Филологические науки / 1. Методика преподавания языка и литературы
PD, Associate Professor, Usacheva G. M.
Senior teacher Ilchenko L.
G.
Donetsk State University of
Management, Ukraine
Application
of mass forms of work at the lessons of foreign language
Application of mass forms of work, supposing the
simultaneous participating in orally-speech activity of all students at the
lesson of foreign language, has direct attitude toward the successful decision of
practical tasks of teaching in this subject in higher educational
establishment. Not by chance this question pays intent attention of methodists
and teachers. Use of mass forms of work in the process of teaching of the
foreign languages not always achieves success. It is related to that, above all
things, that a teacher undertakes speech initiative in a group. Taking the role
of listening and answering to the students, and sometimes and quite observers.
At such form of work possibilities of formation of speech skills and abilities
are convolute in a considerable form. Being the element of activity, they can
be formed only in case when a student constantly joins in this activity, what
can not happen, if more than half of educational time is talked by a teacher
and only remaining part of time can be parted between the students of a group.
One of requirements of teaching process is the necessity of making and
application of active forms of training of students in the process of teaching
of the foreign language, participating in which all students anymore would use
status of teaching subject.
Speaking about introduction of mass forms of work
in the process of teaching of foreign language, it is necessary also to pay
attention to the fact, that they behave to internal backlogs of method of
teaching of foreign languages in an institute of higher, and they are one of
the real backlogs promising the improvement of process of teaching due to the
improvement of the most methodical technology. Work is the most acceptable and
effective form of the mass training in pair. It is indisputable in relation to
the initial stage of teaching of the foreign language in an institute of
higher. Work in pair provides simultaneity of participation of all students of
group in intercourse and due to it more effective use of educational time,
curriculum limited by scopes. It promotes also to forming in the students of
intuitiveness and ability to speak to each other, enables to realize principle
of differentiation, allows leaning against control and mutual help in the
process of teaching.
Work in pair does not suppose the invention of some
special unknown exercises. Difficulties which a teacher runs into touch the
organizational aspect of work above all things, in particular adaptations of
the known types of exercises to the terms of the mass training, although it,
does not eliminate the necessity of selection for such aims most effective from
their number.
In consideration of function of exercises for work
in pair, we distinguish two groups of such exercises.
The first group is made exercise for forming of
lexical and grammatical skills. Such exercises traditionally name preparatory
or trainings. It is behaving for them, for example, imitating, raising,
transformations and question exercises. These exercises in a different degree
require adaptation to the terms of work in pair. However for successful
realization of this work one general line is providing of the frequent use of
that form, which presently is the article of mastering, must be peculiar for
them.
To the second group of exercises belongs the
exercise for development of vocal abilities. They are the small dialogic or
monologues utterances, carried out in the form of talk of two students and,
thus, all pair in a group simultaneously.
The exercises for work in the pair offered operating
studying and methodical complexes, practice of teaching produces the row of
specific requirements the account of which are quite needed and which are
definitely reflected on the structure of these exercises:
а) Every exercise for work in pair must be absolute accessible for all
students in a group. The necessity of observance of this requirement is
explained by that student incapable will lick by a problem, in the process of
the mass training unnoticed for a teacher is turned off from work or is continued
to work, but assumes plenty of out-of-control errors. In order to execute this
requirement, it is necessary to give up the orientation on the so-called middle
student and, in consideration of circumstance that only a teacher deeply enough
knows possibilities of every student from his group, to enable to the teacher
to take most direct part in the construction of exercises. It means that the
structure of the materials offered by a teacher must be flexible, foreseeing
possibility of facilitation or condition of complication of every exercise.
Having such methodical materials, a teacher adjusts them to the concrete terms
of teaching.
b)
Exercises for work in pair must answer the commons requirements of methodical
conception which teaching is built on. In this concrete case they must be at
least more communicative, suppose situation basis and practically eliminate
simple manipulation by linguistic material. Thus, an output is very desirable
on a communicative level.
c)
Exercises for work of students in pair must have a binary structure that
includes two tasks – for the students of row A and for the students of row B.
And these both tasks must be balanced so that the proper utterances of two
students made logical unity. In this sense reaction of students A always must
correspond to the stimulus from the side of students B and vice versa.
d)
Exercises for work in pair must be related to the studying and methodical
complexes which teacher uses. It means, at first, that in the linguistic
relation such exercises must fully consist of material which students seized in
some degree, and secondly, every exercise must answer the concrete purpose of
the employment marked in a plan, that has clear connection with educational
process.
Higher basic requirements were transferred to
exercises in pair, by which unproductiveness of similar exercises concerns in
the educational process foreseen in the curriculum of institute of higher, and
their fitness, to the practical use. Work is differently conducted with the
exercises intended for forming of skills.
Providing the situation in exercises for forming skills is carried out
by changing of the article of utterance, that successive creation of set of
similar situations predetermining the same type’s utterances of students
structurally. By the set of situations the incremental dynamics of similar
exercises is prompted.
In exercises for forming of skills every utterance
is stimulated and is prompted by the separate situation included in the set of
the same type’s situations. Their subject plan is set by the series of the same
type subject evidentness, and sometimes by words or combinations of words in
foreign language. Thus, there is no problem of management by the dynamics of
utterance of students at implementation of these exercises. This problem is
characteristic for exercises offerings development of monologue and dialogic
speech, in which just one situation stimulates the unfolded utterance of
student or all dialogue between students.
It is possible also to manage such speech activity
for students: one pair of students which have the high level of trained is
characteristic for demonstrates implementation begin exercises or executes them
step by step so that the other pair of students followed the offered standard.
This reception is used in case when there are a lot of students in a group with
the low level of domain by speech abilities. Experimental application of these
exercises confirms organizationally-methodical possibility of their wide use by
students with the purpose of study of foreign languages, and it also shows
their high educational efficiency that gladly accepted by students in the
process of teaching.
References:
1.
Аrbekova T.
I. The lexicology of English // T. I. Аrbekova / Knowledge, Moscow, 1977.
2.
Solntsev V. M.
Language as a system-structural education // V. M. Solntsev/ Progress, M.,
2001.
3.
Suprun A. E. The
lectures on linguistics // A. E. Suprun / Progress, Minsk 2001.