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49PEDAGOGICAL SCIENCES
AGE AND INDIVIDUAL PECULIARITIES OF LEARNING ENGLISH OF MIDDLE STAGE
STUDENTS
Kulmagambetova S.S.,
Candidate of Pedagogic Sciences, Associate Professor M.Utemisov West Kazakhstan University Ikhsanova B.M. Master student Department of Foreign Languages M.Utemisov West Kazakhstan University
Abstract
This article is devoted to the age and individual peculiarities of middle stage students learning English at the general educational school. Teaching as a process of knowledge transfer is very important, but often the teacher is faced with the problems of teaching certain age groups. Taking into account individual personality characteristics contributes to improving the effectiveness of pedagogical work, knowledge of the laws of age-related development also plays an essential role in the process of learning the English language of students, as it makes it possible to fully understand how it is necessary to build the pedagogical process and what types of activities will have the greatest impact on students at this age period of their development.
Middle stage students differ from other students in that they are more difficult to control and often they defiantly show their deviant behavior to others. Today, there are many useful and effective methods that teachers can implement into their English lessons for more effective learning. Age-specific features of students' development are manifested in different ways in their individual formation. This is due to the fact that middle stage students, depending on their natural inclinations and living conditions, differ significantly from each other. That is why the development of each of them, in turn, is characterized by significant individual differences and features that must be taken into account in the process of education and upbringing.
Keywords: age and individual characteristics, cognitive activity, choice of methods, education process
Introduction
An important factor in the successful fulfillment of the goals and objectives of teaching a foreign language is to take into account age and individual peculiarities of middle stage students learning English at different levels. Knowledge of the personality traits of a particular age makes it possible to correctly determine the content and form of teaching a foreign language.
More than one generation of scientists and philosophers has paid attention to the need for in-depth study and consideration of individual and age characteristics of children in the process of upbringing and education (Ya.A.Komensky, Zh.-Zh. Rousseau, J. Locke, K.D.Ushinsky, A.V. Disterveg, L.N.Tolstoy, etc.). Taking into account the age characteristics of the child is one of the main pedagogical principles.
Age periodization provides the necessary knowledge of each stage of personality development. In the history of pedagogy, the Czech teacher Jan Amos Komensky was the first to identify and justify the peculiarities of each age stage. Let's consider the well-established periodization of age-related features of personality development, adopted in pedagogy.
1. From birth to 3 years, infancy.
2. From 3 to 6 years old, preschool age.
3. From 6 to 10 years old, primary school age.
4. From 10 to 13 years old, middle school age.
5. From 13 to 16 years, adolescence.
The middle school age (from 10 to 16 years) is transitional from childhood to adolescence. It coincides with the second-stage school (V-VIII) classes and is
characterized by a general rise in vital activity and a deep restructuring of the whole organism.
Age-specific features of students' development are manifested in different ways in their individual formation. Individuality is expressed in individual characteristics. Individual characteristics include the peculiarity of perception, thinking, memory, imagination, peculiarities of interests, inclinations, abilities, temperament, personality character. They are largely responsible for the formation of all qualities. The study of the individual age characteristics of children is necessary to identify the reserves of adolescent development. Knowledge and use of the reserves of adolescent development in pedagogical practice to teach and educate children more successfully. The teacher faces problems: how to form positive learning motivation, develop cognitive learning motivation, develop cognitive and creative activity, captivate, interest, awaken.
The main part
What questions should be paid attention to when studying the individual characteristics of students in adolescence learning English? It is essential to study the physical condition and health of students, on which their attention in the lesson and general performance largely depends. It is necessary to know the diseases previously suffered by the student, which had a serious impact on his health, chronic diseases, the state of vision and the nervous system.
It is very important to know the features of cognitive activity of students, the properties of their memory, inclinations and interests, as well as a predisposition to
more successful study of certain subjects. Taking into account these features, an individual approach to students in training is carried out: the stronger ones need additional classes in order to develop their intellectual abilities more intensively; the weakest students need to provide individual assistance in learning, develop their memory, intelligence, cognitive activity, etc.
Much attention should be paid to the study of the sensory-emotional sphere of students and timely identify those who are characterized by increased irritability, painfully reacts to comments, do not know how to maintain benevolent contacts with friends. No less essential is the knowledge of the typology of the character of each student, which will help to take it into account when organizing collective activities, distributing public assignments and overcoming negative traits and qualities.
It is difficult, but very important, to study the internal motivating factors of behavior and development of middle stage students - their needs, motives and attitudes, their internal position in relation to teaching, events and changes taking place in society, work, as well as teachers and a team of comrades. The study of students should also include familiarization with the conditions of home life and upbringing, their extracurricular hobbies and contacts that have a significant impact on their upbringing and development.
