Педагогические науки/ 5 Современные методы преподавания.

The Benefits of Using Group Work While Teaching English

Pankiv S.V., Polutrenko M.P.

Chortkiv State Medical College, Ukraine

Modern teaching requires the use of new technologies and group work is one of them. Group work is a form of cooperative learning which aims to develop student’s knowledge, generic skills, (e.g. communication skills, collaborative skills, critical thinking skills) and attitudes. The ability to participate effectively in group work or team work is seen as a desirable employability skill and should be considered to be part of every learner’s educational experience.

Group work teaches students the skills of civilized communication, leadership and teamwork. They learn to contribute appropriately as group members, to make connections with others and to create opportunities for others in the group. Students who participate and contribute in groups have a sense of belonging and the confidence to participate within new context.

Students will gain competence in a wide range of skills. Working in groups, they improve their skills in speaking, reading and writing. They also improve their thinking operations: analysis, synthesis, generalization, prediction, abstract and critical thinking.

Skills required for group work.

The experience of using this method proves that the following positive changes can be observed in students:

§ increased motivation;

§ students learn to make joint decisions as a group;

§ students learn how to communicate and resolve conflicts more effectively;

§ students see a personal meaning in their studies;

§ students learn to take responsibility for their actions and decisions.

Two or six people in a group are ideal. The smaller the group, the more likely each student will be to contribute to the discussion. Groups of two or three students are sufficient for simple tasks where consensus will be reached quickly. Groups of four to six are better for more complex tasks in which the greater number of ideas may improve the final results.

There are three phases in group working training and they help in building motivation for learning and creating atmosphere of success.

Group work made it possible to the teacher to devote more time to the students’ oral production. Thanks to group work, less confident students get the chance to put their knowledge of the new language into practice in a non-threatening environment, away from the critical eye and ear of the teacher. Instead of being dependent on the teacher, students get used to helping and learning from each other. Meanwhile, the teacher is left free to discreetly monitor progress and give help, advice and encouragement where and when it is needed.

To widen and enlarge the knowledge about the content and methods of teaching English; to enrich the students’ knowledge of English-speaking countries, their culture, customs, traditions, behavior and social norms; to motivate students, develop and raise their interests, show them the priority of learning English as an international language, to organize out-of-class and out-of-school activities, like English club, and participating in different sorts of parties, quizzes, contests, or concerts in English. Project task is:

§ to help the students to become competent and to be able to use foreign language as an instrument of communication;

§ to motivate students, develop and raise their interest for more qualitative mastering of the English language;

§ to extend students’ knowledge about the language and English speaking countries;

§ to develop students positive features of character (kindness, honesty, tolerance) and will qualities;

§ to educate feelings of respect, responsibility, sympathy, culture of communicating;

§ to promote positive group interaction and conversation;

§ to involve students into different extra-school activities;

§ to promote creative student’s personality;

§ to create and maintain cooperative atmosphere.

Using methods of project the teachers of English in our college encourage the students well prepare for future in terms of both the e English skills and professional ones, involve much students not only inside but also outside the group, making full use of foreign language.

Refferences:

1. Dornyei, Z. (1998) Motivation in Second Foreign Language. Language Teaching Thames Valley University, London.

2. Phillips D, S Burwood & H Dunford (1999) Projects with Young LearnersOxford: OUP

3. J. W. Thomas, A Review of Research on Project-Based Learning, 2000, Retrieved September 10, 2009 from www.bobpearlman.org/BestPractices/PBL_Research.