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THE PROBLEMS OF SITUATIONS DIFFERENTIATION IN THE TRAINING OF THE FOREIGN LANGUAGE IN PEDAGOGICAL SCIENCE
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| THE PROBLEMS OF SITUATIONS DIFFERENTIATION IN THE TRAINING OF THE FOREIGN LANGUAGE IN PEDAGOGICAL SCIENCE
Асылбекова Қ. А. –МШТ(М)-21-1 Научный руководитель: к.п.н., доцент Назарова Г. Ж. ЦАИУ Резюме. В данной статье автор рассматривает проблемы дифференциации ситуаций в обучений иностранному языку. Также автор раскрывает, что разные ситуации имеют разную широту ситуационного поля или синопсиса ситуации. Түйін. Бұл мақалада автор шет тілін оқытудағы жағдайларды саралау мәселелерін қарастырады. Сондай-ақ, автор әртүрлі жағдайлардың ситуациялық өрістің немесе жағдайдың конспектісінің кеңдігі әртүрлі екенін зерттейді. Different situations have different latitude of the situational field or synopsis of the situation. The goals of training determines the set of material for each situation. The main thing is to select the true content of speaking, which will determine the lexical units. From the point of view of the organization of the material, the classification of situations is important. We will point out two main types: 1. Conditioned situations where the learner's response is conditioned by a specific context, the situational field of the first response, and the speaker's task. 2. Non-conditioned situations where the speaker's speech actions are more or less free and are directed by a common task in this situation, a task that is completely impossible with one speech action or one remark. An example is any dialog containing more than four replicas. The situation also acts as a way to present the material. A presentation is understood as showing the functioning of a certain speech pattern in speaking. When we begin to study, say, the future tense and start with the fact that this is a form that is formed in this way, and we give examples, we voluntarily or unwittingly bring to the fore the structural side of the grammatical phenomenon. For communication, the functional side is primary, and it can only be represented in a situation. This is especially true for grammatical models with complex situational conditionality or with situational conditionality other than in the native language. In the case of a situational presentation, the student immediately sees an image of the result, and realizes that the main thing is the use of a speech image. Speech units spoken or perceived outside of the situation do not remain in memory, because they are not significant for a person. Even if they are imprinted, they are of little use, because if they are not marked by the situation, they lose the ability to transfer: the student knows, but cannot use them. According to A.A. Leontiev, if we remember what importance psychologists attach to the first meeting with a phenomenon, when the Foundation of impression is created, it becomes clear the exceptional importance of situational presentation of the material. [1] The situation acts as a condition for the formation of skills. Flexibility is not given to a skill after it is formed, but it develops during the formation process, thanks to special conditions. The most important thing is situational awareness. After all, the most important feature of this approach is that pragmatism is necessary not only for developing skills but also for developing skills.[1] Speech activity is based on the transfer of skills, because infinitely variable conditions of communication put new tasks before the speaker every time. You can cope with them only if the speech skills as the basis of the skill are potentially transferable and, therefore, the speech skill is quite dynamic. The condition for the formation of situational flexibility of speech skills are conditioned speech situations. They create all the prerequisites for a certain speech unit, a speech pattern to be used in special conditions suitable for automation (regularity of use, exemplary), without losing the situational conditions (as is usually characteristic of training exercises). The situation is a condition for developing the skill. The need, for example, to convince someone of something can naturally arise only when the situation is not set from the outside, but is a consequence or forerunner of events in which the interlocutors are involved. The wider and deeper the connection of this situation with all activity, the easier it is to create a motive: the substance of consciousness is human activity. A very good context of activity can be set by special films. These should be event films that are interesting in content (problem), communicative in orientation (taking into account the sphere of communication), and methodical in nature. This film is shown before each cycle of lessons and introduces students to the atmosphere of regular events, based on which the teacher creates situations in the classroom. All reading material as a means of teaching speaking (texts used for developing speaking, microtexts for learning words and speech patterns) also relies on the events of the film, but expands and develops them. Only in situations as systems of relationships is it possible to effectively develop many of the most important qualities of the skill. Communication situations that arise by themselves in a learning environment have, firstly, a narrow content task, and secondly, they are very likely to be implemented in their native language. The first circumstance involves the need to introduce content that goes beyond the educational process into the situation. The second circumstance is due in part to the fact that the student is inclined to consider a foreign language as an object of study, rather than as a means of communication. When learning a foreign language, he constantly deals with educational tasks, so the language itself is associated with the educational process, i.e., with the fact that it is the opposite of natural communication. He also sees his teacher as a person who sets educational tasks for him and controls their implementation. To overcome this obstacle, the teacher must have the ability to transform from a person who teaches to a person who talks. In the process of learning, the student is afraid of mistakes, creating a tense state. The main thing is how to fix it. E. I. Passov stated that communication technology is vital for the teacher, because it is impossible to teach communication without possessing this skill. The communication process should start from the first minutes of the lesson. The function of the beginning of the lesson is to introduce students to the atmosphere of foreign language communication, reconstruct the speech organs and make the brain work in the desired mode.