Шымкент 28-29 апреля 2015г. 2 Kaztea 2015
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| МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РК КОСТАНАЙСКИЙ КОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ им. А. БАЙТУРСЫНОВА УНИВЕРСИТЕТ МИРАС НАЦИОНАЛЬНАЯ АССОЦИАЦИЯ УЧИТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА РК «KAZTEA» ОБЩЕСТВЕННОЕ ОБЪЕДИНЕНИЕ УЧИТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА «SALT» МАТЕРИАЛЫ МЕЖДУНАРОДНОЙ НАУЧНО-ПРАКТИЧЕСКОЙ КОНФЕРЕНЦИИ «EXCELLENCE IN ENGLISH TEACHING AND RESEARCH FOR BETTER LEARNING OUTCOMES» Шымкент 28-29 апреля 2015г. 2 KazTEA 2015 УДК 378:001 ББК 72.4 Ғ96 Редакционная коллегия KazTEA: Х. Нурсеитова – к.ф.н, доцент, ЕНУ им. Л.Н. Гумилева, А. Ибраева – к.ф.н. доцент, КазГЮУ, Т. Летяйкина – MSc in TESOL, Университет «Мирас». ‘Excellence in English Teaching and Research for Better Learning Outcomes’: - Материалы международной научно-практической конференции, г. Шымкент: - Университет «Мирас», 2015 – 193 стр. ISBN 978-9965-07-644-0 В материалах международной научно-практической конференции ‘Excellence in English Teaching and Research for Better Learning Outcomes’ опубликованы труды по вопросам качества обучения иностранному языку на основе компетентностного подхода, а также развитие профессиональной активности учителя/преподавателя с помощью обмена передовым опытом. The KazTEA Conference ‘Educational Leadership in EFL Context’ is designed to enhance competency-based EFL teaching as well as develop EFL teacher’s proactivity via sharing best practices. 22 УДК 378:001 ББК 72.4 ISBN 978-9965-07-644-0 © Костанайский государственный университет имени А. Байтурсынова © Университет «Мирас» 3 KazTEA 2015 CONTENT RESEARCH PAPERS 1. Y. Baizhanov DOES BLOGGING MOTIVATE STUDENTS TO PRACTICE IELTS WRITING TASKS? 6 2. S. Kerimkulova PROJECT BASED LEARNING AS A MEANS OF DEVELOPING STUDENTS' SELF-STUDY SKILLS 15 3. E. Nikiforova TRIAL RHETORIC AS A COMPONENT OF LAWYERS’ PROFESSIONAL SKILLS 22 4. N. Tabarak КАК 20-МИНУТНОЕ ЕЖЕДНЕВНОЕ ЧТЕНИЕ ПОВЛИЯЕТ НА ОБОГАЩЕНИЕ СЛОВАРНОГО ЗАПАСА УЧАЩЕГОСЯ? 26 TEACHING PRACTICE PAPERS 1. А. Abilova HOW TO TEACH STUDENTS CRITICAL THINKING AT THE LESSON OF ENGLISH 38 2. Р.Аbdramanova ТҮРЛІ ӘДІС-ТӘСІЛДЕРДІ ҚОЛДАНУ АРҚЫЛЫ ОҚУШЫЛАРДЫҢ СЫНИ ОЙЛАУЫН ДАМЫТУ 43 3. Sh. Adambaeva, A. Amangeldikyzy FROM PASSIVE ENGLISH LEARNERS TO CRITICAL THINKERS 50 4. S. Alken FORMATION OF CORE COMPETENCIES IN LEARNING OF STUDENTS 56 5. B. Amirova DEVELOPING TEACHER LEADERSHIP 64 6. С. Baimakhanova АҒЫЛШЫН ТІЛІ САБАҒЫНДА ФОРМАТИВТІ БАҒАЛАУ АРҚЫЛЫ ОҚУШЫЛАРДЫҢ ЫНТАСЫН АРТТЫРУ 67 7. А.Baranova and S. Abeuova NEW EDUCATIONAL TECHNOLOGIES FOR BETTER LEARNING OUTCOMES 78 8. A Bissengaliyeva SONGS AS AN EFFECTIVE METHOD OF LEARNING ENGLISH 83 9. A. Dugina E-TEACHING AND ICT IN THE LANGUAGE CLASSROOM 89 10. V. Golovintseva FROM INTEGRATED LESSONS TO LEARNING 93 4 KazTEA 2015 COMMUNITIES 12. L. Gorzhui НА ОШИБКАХ ДЕЙСТВИТЕЛЬНО УЧАТСЯ 97 13. N. Ibadullayeva РЕАЛИЗАЦИЯ ПОДХОДА LESSON STUDY В ШКОЛЬНОЙ ПРАКТИКЕ 105 14. A. Ibrayeva EFFICIENCY OF IMPLEMENTATION OF FOREIGN LANGUAGE EDUCATION DEVELOPMENT CONCEPTION IN BACHELOR DEGREE PROGRAMS IN KAZAKHSTAN 112 15. B. Ibrayeva TEACHING ENGLISH TO CHILDREN WITH SPECIFIC NEEDS. 116 16. B. Issabekova SCHOOL LEADERSHIP 119 17. B. Issabekova, B. Amirova ANALYSIS OF KAZAKHSTANI STATE POLICY DIRECTED TO INCREASE LOW STATUS OF TEACHER OCCUPATION 122 18. T. Letyaikina SUMMATIVE ASSESSMENT ADDRESSES TEACHER PERFORMANCE IN THE CLASSROOM 126 19. I. Loshkova, M. Novozhilova TEACHING ESP IN MULTILINGUAL GROUPS 131 20. A. Nam USING PICTURES IN DO-IT-YOURSELF HANDOUTS WHILE TEACHING ENGLISH TO YOUNG LEARNERS. 136 21. N. Ospanova DIALOGIC LITERACY IN THE EFL CLASSROOM 139 22. А.Rakisheva, A. Alibekova ОСОБЕННОСТИ ОБУЧЕНИЯ ПРОФЕССИОНАЛЬНОМУ ЮРИДИЧЕСКОМУ ИНОСТРАННОМУ ЯЗЫКУ В ВЫСШЕЙ ШКОЛЕ 141 23. V . Romanovich РОЛЬ АУТЕНТИЧНЫХ МАТЕРИАЛОВ В ФОРМИРОВАНИИ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ 146 24. A. Sarsenbayeva DIGITAL STORYTELLING AT THE LESSONS OF PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE 151 25. A. Sattarbek ДАРЫНДЫ ЖӘНЕ ТАЛАНТТЫ БАЛАЛАРМЕН ЖҰМЫС 154 26. Zh.Seitbembetova TEACHING LISTENING COMPREHENSION 159 27. E. Smetanová MOTIVATIONAL THEORIES AND TEACHING 5 KazTEA 2015 APPROACHES: MOTIVATED LEARNERS – EVERY TEACHER´S DREAM AND GOAL 164 28. Zh.Turganbayeva СЫНИ ТҰРҒЫДАН ОЙЛАУ МЕН ЖАЗУ АРҚЫЛЫ ОҚУШЫ ТАНЫМЫН АРТТЫРУ 167 29. S. Yutsevichutene