Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
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Дуйсенбаева Дариға Орынқызы
| 2.3 Forms of control
The control can be individual, frontal, group, or paired. The choice of a particular form depends on the object of the test (the language aspect - the type of speech activity) and the type of control (final, current). So, to check the level of dialogic speech, a paired form of control is used: the examiner submits a replica, and the subject reacts to it. Control takes place in the form of two-way communication, during which the pace and accuracy of the response to the presented stimuli, compliance with the norms of communication, and the purity of speech are established. To establish the level of proficiency in monologue speech, individual control is more suitable: the student gets acquainted with the text and performs test tasks in the allotted time. The success of the task is evaluated using the following criteria: 1) compliance of the transmitted information with the content of the text and the task; 2) coherence and consistency of the presentation; 3) completeness of the transmission of the content of the source text; 4) compliance in the message with the norms of the language (lexical and grammatical correctness of speech and its phonetic and intonation design). Consider the listed forms of control in more detail. Individual control is considered the most objective type of control, as it indicates the achievements of each student. Therefore, it is more suitable for checking the level of language proficiency at the end of the course, i.e. during the final control. The advantage of individual control is the ability to assess the level of training of the student with sufficient depth. The disadvantages are related to the following circumstances: a) low coverage of students during the lesson; b) reduced activity of other students during a conversation with one of the students. Especially such control is ineffective in working with younger students because of the instability of their arbitrary attention. For this reason, it is advisable to combine individual control with frontal control: students are given the task to supplement, correct the answer of their groupmate. In the classroom, individual control is carried out mainly in oral form. The written form of this control is typical for the final and final classes. Frontal control takes the form of a conversation between the teacher and all the students of the group, who answer their questions from their seats. It can be conducted several times during one lesson. Advantages of front-end control: 1) the ability to cover all students of the group at the same time by the examiner; 2) high student activity; 3) a high rate of work, which may vary depending on the difficulty of the task and the readiness of the students. The disadvantages include its superficial nature due to the dispersion of the teacher's attention between students and the inability to pay more attention to everyone. Thus, in frontal control, difficulties are associated with the difficulty of fixing attention on the work of all students and, consequently, with a possible lack of objectivity in evaluating their responses. For this reason, the frontal control is most suitable for the current test, but not the final one, since in this case it is not possible to determine the students ' skills with sufficient depth and completeness. To improve the efficiency of front-end control, we recommend: 1) plan in advance the place of frontal control in the lesson system and the time that will be given to it; 2) think through the wording of questions and tasks. Their vagueness can cause difficulties in answering and give a biased view of the students ' training; 3) do not allow switching to individual control. This can lead to a change in the rhythm of the lesson and a decrease in efficiency in the work; 4) ask questions to the entire class, and then call the last name of the student who will answer. The pace of the survey should be high enough to activate the students ' mental activity and ensure quick reaction. If a student is having trouble answering, you should seek help from another student, rather than switching to an individual form of working with the student. Frontal control can be successfully carried out in the form of a game. Group control is carried out in the form of a task that is addressed to all students in the group. This can be a conversation on a topic known to students, playing the roles of the read text, participating in a role-playing game. The teacher draws up a scenario of the conversation in advance and determines its participants. A variant of group control is pair control, which has become widespread in recent years. Students work in pairs, completing the proposed task. It goes without saying that control will be effective when it appropriates with requirements of didactic and methods of learning foreign languages. The main requirements in control, it might be objectivity, regularity, differentiated character and clarity and precision in the formulation of control tasks. So, objectivity in control, it means compliance monitoring of the results of training a certain standard contained in the list of requirements to the level of proficiency for different stages of learning profiles. Knowledge assumes of the criteria for assessing students for various activities, compliance with these criteria, minimize subjectivity in the evaluation of students. Objectivity in control provided by: Quantitative evaluation of performance. Here, the greatest objectivity achieved by taking into account the number of errors in the speech, estimate the rate of speech and a number of other performance indicators; Qualitative assessment of performance (completeness of disclosure topics compliance statements job skill adequately express their thoughts in a given speech situation and etc.). It is possible in the assessment activities of subjectivity of students and the teacher must be prepared to assess formulated choice in terms of the existing criteria. Regularity in control indicates that it has a systematic character. It is known that the intensity and duration of the students to memorize the acquired material depend on many frequency and regularity of control. Differentiated character in control suggests requirements that followed below: Forms of control should be appropriate with those aspects of language or type of that performance which is getting to be checked. Thus, the assessments of language knowledge, especially in speaking part will be checked by differentiated features, but source of controls are its own oral part. For dialogic objects of control might be to understand partner’s speech and definite his/her communicative intention, furthermore adequately influence on partner’s replication, ability to initiate a dialog (to ask questions, make offers, desires, wish and so on). So, for monologue speech the objects of control will be ability to create constrained text from various communicative directions (affirmative, e-mail, essay, composition, discussion). Mainly, it consists of that control from speech will be correctly checked in the process of oral communication. Forms of control should be chosen depending on stage of teaching and student’s individual-psychological peculiarities. This kind requirement reflects presence different levels of development. Clarity and precision formulation in control tasks usually define success in the process of control. Sometimes control tasks might be formulated in learners’ native language and installation for carrying out given tasks will assist to have well understanding about tasks жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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