#UrevskayaT.G. , Sembekova U. D. “THE DIALOGICAL CIRCLE” IS THE METHODICAL WAY IN TEACHING OF TEXT COMPREHENSION

T.G. Urevskaya, U. D. Sembekova

Taraz State Pedagogical Institute, Kazakhstan

“THE DIALOGICAL CIRCLE” IS THE METHODICAL WAY IN TEACHING OF TEXT COMPREHENSION

The work “The dialogical circle is the methodical way in teaching of text comprehension” is an important theme for teachers who want their students to understand and comprehend a text well.

The article explains the ways of introduction, reading, analyzing, discussion, making synthesis, summarizing a text. The psychological peculiarities of learners for better text comprehension are regarded in this work: it is important to pay attention on the age of learners, on their mental abilities, on the type of a text. These peculiarities depend on the individuality of a person.

This article is an attempt to display the process of text comprehension in diagrammatic form: the process ends and begins when the results of the process re-enter the circle as a new beginning for the continuing a dialogue. The diagram doesn’t show what and how we think; it shows how our thoughts are related one after another.

Teachers want their students to understand and comprehend a text well. And all the recommendations are given in the article will help teachers to introduce, analyze, discuss and summarize a text. It is important to pay attention to the age of pupils or students, to their mental abilities, to the type of a text, to the contents of the written information.

The dialogical circle is an attempt to display in diagrammatic form the process where the ideas are given in more useful form for comprehension of a text. The process ends and begins again, when the results of this process re-enter the circle as a new beginning to continue the dialogue. In Dialogical circle each element bears the definite duty for better and easier comprehension of a text.

So, let’s describe the circle of better understanding of a text.

The first step of the circle is in-out-put, where we begin and end and begin again. This work is done in the form of questions and answers according to the text. The in is our questions, which are asked taking senses, opinions, thoughts into consideration. The out is a kind of contact with the dialogue, where it becomes the main theme to ask more questions.

Another step of the dialogical circle is reading. One of the most difficult tasks of a language teacher is to foster a positive attitude toward reading. Unfortunately, due to time limits and others constraints, teachers are given unable to actively encourage learners to seek entertainment and information in reading materials. Many language teachers must rely totally on the basal class readers. This often creates a negative mind-set in students who consider the effort required to interact with texts an unattractive alternative to the gratification offered by the electronic media. This problem is exacerbated in areas where students have limited access to the print medium. Reading programmers can help learners develop those language skills necessary for success. But implementing an effective reading programmer depends on students having access to reading materials that are relevant to their own needs and interests, being encouraged to participate in carefully structured activities, and being given incentives to promote reading. Before reading, it will be useful to find more effective way to attract student’s attention to reading and understanding of a text. You find a text with a theme you need according to age of students and knowledge got before. For example: if you introduce a fairy-tale, you may use a picture, which must be colorful and large. Everything is chosen according to mental ability of the students; it is very difficult for students to get to the heart of the text without imagination of a subject of a text. You may ask children to draw a picture on a text (an experienced painter can’t draw an image so bright, as it forms in imagination of children). This method is useful for younger learners, when you introduce a fairy-tale. But what shall we do with elder learners? A simple picture on the text won’t attract their attention to the text. They pay their actual, vital-popular texts and articles. The themes described in such articles are drugs problems, smoking, kid napping and others. In this case a teacher may advertise the reflection of people’s tragedy. It is necessary to give real examples from life. If we consider being a process, we can mention some kinds of methodic using for its study: reading to oneself, speed reading, reading part by part.

Analysis is the next step of dialogical circle, which gets information from dialogues. Words, their connection must be regarded and thoroughly analyzed. Such type of analyzing plays an important part in understanding of a text. With the introduced information the scheme of analyzing cares definite position of key words arrangement and prepares for the comprehension of a text. Analysis prepares for discussion of a theme, mentioned in in-put. The dialogical exchange of thoughts takes. Learners to people who can increase the process of comprehension of a text (they are teachers, course-mates and others). Discussions provides with the thoughts we need for process of creations. Synthesis of thoughts, ideas begins with the new perception – with connection of thoughts about a subject during discussion. The process, which is the result from perception of introduced information, is changed and the construction of new ideas scheme is begun. Learners in the process of creation of new thoughts get ready to the process of giving them in written form (to the writing).