SMASH BOOK: SHIFTING LEARNING AND TEACHING 175 30. S.Yeshengazina CRITICAL THINKING THROUGH COOPERATIVE WORK 179 30. A.Zhamanova USING ENGLISH MUSIC VIDEOS FOR TEACHING ENGLISH THROUGH CRITICAL THINKING 184 31. R.Zhussupova, Sh. Suleimenova INTERACTIVE ASSESSMENT FOR 10 MINUTES AT A LESSON 189 6 KazTEA 2015 UDC 811.111 DOES BLOGGING MOTIVATE STUDENTS TO PRACTICE IELTS WRITING TASKS? MSc in Leadership in Education, Y.Baizhanov Nazarbayev University, Astana, Kazakhstan Түйін Әлем бойынша блогтардың кең таралуы мұғалімдердің оларды шет тілдерін оқытуда белсенді түрде қолдануына мүмкіндік беріп отыр. Көптеген зерттеулер блогты қолдану оқушылардың шет тілде жазу мен оқу дағдыларын дамытатынын көрсетті. Дегенмен, Қазақстанның білім беру саласында осы тақырыпта зерттеулердің жетіспеушілігі байқалады. Берілген жұмыс Ақтөбе қ. физика-математикалық бағыттағы Назарбаев Зияткерлік мектебінде оқушыларды IELTS халықаралық емтиханының жазбаша тапсырмаларына жаттығуға уәждеуде блогтарды пайдалануды қарастырады. Осы жұмыста қолданған эксперименттік әдіс оқушыларды IELTS халықаралық емтиханының жазбаша тапсырмаларына жаттығуға уәждеуде блогтарды пайдалануға болатындығын көрсетті. Сонымен қатар, блогты қолдану барысындағы проблемалар мен олардың ықтимал шешілу жолдарын атап өтеді. Резюме Растущая с каждым годом популярность блогов во всем мире позволяет учителям активно использовать их в обучении иностранных языков. Многие исследования показали, что применение блогов развивает у учащихся навыки письма и чтения на иностранном языке. Тем не менее, существует нехватка исследований по этой теме в образовательном контексте Казахстана. Данная работа рассматривает использование блогов для мотивирования учащихся практиковать письменные задания по международному экзамену IELTS в Назарбаев Интеллектуальной школе физико-математического направления г.Актобе. Экспериментальный подход, примененный в работе, показывает возможность применения блогов в целях мотивирования учеников практиковать письменные задания по международному экзамену IELTS. Исследование также указывает на проблемы при применении и возможные пути решения. Introduction This action research was initiated as an attempt to tackle the problem of unwillingness to practice IELTS writing tasks by 11th grade students of Nazarbayev Intellectual school of physics and mathematics in Aktobe, Kazakhstan, where I recently teach Global Perspectives and IELTS. For many learners IELTS writing tasks are the tasks they are unwilling to practice often while preparing for IELTS examination, as writing is a productive skill which takes so much energy and time for its completion. They prefer practicing to do listening, reading or speaking tasks rather than writing essays. When I was preparing to take my IELTS examinations I found myself in the same situation. Moreover I’ve chosen this topic as from my personal philosophy of teaching, education happens when learners are interested and they study better when they are motivated. Many studies have shown that blogging motivates learners to write, as well as improves their writing skills. The fact that using blogs in education is gaining growing popularity among educators verifies that blogging is a useful medium which can encourage learners to write and involve them in this process. Although there are 7 KazTEA 2015 many studies conducted on the use of blogs as a tool for motivating students to write in foreign language, there is little information about using blogs to impel learners to practice specifically IELTS writing tasks. Moreover, despite its enormous worldwide usage, blogs are not so popular type of computer-mediated communication environment in Kazakhstan. Therefore, the purpose of the study is examining the use of blogs to encourage learners to practice writing IELTS writing tasks with the help of students of Nazarbayev Intellectual school of physics and mathematics in Aktobe, Kazakhstan. Literature review Since people have started implementing various kinds of social software for communication, spending at least an hour for such type of communication has become an imprescriptible part of their daily routine. Most of their time expending in computer-mediated communication (CMC) environments like chats, blogs, wikis and social networks, people spend for reading and writing. As most teenagers’ lives cannot be imagined without CMC, educators’ attitude towards writing has changed. Creative