Iskakova A.O., Abdimanapova L.S.
L.N. Gumilyov Eurasian National University, Astana
Activating speech activity of learners through speech situations
Abstract. In this article we have considered
speech situations as teaching techniques and planning activity to activate
speech activity of learners.
Key words: speech activity, speech
situation, constructive learning,
individual approach, differtiation.
Due to the developments in information technology have made
some changes in teaching process, namely, speed of exchanging information and
easy acceptance on it makes teachers not to convey information but to instruct
it in order learners to be able to explore knowledge by themselves. Creation
speech situations in FL to activate speech activity of learners, which are
appropriate to the new changes in the education system of Kazakhstan , are
studied in our work.
Intercommunion activity of
secondary school teacher represents multiple pedagogical affection on pupils. Teachers functions are motivating,
inducting with language material, demonstrating speech forms, asking questions,
requiring answers, organizing and manage student activity which demand from
foreign language teacher a specific
pedagogical skills and practical abilities to organize and maintain intercourse with learners.
Learning in FL is realized in being readiness to get into for
intercourse in foreign language having
positive attitude to nation and culture of learning language. As to actualize
this objectives might be completed by critical thinking through reading and
writing which instruct learners to achieve knowledge individually “to think” and “to apply” obtained knowledge
in the practice.
Furthermore, in order to teach
learners for oral speech, it is obvious to organize communicative speech
situation. The main aim of the foreign language teaching is to realize speech
situation which are based on general and objective principles of speech
situations in the curriculum.
The desired outcomes for the Kazakhstan school curriculum are that
pupils will be equipped to be able to learn how to learn as part of the
process of education so that they can become independent, self-motivated,
engaged, confident, responsible and critical reflective learners. In addition
the curriculum aspires to develop digitally competent citizens who are able to
communicate effectively with different
audiences engage in more powerful forms of active, constructivist learning that
teach understanding and independence.
Speech situation is primary element of speech activity which
purposed at providing learners with arising individual speech production in the
course of as organized activity. Hence, enhancing speech activity of learners
requires designing specific speech situation which is emerged by spontaneously
or organized by teacher. We have taken
into account constructive learning approach that demands on critical thinking
speech situations to activate speech activity of learners in FL.
According to Potchechnyaya
it is important to improve speech activity for any professional for the sake for their near career development because it assists
human being with exchanging knowledge and experiences in any sphere of human
activity as well as spiritual .
Primary types of speech are based on the basic language skills listening
,speaking, reading and writing. Language means such as lexis, grammar and
phonetics are applied to organize
apprenticeship of speech activity.
Speech activity is included by external and internal motivation, yet in
learning process instructor have to conduct learning situation which are
meaningful interesting for learners.
The problem of speech activity is studied
in philosophy, psychology,
sociology and psychology which consider
it as important type of humanity. Futhermore, Russian scientists S.Artemova, N.I Zhinkina, A.N. Leanseva,
Socolova and etc. have underlined one of functions of activity as “bridge for
intellectual development”. Speech as aggregation of actions with functions of
cognitive and labour actions of
people as well as conveyance and
accepting information in the meaningful communicative process.
Current objectives of pedagogies is to provide learners with compulsive
level of education, skills and learning habits, prepare them to pass United
National Testing (UNT) and individually diversify and improve their intellectual and critical-creative
thinking abilities. However, critical evaluation based learning materials are not
exposed at the lesson, in addition to
it, problem-task based approach, problematic situational games, dialogue method
are less applied in FL class.
Secondly, teaching issues involve
following challenges which depends on the decision of the teacher while
organizing class activities:
·
Involving learners actively in a class
·
providing learners with
opportunities for mastering in listening, speaking , reading and writing
·
successfully language
acquisition
All causes for these issues are
teaching form being based on the transmission
approaches(teaching centered) that teaching do not
promote either the interaction between prior knowledge and new knowledge or the
conversations that are necessary for internalizing knowledge and developing
deep understanding.
