Сборник международной конференции «модернизация сознания: характер передачи образа «Әлем»
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Survey Teachers' attitudes toward the communicative method were assessed using a well-structured questionnaire. The rating scale used during the questionnaire was constructed using the commonly known Likert approach of scale design. In all, fifty instructors were asked to complete surveys, with replies coming from 50 of them. Findings and Discussion The findings, that are otherwise based on questionnaire analysis, observations, and formal and informal interviews with instructors and students, do not contradict the premise that «there is a likely gap between theory and practice of communicative language education.» The poll found that there are МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ «МОДЕРНИЗАЦИЯ СОЗНАНИЯ: ХАРАКТЕР ПЕРЕДАЧИ ОБРАЗА «ӘЛЕМ» В ДУХОВНОМ НАСЛЕДИИ 131 significant differences between how instructors replied to the questionnaire and how they practice in the classroom. These disparities were discovered by the investigator's attentive monitoring of the courses. When it comes to English teaching methods, the teachers have differing viewpoints. While the majority of the instructors interviewed were positive about the communicative approach, others were found to be more enthusiastic about it. Despite the fact that the overwhelming majority of these kind of supporters is tiny, they believe that the approach is the sole way for teaching English and that it should be used globally. However, the majority of instructors believe that instead of employing an uniform teaching style, teachers should be free to choose any method for pupils that they believe is the best appropriate approach for that specific group. Many teachers believe that too much emphasis has been placed on communicative language education, and that it should only be utilized to a limited amount. They also suggested that other established language education approaches, like the Grammar-Translation Method (GTM), be combined. These teachers advocate for the grammar–translation technique and embrace traditional ideas on language teaching methods. There are examples of instructors who do not use communicative language instruction in their classrooms but have a positive attitude about the technique. Teachers who teach English in the same old conventional techniques, such as teaching structure, lexicon instruction, pattern drill, and so on, and who have little knowledge of the communicative approach, have a favourably stated attitude toward it. Some other teachers, who do not utilise or recognise the necessity for audiovisual aids in ESL courses, have a positive attitude toward them. жүктеу/скачать 2,86 Mb. Достарыңызбен бөлісу:
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