and entrepreneurial teachers started to implement CMC environments in their classrooms in order to exploit students’ habitual activities for learning purposes. One of the widespread types of CMC environments frequently used in classrooms or out-of-class is a blog. The word “blog”, that has become so popular nowadays, is commonly agreed to have been first used by Peter Merholz in 1999, the time when this genre started to develop speedily. From its early start, blogs serve as a social network system tool for organizing, analyzing, recording and sharing thoughts and ideas [1]. Due to its numerous advantages blogs have gained an enormous popularity among Internet users. Many researchers indicate the ease of use of blogs for teachers and students as one of its main features and all the person needs to post his/her entry are a computer and Internet access [2,3,4,5]. Nowadays anyone who wants to maintain a blog can create his/her own personal blog just in few steps. By now, all blog-hosting services have made the process of creating personal blogs very easy and fast. With ready templates of simple and comfortable interfaces new blogger doesn’t need to be a good programmer. As stated by Yang “anyone who can create a basic Microsoft Word document can create and maintain a blog” [6, p.13]. The study carried out at the American University of Sharjah by Ward has illustrated many positive results of implementing a blog in his reading/writing class. He concluded that the project assisted his students’ language learning and helped to arouse their interest in reading and writing [7]. Fageeh states that “in language learning, blogs has been experimentally used as tools to develop writing and reading comprehension skills”, and many researches have proven the positive impact of blogging on two types of language skills like reading and writing [8,p.32]. He investigated the use of blogs for developing writing skills and improving learners’ attitude towards English learning, involving forth-year Saudi students of College of Languages and Translation in his project. Findings of his research have demonstrated that “Weblogs can encourage students’ self-expression in English, inducing a revolutionary engagement in writing” [8, p.41]. He believes that the reasons for such 8 KazTEA 2015 positive impact of Weblogs on language learners are its easiness and interactivity. The study has proven that blogging improves writing skills, especially students’ accuracy and lexis choice, and learners monitor their writing as their entries will be read online by real audience. Fageeh reports: It is noteworthy that, according to the self-reports, writing on the blogs made students pay close attention to the formal aspects of writing, both in terms of word choice, structure, and word spelling, attending to sentence and paragraph structure as well as adapting academic style, register and appropriate lexicon [8, p.39]. Blogs can also be implemented to improve IELTS writing proficiency. Iranian researchers Rezaee and Oladi conducted research on how blogging enhances social interactions and writing proficiency of language learners [2]. They divided 160 students of Medical School of University of Tehran, who participated in this study, into three groups. One group of 60 students participated in class community blogging, while others were involved in journal writing and traditional writing classes. The data for the research was collected through several means including IELTS writing proficiency test. The analyses of the results of the three groups have shown that the highest IELTS writing proficiency scores were obtained by the group, which participated in class community blogging, while “the journal writing class and traditional writing class, respectively placed in second and third place [2, p.84]. Weblogs can be treated by language teachers as “virtual language classrooms” that provides a learning space, where learners can share viewpoints and discuss concerning issues by creating “topics of mutual interest” [6]. Godwin-Jones and Richardson indicated distinguishing feature of blogs as that weblog is usually established by bloggers who have the same interests and [6]. These mutual interests and objectives lead to interaction between the author and the reader of blog entries related to a particular topic. Lin et al. “indicated that a blog technology successfully enhanced interactivity among