Филологические науки/1.Методика преподавания языка и литературы

Grechok L.M. Chernihiv State Institute of Economics and Management,Ukraine

Teaching communicative competence through individual work

Individual work is one of the most important components of the learning process, in which the formation of knowledge, skills and abilities are taking place. In this regard, planning, organization and implementation of self-study is the most important task of teaching students. Individual work should not be seen only as a process of doing homework activity.

One of the most common forms of work is reading texts in a foreign language and then perform tasks that involve checking the level of reading comprehension. In this case there is no creative self-identity in the fullest sense, although this type of work, with proper selection of appropriate reading materials, may contribute to the manifestation of interest in language through exciting content of proposed texts. While reading an interesting text the student will be able to take a foreign language as a means of obtaining information, paying more attention to the meaning of the text rather than the complexity of the language itself. In addition, there are many other types of extracurricular independent work. These may be essays, reports, messages, and other written works on given themes, translation of texts, individual tasks to promote students' autonomy and initiative, preparation for participation in the scientific and theoretical conferences, surveys, contests, etc..

To increase the activity of students in the regular classroom another form of self-study helps, it is when students have different individual tasks under the same general conditions.

Theme computer presentations that readily are performed at the initiative of the students themselves, are widely used in practice. Thus students not only themselves are looking for information on a given topic, but also try to find the appropriate visual files, audio and video. The last open-class presentations "Travel Live and Work abroad", "How different the world is!", "Through our experiences we could know the world better" were a great success. For example the students presenting "Travel Live and Work abroad" shared an overview of Greece, Turkey, Poland and France, the countries which they have lived. Eight presenters shared their experiences of having been there. We had a pleasant journey through mentioned countries. The students drew up and submitted their collected material using modern computer technology. In preparation for this kind of presentations students can work individually or in small groups, each of which is developing the project. In this case, the presentation can vary the volume and the complexity of the material not excluding the possibility of the participation of all group members. Of course, it gives a great opportunity for creative self-identity in the preparation of each presentation. It often happens that students not fluently speak the language, in practice can skillfully and intelligently select the right material to provide the prpoject with the necessary illustrations and bring in a very interesting way.

Public demonstration of the presentations and discussions contribute to the growth of self-esteem in the eyes of peers and reinforce commitment to quality performance of their work. Performing project work becomes more ambitious in nature, compared to primitive material in the textbook searching relevant reference books, and get the level of creative ideas, develop skills and abilities that are required for the undergraduate student, including the performance of course and diploma projects. Students produce a set of professional skills that are necessary for experts, and the modern professional researcher should independently acquire new knowledge and continuously improve it. In addition to language skills, translation skills students acquire specific skills such as communication, surveillance, persuasion and leadership and presentation. In this context, learning objectives become a completely different look. Reading, for example, requires analysis of the structure of the text to determine paragraph, which can contain the necessary information, reading is used to expand horizons and made the ability to reject information that does not belong to it.

In a group work the students produce their specific roles within the group. Someone gets a good coordinator of the group, others are good at discharge conditions and smooth the rough edges to solve problems in the area of interpersonal relationships. Still others can succeed in presenting the results. Implementing of these activities students learn to communicate, not only to invent and make their own observations, but to coordinate the work with other team members. They begin to examine each other in new ways, as each of them has a special area of expertise and has special competence types, they learn to recognize the strengths and talents of each other. This provides an important foundation on which to build one of the most important skills - namely, the desire to see the talents of their subordinates and peers and find ways how to better develop and apply.

Conclusion. Crucial role in the organization of such activities belongs to a teacher who should not work with a student "in general" but with the specific personality of students’ strengths and weaknesses, individual abilities and inclinations. His main objective is to teach students to work independently and intelligently as with educational material and with scientific information, as well as lay the foundation for self-organization and self-improvement in order to impart skills further and continuously improve their skills.

References:

1. Dodd, Clare. Working in tandem: An Anglo-French project. In M. Byram, A. Nichols, and D. Stevens, eds., Developing intercultural competence in practice. Clevendon: Multilingual Mattres, 2001. – pp. 146-161.

2. Lanzaron, Anne. Teaching oral skills. In M. Celce-Murcia, ed., Teaching English as a Second or Foreign Language. Boston, Heinle& Heinle, 2001. –pp. 103-115.