writing (3), and
possibly even to the fossilization of inaccurate forms (4). Following this
rationale, instruction in the comprehension-based approach begins with a period
during which the learner is required only to comprehend written and oral texts,
and not to produce them -although production is encouraged. The incubation
period in the comprehension-based approach is claimed to result in more
accurate production, as learners are given sufficient exposure to native
speaker models and enough time to internalize accurate oral and written representations
of the forms and structures of the target language. Empirical evidence has
demonstrated that extensive listening before production results in more
accurate pronunciation (1). Less is known about the effect of early emphasis on
comprehension in the development of grammatical, vocabulary and discourse level
knowledge. Krashen suggests that second
language grammar is acquired through the understanding of meaning and that
initial emphasis on formal aspects of language is counterproductive; formal
knowledge is acquired incidentally while the learner is focused on meaning.
There is considerable empirical evidence from Canadian French immersion
programs and other contexts where comprehension is emphasized almost
exclusively in the initial stages that such development indeed takes place (5).
Recent research, including that with French immersion students, suggests,
however, that learner analysis of language form as an aid in comprehending and
creating texts may be important in developing grammatical accuracy in some
aspects of speaking and writing-notably those that lack salience in
communicative language use (Allen, Carroll, Burtis and Gandino, 1987; Burger,
1989; Harley, 1992; Swain, 1985, 1988; Van Patten, 1990) and may even enhance
comprehension ability (6). Proponents argue that learners need to know how
formal structures organize and represent meaning, and that learners should
therefore be made explicitly aware of the links between grammatical structure
and meaning in oral and written input.
References
1.
Rezida A. Fahrutdinova, Iskander E. Yarmakeev
& Rifat R. Fakhrutdinov; the Formation of Students’
Foreign Language Communicative Competence during the Learning Process of the
English Language through Interactive Learning Technologies (The Study on the
Basis of Kazan Federal University); Institute of Philology and
Intercultural Communication, Kazan (Volga Region) Federal University, Kazan,
Russia, 2014.
2.
Е.С.
Кубрякова. – М.: Языки славянской культуры, 2004. – 560 с. 7. Назаров А.И.
Обобщенная модель познавательной деятельности индивида / А.И. Назаров // Психологическая наука и образование. – 2000.
– № 3. –С. 40-60.
3. S.S.Kunanbaeva, http://group-global.org/kk/node/5449
4. McGuire William
(1981). "Theoretical Foundations of Campaigns." In Ronald Rice and
William Paisley (eds.), Public Communication Campaigns, Sage.
5.
http://www.ccsenet.org/journal/index.php/elt/article/viewFile/42407/23168
6.
S. S. Kunanbaeva,
Theory and practice of modern foreign language education; Almaty, 2010.