Филологические науки/1.Методика преподавания языка и литературы

Grechok L.M.

Chernihiv State Institute of Economics and Management, Ukraine

Teaching communicative competence through free-floating discussion

The essence of this kind of discussion is that the group does not come to the result, but the activity continues beyond the classes. The basis of this procedure is characterized by a high quality of memory pending actions, so participants continue to conjecture alone ideas that were not consummated.

The effectiveness of the discussion will depend upon such factors as:

• training (awareness and competence) of student on the proposed issue;

• semantic uniformity (all terms, definitions, concepts, etc., should be equally understood by all students);

• the correct behavior of the participants;

• the ability of the teacher to carry out the discussion.

Proper organization of the "round table" discussions is held in the form of three stages: orientation, assessment and consolidation.

In the first step students adapt to issue and to each other, i.e. at this time a certain arrangement on the solution of the problem is produced. Thus the teacher (the organizer of the discussion) have the following tasks:

• formulate the problem and purpose of discussion. For this it is necessary to explain what is being discussed, what discussion will give.

• to introduce participants (if the group is going in this format for the first time). To do this, you can ask each a student to introduce or use the "interview", the participants are split into pairs and provide each other after a short study (no more than 3 minutes), directed conversation.

• create the necessary motivation, to pose a problem to show its importance, identify unresolved and controversial issues, determine the expected result (solution).

• set a time limit of debate, or limit on speeches.

• formulate the rules of debate, the main of which - everyone should speak. In addition, it is necessary: to listen attentively to the speaker, not to interrupt, to confirm his or her position not to repeat and to avoid personal confrontation, maintain impartiality, not to evaluate the speakers without listening to the end and did not understand the position.

• create a friendly atmosphere, as well as positive emotional background. Here the teacher can help students access the personalized, dynamic management of the conversation, the use of facial expressions and gestures, and, of course, a smile. It should be remembered that the basis of any active learning method is conflict-free!

• to achieve an unambiguous semantic understanding of terms, concepts, etc. To do this with the help of questions and answers you should clarify the conceptual system, working definitions of the subject. Systematic refinement of the conceptual system form student’s habit to operate well clear terms not to use obscure words, systematically use of reference.

The second stage - the stage of evaluation - usually involves comparing the situation, confrontation and even conflict of ideas, which in the case of mismanagement debate could escalate into conflict of personalities. At this stage the teacher faces (the organizer of the "round table") the following tasks:

• to exchange views, which involves the provision of specific words to the participants. The teacher is not recommended to take the floor first.

• collect maximum of opinions, ideas, suggestions. For this it is necessary to make active of each student. Speaking with your opinion, everyone can immediately make suggestions, but can simply speak first, and later formulate own proposals.

• Do not leave the topic that requires some hardness of organizer, and sometimes even authoritarian. You should tactfully stop who are moving aside, directing them to a predetermined "track."

• maintain a high level of activity of all participants. Avoid excessive activity of some at the expense of others, respect the time limit, stop lingering monologues, connect to the conversation all students are present at.

• operatively analyze expressed ideas, opinions, positions, proposals before proceeding to the next round of discussions. Such an analysis, preliminary findings or summary is appropriate to do at regular intervals (every 3 - 5 minutes), while summing subtotals. Summing subtotals is very useful to charge students, offering them a temporary lead role.

During the "round table" in the form of discussions students perceive not only the expressed ideas, new information, opinions, but they are also carriers of these ideas and opinions, and above all a teacher. Therefore, it is advisable to specify the basic qualities and skills that the organizer should have in the process of "round table":

• high professionalism, good knowledge of the material in the framework of the curriculum;

• speech culture and, in particular, free and reliable ownership of professional terminology;

• communication skills - or rather, communication skills, allowing teachers to find approach to every party, to be interested in a subject and listen carefully to each, to be natural, necessary to find methods to stimulate students to demonstrate rigor, while respecting the pedagogical tact;

• fast reaction;

• ability to lead;

• ability to engage in dialogue;

• forecasting abilities, allowing to foresee all the difficulties in the assimilation of the material, as well as to predict the course and results of pedagogical influence, to foresee the consequences of their actions;

• ability to analyze and adjust the course of the discussion;

• self-mastery

• the ability to be objective.

Thus, implementing the main purpose of learning a foreign language – formation of foreign language communicative competence - the teacher should involve students in a real language communication, modeling lessons on the process of entering into a real foreign language environment.