Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
Requirements for the control
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Дуйсенбаева Дариға Орынқызы
| 2.4 Requirements for the control
The effectiveness of the control largely depends on how it meets the requirements of didactics and methods of teaching foreign languages. The main requirements for the control are its objectivity, regularity, differentiated nature, as well as clarity and clarity of the formulation of control tasks. The objectivity of the control means that the obtained learning results correspond to a certain standard contained in the list of requirements for the level of language proficiency for different stages and profiles of training. It involves students 'knowledge of the assessment criteria for different types of activities, the teacher's compliance with these criteria and minimizing subjectivity in the assessment of students' activities. The objectivity of the control is ensured by: a) Quantifying performance. Here, the greatest objectivity is achieved as a result of taking into account the number of errors in speech, evaluating the rate of speech and a number of other performance indicators; b) a qualitative assessment of the results of the activity (the completeness of the disclosure of the topic, the correspondence of the statement to the task, the ability to adequately express their thoughts in a given speech situation, etc.). Here, a certain subjectivity is possible in the assessment of students ' activities, and the teacher should be ready to justify the choice of assessment in terms of existing criteria. The regularity of the control indicates that the control is systematic. It is known that the intensity of students ' work and the duration of storing the learned material in memory largely depend on the frequency and regularity of control. The differentiated nature of control implies compliance with such requirements: 1) the form of control must correspond to the aspect of the language or the type of speech activity that is being checked. Thus, the assessment of the level of oral speech proficiency is checked differentially for dialogic and monological speech, and the source of control is the oral speech itself. For dialogic speech, the objects of control are the ability to understand the interlocutor and determine his communicative intention, as well as to respond adequately to the interlocutor's remark, the ability to initiate a dialogue (ask a question, express a request, desire, etc.). For monologue speech, the object of control is the ability to build a coherent text of different communicative orientation (narrative, message, description, reasoning). Of course, the level of speaking can also be established through written speech by answering questions. However, it is impossible to fix the speech rate, phonetic errors. The most important thing is that the test of oral speech requires participation in oral communication; 2) the form of control should be chosen depending on the stage of training and the individual psychological characteristics of the students. This requirement reflects the presence of different levels of development and cognitive abilities of students, which dictates the need for a differentiated approach to learning, including control. The clarity and clarity of the wording of control tasks often determines the success of the control. In some cases, control tasks may be formulated in the students ' native language. There are preliminary, current, intermediate and final types of control. The purpose of the preliminary control is to establish the initial level of language proficiency and the individual psychological qualities inherent in students that contribute to the success of learning (memory, attention, interests, general development, inclinations). Such control provides a differentiated approach to learning and allows, firstly, to outline strategies for language learning and, secondly, to form study groups taking into account the level of training and psychological development of students. For this purpose, tests are used, including psychodiagnostic ones. So, the popular Eysenck test, which belongs to the group of intellectual tests, is used to assess various aspects of a person's mental activity, including the ability to learn languages. The current control allows you to judge the success of language acquisition, the process of formation and development of speech skills and abilities. This control should be regular and aimed at checking the students ' assimilation of a certain part of the educational material. Intermediate control is carried out at the end of the study of the topic. It allows you to learn about the effectiveness of mastering a section of program material. The final control (control of the results of educational activities) is aimed at establishing the level of language proficiency achieved as a result of mastering a significant amount of material (at the end of the semester, academic year). The peculiarity of such control is its focus on determining, first of all, the level of communicative competence. For this purpose, special tests are used, which allow us to evaluate the results of each student's learning with a sufficient degree of objectivity. They are individual, frontage, group and pair. Each of these forms of control accomplished in oral and written forms. In order to determine the level of knowledge’s monologue speech suits individual control: it means learners introduced with text and carry out tasks for test during certain time. Successfulness in carrying out tasks assess with such criteria: Accordance transmitting the information of text content and tasks; Connection and logicality in transmission; Fullness and clarity of transmitted text; Movement information with norms (lexicon -grammatically and phonetic-intonation). Individual forms of control means an effective way of objective control, thus through this kind control determines each learner’s success. That’s why mostly it suits to check learner’s knowledge at the end of the course as a final control. But this kind of control is not so suitable for kid learners, because they are not able to have attention separately. Secondly it is no so effective because while teacher explains one by one for kids, others get noisy. In the auditory individual control will be in oral form, but written form will be at the end of the each new theme. Front control means that teacher fully has conversation and explanation with all learners at the same time they should give answer one by one just sitting on their chair. So effectiveness of this control are ability fully scope while checked; high activities of learners; high rate of execution of tasks. The limitation of front control is that teacher cannot give explanation about task one by one, here if student is not fully pay attention on teacher, they are not able to answer. That’s why front control mostly suits to current control. Group control will be got at the same time for all learners as a group work such as discussion for problem question, make role play for read texts, so teacher should prepare all tasks and their attendance in advance. la Several kinds of control in the lesson of Foreign Language. These kinds of controls are outlined in the books of Shuckin A.N, that he gave preliminary, current, mid-term and total controls. Aim of the preliminary control contains that while checking learners’ knowledge from language and their individual abilities (mind, attention, interests to learning language, inclination, and common development). So this kind of control helps to determine not only learner’s knowledge, also their individually- psychological qualities, which assists success in the process of Foreign Language Learning. Current control affords to check learner’s language successes in the process of development and installation speech skills and abilities. This control should be regularly and directed to checking captured certain kinds of educational materials. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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