What seems to be common among the highest
achieving school systems of the world is that the teaching approaches used by
the teachers are based on constructivist theories of learning (Hattie,
2009).Such theories are based on the premise that pupils develop meaning as
their prior knowledge interacts with new or different knowledge they encounter
in the classroom from such sources as the teacher, textbooks, and peers.
The goal of
constructivist teaching is to develop deep understanding of the subject on the
part of the pupil so that they can use and apply knowledge beyond the
classroom. Constructivist views of teaching require a pupil-centered teacher
who arranges the classroom around tasks that bring pupils into contact with
knowledge, ideas, and skills. The tasks are designed to permit the pupils to
bring forth their knowledge of the phenomenon being studied, to question
certain assumptions they may hold, and to adjust their beliefs and develop new
understandings. An important element of the teacher’s role is to realize that
individual pupils may approach a topic in quite unique ways, to learn how
individual pupils understand the topic, and to work with the pupils in adding
to or reconstructing their understandings.
This paradigm of education is based on philosophy of constructivist
learning theory and founder of this learning theory J. Piaget mentioned its
principle on “knowledge being constructed and reorganized in the flexible process”. Critical thinking have to be used as an “instrument” for constructing knowledge. Hence, critical
thinking ability allows to commit
action which leads to achievement of goals and success. Critical thinking
through reading and writing might be accomplished through accepting a brief
information , utilizing it.
In order to formulate students’
speech activity in foreign language more naturally it is important to instruct
it to complete cognitive task. To train speech activity of students at the
lesson . Stimulation of verbal cognitive activity might be formulated by all types speech activity listening
,speaking, reading and writing.
To succeed in FL is identified by teachers who organizes a correct
learning process, sets up objectives to
include students into active speech activity and formulating speech skills
through speech situation. In the academic process there are two functions of
learning situations as structural and functional that are designed on the basis
of pivotal clauses formulating speech skills. Hence, speech skills and verbal
cognitive activity of learners are stimulated by critical thinking situations
respectively that need instruct them.
Critical thinking approach represents aggregation of various
techniques toward to be interested in (inducing inquiry and creative
activities) then provides opportunities for interpretation material and assist
learners to generalize acquired knowledge. The primary idea of this method is
to create learning situation which
learners works actively together with teacher, speculate conscientiously in learning procedure,
monitor, confirm, disprove or expend knowledge or new ideas and opinion about
surrounding world.
Verbal cognitive activity are divided into abstract-logical, demonstrative-imaginative and concrete situational thinking.
Abstract logical thinking constructs
meaningful complex of utterance which represents comprehension of discussed
topics with logical coherence as well as mental functions such as analysis, synthesis. For this suggested
to complete the tasks to classify, to generalize and to consider.
Visual-imaginative thinking
improves imagine and memory.
Concrete-situational thinking is performed in the process of
perception concrete situation which
might be presented on then boxes, photos , demonstration of episodes from
videos etc.
It is necessary to utilize
individual oriented learning approach
for senior classes through intercourse for creating successful situation. According to the level of language
acquisition, learners have to be differentiated giving different leveled-tasks
for to perform the task. Situational games (communicative) suit for senior
classes which permit to activate learning language material in learning
situation where there is real intercourse.
There are multiple different communicative activities in FL teaching methods.
Application of individual oriented approach affects not only on create
successful learning situation but also development of cognition of learners.
To sum up, speech situations based on critical thinking stimulate
learners speech activity as well as their verbal cognitive activity that
necessary to formulate speech skills in foreign language. Cognitive tasks
improves critical thinking skills through constructive learning. Beside it, to
be successful in today’s knowledge society, learners ought to be able to engage
in more powerful forms of active, constructivist learning that teach
understanding and independence. There is also a growing demand for
individualisation and personalisation that can offer inclusive and sensitive
learning opportunities for increasingly diverse groups of students. So that
school leaders can bring about changes in pedagogy they too will need to master
these new forms of pedagogy so that they can lead new teacher practices.
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