Литературные теории в поэтическом мире джона китса
TEACHING SPEAKING AND LISTENING USING NEW TECHNOLOGY
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| TEACHING SPEAKING AND LISTENING USING NEW TECHNOLOGY
Қуандыкова Б.Б - Шетел тілі: екі шетел тілі БББ магистранты ОАИУ Түйін. Мақалада компьютерлік технологияларды қолдану және өнімділікті арттыру , оларды сабаққа дайындау уақытын қысқарту мәселесі қарастырылады. Резюме. В статье рассматриваются проблема использования компьютерных технологий и повышение производительности , сокращении времени их подготовки к урокам. The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning. Choosing the target area depends on many factors; What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience. Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place. With both the target area and means of production, clear in the teachers mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students; Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be undertaken. Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher guided correction is the most effective solution. However, if the task is more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students. Этот вид работы решает сразу две задачи: правильное написание английских слов и освоение клавиатуры. Компьютерная обучающая программа "Bridge to English" помогает решить эти задачи.This type of work immediately solves two objectives: to correct spelling of English words and mastery of the keyboard. Computer tutorials "Bridge to English" is helping to meet these challenges. Почти каждое задание предусматривает печать на клавиатуре английских слов и предложений. Прошунина Елена, 7 класс: "Мне очень нравится программа "Bridge to English", потому что мы учимся быстро печатать по-английски, при этом мы запоминаем английские слова, как они произносятся, как они пишутся." Almost every job provides printing on the keyboard of English words and suggestions. Usage of computer at English lesson also can be used not only for pronunciation, or teaching grammar, but of course for teaching writing. The program contains such tasks for the learners where they have to type in English. Such tasks develop and improve their skills in writing, and when they write on the paper, their spelling becomes much better. Also, the program, for example: “Tell me more” gives pupils tasks with crosswords. The pupil has to understand the task, remember the word in English and type it in the gaps. So the pupil fulfils several tasks: listen, revise his vocabulary, and write the word, remembering the spelling. Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level. Reading Purpose and Reading Comprehension: Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens. The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.Teaching reading with the help of computer is up-to-date and the pupils like to do everything with computer, because it is new and interesting. Now the process of teaching becomes interesting, and the pupils have more chances to learn languages with enjoyment. Let’s see the example of teaching reading based on the computer educating program “TOEFL Longman”. The program gives a text, the pupils have to study it carefully, and afterwards, they are given questions to check their understanding. After each text there are 20 questions. The teacher can use the program in different grades, because it contains texts of easy, medium and difficult reading. After finishing the task, students save the results and close the program. The teacher can check it later, or with pupils at the lesson. Effective instructors teach students speaking strategies -using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn. 1. Using minimal responses .Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response. 2. Recognizing scripts . Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain. 3. Using language to talk about language. Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. Reference 1.Warschauer, M. Computer-Mediated Collaborative Learning: Theory and Practice (Research Note No. 17). University Second Language Teaching and Curriculum Center. 389 p.2009 2.Warschauer, M. Motivational aspects of using computers for writing and communication. In M. Warschauer (Eds.), Honolulu, HI: University of Hawai'i, Second Language Teaching and Curriculum Center.501 p. 2011 3.Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 232 p.2009 4.Afifi,S. et. al. Forum: The role of the teacher. IATEFL Newsletter, 226 p.2010 УДК 81-139 жүктеу/скачать 1,4 Mb. Достарыңызбен бөлісу:
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