Филологические науки/1.Методика преподавания языка и литературы

Grechok L.M.

Chernihiv National University of Technology, Ukraine

The communicative approach of foreign language teaching The main objectives of foreign language teaching at the present stage is the formation of communicative competence, training, free orientation in a foreign environment and adequate response to the different situations of communication. The solution of these problems can be contributed to communicative activity approach, which allows the use of foreign language learning in all of its complex functions. In accordance with this approach, training should be close to real communication, where the teacher and the student are equal partners. The main feature of communicative approach is the transition from social contact to situations of communication. Situations may be real, conditional, imaginary or fantastic. Above all, they must comply with age and psychological characteristics of students. Using role-plays, dramatization and improvisation in learning of speaking help to develop the intelligence, and the emotional sphere of students. Students express their own attitude, agree or refute the view of the teacher or another student, using various verbal cliches. The efficiency of foreign language increases if students "passed through the situation themself," giving it a personal character. The situation for discussion can be presented with the help of visual aids (situational pictures, photos, posters) that reflect a certain place and time of action, helping to make it a static or dynamic (change components, to rearrange the actors to add new characters). Communicative and active approach of learning a foreign language is focused on the experience, outlook, interests and feelings of the students; activities are based on the content of the discussion of topical problems in a real life, not using of pre-made themes or texts. Attention should be paid to the students’ examples of usage vocabulary, non-verbal means of communication, using of lexical and phraseological compatibility, focus on different socio-linguistic connotations associated with different cultures, customs, traditions and so on. Students are always interested in information about contemporary life of a peer, music of a foreign contemporary and sports. Such information can be facilitated to the formation of social and cultural competence of students of the valuable relation to a foreign language. While study grammatical forms it is important for students to show how they are used for the transmission of values. The most effective task for this purpose cannot be aimed at the mechanical reproduction of the material but exercises can be aimed at the game activities, work with a partner, job search of mistakes, comparing and contrasting, connected not only memory and logic but the ability to think analytically and metaphorically. When you teach students to speaking skills it is important to consider the ratio of monologue, dialogue (etiquette character, dialogue, questioning, exchange of ideas, information). When you train to use the monologue method two approaches can be used - "way above" (the original unit of study is the completed text) or "way below" (the starting point is a sentence that reflects the basic proposition). "Way above" is carried out through a variety of retellings the original text, making creative processing of the material, when the original text is completely rebuilt. Work on the text, as a rule, is preceded by training in pairs, answering questions, filling tables. "Way below" approach involves an elementary unit-proposal to the finished monologue, which focuses on verbal cliches and supports: the more carefully they are worked, the better will be unprepared monologue. Supports are individual. High level students use minimal supports, middle level students can use statements in connection with the subject or situation, the description of the picture, the expression of attitude. While training a dialogic speech you can focus on some standard phrases and gradually developing a free dialogue using various approaches of communicative activities that facilitate students to support the conversation. Standard dialogue is a mini-dialogue on a social topic, a free dialogue is an interview (the dialogue - questioning), conversation (dialogue - an exchange of views), discussion (dialogue - incentive to action).

On the first stage of language learning a teacher often uses a role play and dramatization, where students embody a given topic or subject in communication. Different technologies can be used. The lexical and semantic, analytical -technology, communication techniques, "snowball", "Cheat Sheet", "Preparation of the story in the chain" can be taken into consideration. In high school the dominant part of the class activity is given to a very popular game discussion, where students choose for themselves a comfortable role and speak out on behalf of the selected character. The content of these discussions can be any problem in a real life, considered as part of the curriculum. The teacher should take into account the psychological characteristics of communication in a foreign language. The right to choose the communication role should be given to the student, because the planned teacher’s interaction cannot take place and be efficient. Working in groups, students produce the speech independence, help each other, correct statements interlocutors. As a result, the psychological barrier of fear to make linguistic mistakes is removed, learning motivation is enhanced, a comfortable environment is created, mutual respect is brought up.

Thus communicative approach allows efficiently use of the reserve potential of the well-known traditional and new methods of teaching in order to achieve a high quality education.

References

1. Rivers, W.M. Teaching Foreign Language Skills/ W.M. Rivers. – 2^nd ed. – Chicago: University of Chicago Press, 1981. – 160 p.

2. Buck, G. Assessing Listening/ G. Buck. – Cambridge: Cambridge University Press, 2000. -274 p.