[2] Some teachers believe that there is no need to waste time on "all sorts of conversations", they start with the case: "So, get ready. Is everyone listening?" It is not possible to establish speech contact in this way. And it is not so difficult to do this: questions concerning recent events or problems of students, a few suggestions concerning the teacher himself – if the interlocutor feels sincerity in the statement, he will react to it. This is how contact occurs in communication. A natural situation of communication in a learning environment can occur, even if you do not make any effort to do so. But sometimes it is difficult to create it, because it is rarely possible to rely on events from the lives of students. You can enter a situation in the form of some segments of reality recorded verbally or graphically, i.e. in the form of texts or drawings. The content of such a text, regardless of the volume, should develop around a specific storyline. Not all content is expressed verbally, but some of it is only implied. And if a person understands the text, these implied parts are easily recreated by them. Very often, the implied parts play a crucial role in the final design of the text content. This property can be successfully used for creating speech situations. This is a universal technique (creating communication situations based on omitted text links) and it can be used not only in cases when the text is prepared for this purpose. To create situations, you need to use any convenient case. Another way to create situations using verbal material is based on the selection of texts that allow for an active evaluative attitude to the facts, phenomena, and events presented in them. The problem arises when the teacher manages to create a different attitude to the same things based on the content. This approach can be used not only on the basis of specially selected educational texts, but also when discussing any topic that is currently relevant. The role of the teacher is to suggest an event that interests the students based on their interests. Since the opposite of assessments is a decisive factor in the development of a discussion, the teacher should provoke it even when the students show a unity of views. This is easily achieved by taking, for example, the opposite position. Pictures can also be used to create communication situations. They are often caricatures. In this type of drawing, minimal graphic tools are used to represent a particular content (often complex). This is a very common genre, and you can always choose the appropriate drawing. Situations based on drawings with dramatic content are created with the least success. As in the text, there must be something "undressed" in the drawing (equivalent to the omitted links of the text). In a drawing, this something must relate to the very essence of its content. The advantage of a good caricature is that its meaning is hidden behind external details. A person learning to speak is like someone recovering from a broken leg: they need crutches before they can walk on their own. The role of these crutches and perform spores. It is important to remember that this is a temporary phenomenon, and they should not be abused. [2] In addition to texts and drawings, a complete plan can be used, even at the final stage of skill development. It must meet two requirements: 1. the lexical units that make up the support are not mandatory material in this cycle of lessons; 2.the support is mainly used in the vocabulary that students know receptively. Words as semantic milestones are intended to serve as a support for the process of unfolding the chain of meanings. Therefore, it is important which words are used for this purpose. The most appropriate are phraseological units, stable phrases, figurative expressions, often literally untranslatable. For example: "Persuade your friend, who is a good craftsman, to read technical literature; I know he thinks it unnecessary." Supports: 1) Break into an open door. 2) The work of the master is afraid. 3) Knowledge is power. Each of these phraseological units (students should not know them, but only understand them) corresponds to a certain semantic milestone of the utterance.[3] Ordinary words can also serve as semantic milestones. Proverbs and sayings are the same aphorisms (where words are cramped, but thoughts are spacious), they are backed by a huge social experience of people, which the speaker can project on himself. Verbal supports can also be used for learning the grammatical side of speech in the so-called grammatical tables. A special place in verbal supports is occupied by supports that can be called associative. They are a series of words (expressions) that students are well versed in (that is why they are "not dangerous" to present) and that can cause semantic associations of newly learned words that still require full mastery of them. Schematic supports. The diagram is one of the ways to generalize reality. It would be unwise not to use it as a means of mastering this reality, especially in the formation of speech grammatical skills, because generality is inherent in them as one of the qualities on which the mechanism of transfer rests. Requirements for schemes: 1) Generality 2) Concreteness 3) Functional orientation 4) Dynamic 5) Representativeness (output in color, font, etc.) K. S. Stanislavsky wrote that "the bigger the artist, the more interested he is in the technique of his skill”. [3] The same can be said about the teacher, about the technique of his verbal and non-verbal communication with students. Because it teaches communication, that its technical, technological skills must obey the laws of speech communication in the process of real communication. It is about making sure that learning is "dissolved" to certain limits in communication. This is not possible if the teacher and students do not consider each other as speech partners. This is one of the central problems of the communicative method. Being a speech partner means meeting certain requirements and, first of all, being able to communicate. What does it take? 1) be natural, sincere even when subjective reasons prevent it. 2) be expressive both intonationally and in gestures and facial expressions. 3) be able to move during communication (stand up, sit down). 4) be able to listen, be an interlocutor. 5) to be able to keep several objects in view at once is the most important professional skill of a teacher. 6) be friendly.[4] In other words, the communicative method requires a capable and trained teacher. But communication, as you know, is a two-way process. No matter what communication skills the teacher has, he will not be able to achieve speech partnership if the students are also not taught at least basic rules of communication in the classroom. You can't just expect students to see, understand, get used to, and so on. You need to specifically show communication techniques, explain their function, and teach them how to use them. Creating an atmosphere of communication in the classroom largely depends on the organization of the interlocutors, i.e., on what form of organization is used: individual, pair, group, choral or collective. Literature Леонтьев А.А. Национальные особенности коммуникации как междисциплинарная проблема. Национально-культурная специфика речевого поведения. М.: Просвещение, -2015. С.37 — 39. Пассов Е.И. «Концепции коммуникативного обучения».- М., 2014. Станиславский К. С. Теоретические основы методики обучения иностранным языкам в средней школе.- М., 2021. Гальскова Н.Д. Современная методика обучения иностранным языкам. -М.: Аркти-Глосса. -2019. - 165 с.. УДК 821О-512 жүктеу/скачать 1,4 Mb. Достарыңызбен бөлісу:
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