Writing means something more than improvised production of thoughts. So, out-put, becomes a new introduction of information, and the dialogic circle goes on increasing the comprehension of a text. The following text, in the process of the practical use: “Biologists had hardly closed the chapter on the Spix’s macaw, when people living near the birds’ habitat said that they had seen an ararinna azul. Could there still be a surviving bird? In 1990 five researchers packed their camping gear, binoculars and notebooks and headed for the territory of the Spix’s macaw. After combing the area for two month, the researchers saw a flock of green-colored papagaios maracanas, but noticed something unusual. One of the flock numbers was different-larger and blue. It was the last of the wild Spix’s macaws. They observed it for a week and learned that the Spix’s was tagging along with the Illingers to cope with his loneliness and to find a mate. Now the green birds didn’t mind adopting this persistent blue fellow as a friend – but to mate with him? Of course, there are limits in polite Illinger’s macaw society! The Spix’s macaw mate had rooted together for years, - that was until 1988, the year that trappers grabbed his lifelong partner and sold her into captivity. Since then, he sleeps there by himself a tiny, lonely bundle of blue feathers perched on a high, barren branch. It is just a matter of time before the last Spix’s macaw with the know-how to survive in the dodo-unless someone finds him a match. That idea caught on, and in 1991 the Projector Ararinha Azul (Spix’s Macaw Project) got under way. It’s him? Protect the surviving mail bird find him a mate, make a match, and hope that they will repopulate the neighborhood. Is it working out? Progress has been made. The Brazilian post-office put the fate of the planets most endangered bird into the sport-light by issuing a stamp in its honor. Biologists successfully rallied the 8000 inhabitants of Caraca, a town near the birds’ habitant in northern Bahia, to side with the surviving Spix’s macaw. With the townsfolk guarding “their” bird, which they nicknamed Severino trappers now risk being caught red-handed. This tragedy is paying off. Severino is still flying around.”

The text obstacle has been tackled as well – to persuade breeders to part with one of the six captive birds still living in Brazil. One owner agreed, and in August 1994 a young female bird, nabbed by trappers as a nestling, was flown to Caraca to be released and live in natural habitat again.

The main aim is to interest the learners and make influence on the learners’ psychology with the help of questions: “Is the bird is able to survive in loneliness?” or “Is the Spix’s macaw the loneliest bird in the world?” The text is presented for adult learners with the purpose of protecting environment.

Reading begins with the first part. It is necessary to pay attention on names and dates. They will help to form the main information. Learners have already learned the plot of the text, which consists of 4 paragraphs. Before the reading of the first paragraph you may look through the methodic description from the dialogic circle. It is important to make up analysis (logically the paragraph is divided into 3 parts): 1) People have found the bird; 2) Is the bird alive? 3) To organize an expedition for study of bird’s life. You may suggest learners to discuss these parts. Also you can ask some questions to the paragraph during discussion: “Who noticed the bird? Why did scientists organize the expedition?” and others. So, the second part is read. What impression does this paragraph make? It is a bit larger. But it is necessary to divide it into logical parts. Learners analyze each part of this paragraph. The first part tells about the searches of green macaws flock and about the discovery of unique kind, distinguishes from the flock. The second part shows us the bird as a unique survived kind of birds. And, the third part describes the bird as the only kind, alone on the earth, which has no a couple. Then we discuss each part, to the addition we may ask some questions. Analyzed all the answers to the questions, we may write essay to the paragraph. The main question is “How do student understand all the paragraphs?” Then we combine them and describe. There are suggested themes: “Spix macaw is the unique kind”, “Biologists regard this kind as disappeared”, and others. Difficulties of the themes for essay depend on mental abilities of learners. Step by step, according to the methodical description of the dialogical circle, the given work is done with all paragraphs of the text.

Don’t forget to do conclusions at the end of the work of the dialogical circle.

In this text we come to the conclusions: to protect the environment, to protect animals and plants, to value the wild life.

This work is done in methodical style it has practical value for teachers. You can use such diagram for study of text at English lessons.

Literature:

1. Ya. M. Kolker “Practical methodic of teaching English” 1991.

2. T.E.Сакарова “Методика обучения иностранным языкам”, Просвещение 1991.

3. Michael McCarthy “Vocabulary”, Oxford University Press, 1995.