students” [9]. Also, Du and Wagner asserted that blogs heighten interactivity among blog users, which is an essential and key point of every social network [8]. The interactivity among blog users is generally achieved by reading others’ blogs and by posting comments to entries expressing their viewpoints. Mishne and Glance further stated that blog comments are considered as an integral part of blogs’ interactivity; at the same time comments serve as an indicator of blog’s popularity [10]. Yang described that some participants, who were involved in his research, admitted the helpfulness of blogging for reflection and giving comments. The findings of his study displayed the significant role of feedback and risk-taking in language learning that can, on their turn, strengthen language learners’ confidence and motivation. Thus, Yang believes that interactive nature of blogs provides motivation for language learning. He further reported: One can read and also comment on what one reads in expectation of a little discussion and a quest for common interests and individual differences. By responding on blogs, people can get feedback from other audiences throughout 9 KazTEA 2015 cyberspace. Students have an opportunity to read things in which they are interested and write things they truly wish to write, thereby determining their own texts in language education and combining text with conversations in a very personal and stimulating way [6, p.13]. Moreover, comments encourage interaction and make blogging more communicative, leading to students’ increase of motivation to write as well as promote learner autonomy [4]. Describing the theory of motivation Lawler claimed that expectancy of outcomes affects motivation. In this case, expectancy is viewed as author’s expectancy to receive comments on his/her posts from readers [8]. Pennington contended that students using CMC environment are likely to write less anxious as they are more interested in the writing process. On its turn it caused students’ engagement “to write for longer periods of time and produce longer texts” [11, p.243]. Fageeh refers to Sun’s suggestion that blogs form a dynamic medium that encourages language practice and learning motivation. He further concludes: Weblogs can provide an exciting and motivating learning environment where students have a sense of ownership and readership. They can be used to enhance student analytical and critical thinking skills, create social interactions between students and the instructor, students and their peers, and students and a global audience [8, p.42]. In general, it has been proven that a weblog serves as a virtual classroom and provides learners with interactive and interesting learning environment. The research conducted by Iranian scholars has shown the positive impact of blogging to improving IELTS writing proficiency. Despite some incompatible outcomes of efficacy of implementing blogs in educational contexts, Kim recommends to use a blog in educational setting [9]. Moreover, blogging enhances learners’ writing skills and motivation to write, particularly the interactive feature of blogging (giving comments and receiving feedback) arouses learners’ motivation. Rationale and procedure With the start of my teaching IELTS classes for 11th grade students from the beginning of academic year in September, I have witnessed my students’ unwillingness to practice IELTS writing tasks. Despite my interview revealed that many of them considered Listening as the most difficult section of IELTS, they got the lowest marks in writing section when taking IELTS mock exam. I wanted to start a group blog for my students in order to make an open and interactive environment for practicing writing, discussing the problems that learners have while writing and sharing ideas that might be useful for all the participants. I believe that social interactivity of blogging will be the key to encourage learners to practice IELTS writing tasks more often than they do usually. Adding new posts, reading others’ entries, leaving comments and reflecting on one’s own writing, regarding comments one’s received plays an important role in motivating learners. I aimed to try out to demonstrate that blogging can be used by educators as a medium for encouraging learners to practice writing IELTS writing tasks. жүктеу/скачать 4,54 Mb. Достарыңызбен бөлісу:
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