Pedagogical sciences/5. Modern methods of teaching

Zavitova T. Ju.

Kostanay State University named after A. Baitursynov, Kazakhstan

the use of retelling in foreign language teaching

The need to define the modern purpose of teaching foreign languages in high school is associated with both the understanding of the role of high school in the education of the younger generation, on which depends the future of the society.

Goal setting for teaching foreign languages is aimed at developing the communicative competence of students. Learning a foreign language communicative proficiency means that learners need to develop the ability to communicate in a foreign language. Communication can not be divided into separate spheres exist. Therefore, the ability to communicate is equally important for the socio-cultural, and for professional communication.

Ability to foreign language communication consists of the ownership base of the language, i.e., of knowledge of all aspects of language: phonetics, vocabulary, grammar and communication skills of students associated with the ability to listen and understand foreign language speech, speak, read and write in a foreign language.

One of the skills that fully allow contributing to the development of the communicative competence of high school students is the ability to make a retelling of the text in a foreign language.

Can we consider the use of such verbal method to be an innovative approach? I think we can. It all depends on how the teacher uses the method. Does he focus on each student individually or does he provide general recommendations?

Retelling of the text is an excellent exercise that helps the student to understand their own attitude to read. Retelling - is a great tool for the development of both logical and creative thinking.

In the form of presentation retelling is a reproductive activity. This can be explained by the fact that retelling is always associated with the original text on which it is executed, as well as by the fact that its main function is to teach learners correctly (from the lexical and grammatical point of view), without distortion convey another's thought. Offering students to retell any text, the teacher should think about the purpose of such activities. From the viewpoint of the student, to retell text "for the sake of it" is meaningless.

In order for retelling became right, you need to plan it. There are several types of retelling:

- detailed;

- close to the text;

- sampling;

- brief;

- creative.

Second-year students are encouraged to make a close retelling, since this contributes to a better memorization of new vocabulary, grammatical structures. For third-year students it is provided a brief retelling that implies a large selection of independent work, reflection and transmission of information obtained as a result of reading a professionally-oriented text. This type of retelling can be called productive.

In the work on the retellings the usage of various schemes can be offered. For example, such a scheme-recommendation:

1) Read the text. If you come across unfamiliar words - be sure to translate them.

2) Determine the keywords for English retelling and those that you would like to learn.

3) Divide the text in to 4-5 pieces, you can entitle them.

4) Remember the sequence of actions taking place.

5) If you are just mastering the English retelling, you can compile a list of key questions to the text.

And if in the process of retelling you forget some word from the text don’t get hung on it. Try to replace it with a synonym known to you or in extreme cases - look at the text.

Besides it, there are a number of ready-made clichés, which can help learners to make a good retelling. Introductory phrases cliché in many ways make life easier and allow us to introduce some consistency in retelling. For example:

1. As a matter of fact, ...

2. It comes as no surprise that...

3. Moreover, ...

4. To make a long story short,...

5. This problem has to do with/ relates to/ is associated with/ is connected with ...

6. So far as we know, ...

7. The main idea of the article is…

8. The article gives a detailed analysis of… , etc.

Analyzing the retellings it is necessary to rely on the following requirements to them:

- meaningfulness, i.e. a full understanding of the text;

- completeness of the transfer product, i.e. no significant passes violating the logic of presentation;

- sequence;

- the use of the dictionary and expressions of the author of the text, a successful substitution of single words by synonyms;

- right rhythm, the absence of long pauses;

- the culture of storytelling in a broad sense (correct, relaxed posture while retelling, an appeal to the audience, expressive intonation of speech, sufficient volume, the clarity of pronunciation).

Foreign language learning develops the person as a communicative and creative personality. The process of communication, which is the core classes in a foreign language, enables students to take part in it and develop their communicative and creative potential.

Literature:

1. English paraphrase: [E. resource]. - Access mode: # "justify">. Babenko, LG, Casarin, Y. Linguistic analysis of literary text. Theory and praktika.- Flint M .: Nauka, 2004. - 496c.

2. Galperin, IR Text as an object of linguistic research. / Univ. 4th, stereotipnoe.- M: KomKniga 2006 - 144c.

3. How to retell the English text: [E. resource]. - Access mode: # "justify">. Kolker, YM Speech ability: how to generate? / Foreign languages at school. - 2000. - №4 - 103c.

4. Maksimenko, NL A system of exercises to develop skills of monologic speech of students at the initial stage of learning English, Foreign Language School, 2008, №6 - 98c.

5. Milman, RG Controlling the level of formation of communicative skills, foreign languages at school, 1998, №5 - 105c.