We cannot omit cognitive processes in the characteristics of adolescents. The way teenagers think and reasons is undergoing some changes. They begin to understand abstract things, develop their language skills, as well as verbalization, which allows them to communicate more widely. Abstract thoughts help teenagers develop a sense of social consciousness and justice, in addition, they help to make the right choice in accordance with their morality. Teenagers have the opportunity to logically consider situations taking into account cause-and-effect relationships.
Finally, a significant place is occupied by teachers' knowledge of such important issues that are related to the learnability and educability of students and include the degree of susceptibility of pedagogical influences, as well as the dynamics of the formation of certain personal qualities.
Teenagers have a reputation for being the most difficult students. Although their potential is greater than that of young children, but they have no motivation, they are less inclined to encourage the teacher and they are not easy to control. It takes a long time for a teacher to gain their trust and respect. Most teenagers are afraid to look like the teacher's "favorites" in the classroom. Adolescent students tend to participate in decision-making that is closely related to the educational material and the curriculum.
In foreign language lessons, it is necessary to offer children tasks that require active intellectual activity, the ability to compare, find common and distinctive features, focus on the main thing, establish cause-and-effect relationships, and draw conclusions. It is important to encourage independent thinking, to teach to express one's own opinion, to argue one's position, to express agreement and disagreement [1. pp. 78-86].
At the stage of secondary school, the student is already able to control his attention, but this ability is not yet so well developed. Therefore, the teacher should know that the activities of students in English lessons should be organized in such a way that the student understands what he should pay special attention to [4. pp. 29-33].
An important role at this stage of learning English is given to the independent work of students, since the number of study hours in a foreign language is clearly not enough to master oral speech. It is important to impose stricter requirements on the material and forms of work. The training material should be interesting, but accessible, and the forms of work should be more complex in terms of the content of the tasks. For students of this age, such factors as the connection of educational material with life, the application of acquired knowledge in practice, the problematic and emotional nature of the presentation of the material, the possibility of independent cognitive, search, research and creative activity play an important role in the educational process.
Middle stage students as a very demanding group of students need systematic training. At this particular age level, it is recommended to use teaching methods that emphasize all four learning skills, such as listening, speaking, reading and writing, but especially emphasize communicative competence. The direct method and language learning counseling are suitable methods of teaching English to students.
Some features of the direct method are still used in classes with the main focus on listening as well as speaking, the language being studied is used for instructions, and the teacher uses images to illustrate the meaning. The direct method teaches a foreign language in the same way that students learn their native language. We can also add that with this method, the language is taught in a very natural way. We can encourage students to think in English rather than their native language. When they begin to express themselves using English, they will gain fluency in conversation better. Students will be able to speak or write about their ideas in a foreign language without having to translate them into their native language.
Lessons, including the direct method, should include conversational tasks that will last at least half of the lecture time. Students should actively participate in the use of language in real everyday situations. This method gives students the opportunity to self-correct. The teacher encourages students to self-correct by giving them a choice between what they said and an alternative answer, suggesting that they choose the right one.
Another method of teaching English that is considered suitable for middle stage students is language learning counseling. Students appreciate the fact that this method offers them freedom. Students often become a real community. Teenagers are very attached to their peers, and this method gives them the opportunity to work together. Students are aware of their strengths and weaknesses and love working in a group. A typical lesson consists of five stages and they can be compared with the evolution from childhood to adulthood.
The first stage is reflection. Students sit in a circle to form a community atmosphere. They think in silence and decide what they want to talk about. The teacher stands outside the circle. If students have few ideas, they can brainstorm. The second stage is recording the conversation. After the students have chosen a topic, they tell the teacher in their native language what they would like to say, and the teacher gives prepared flashcards in English. Students work on fluency by writing down their passages one by one until the entire conversation is completed. The third stage is discussion. Students exchange opinions about the recorded conversation, their feelings and relationships. The fourth stage involves transcription. Students listen to the recording and rewrite it. The teacher intervenes when students ask for help. The last stage is analysis. It consists in looking at the shape of the tenses and the dictionary and explaining why they were chosen. At this stage, students are fully involved in the process, in addition, they can decide which part they would like to analyze.
Another method, which is the method of grammatical translation, seems to be effective if we want to instill in our middle stage students knowledge of grammar rules and give them a solid foundation for creating sentences using the correct tenses. There are certain types of students who respond very positively to the grammar program, as it can give them both a set of clear goals and a clear sense of success. Other students like to rely on their native language and have the opportunity to compare grammatical structures with the equivalents of the first language. This method gives students a basic foundation and allows them to build their communication skills. It's easier and faster for the student when we explain the meaning of words through translation.
It takes a lot of time if the teacher explains the meanings of lexical things using definitions and illustrations. Students have no difficulty answering questions in their native language. A teacher can easily evaluate students by what they have learned. Communication between the teacher and the students does not cause any problems. This method is good because students who are successfully learning will be able to translate even complex texts from their native language into English. They have knowledge of English grammar, including verb tenses. These students will get acquainted with English literature, which can be used for grammatical analysis and exercises.
The process of teaching the rules of the language should enable students to correctly express their opinions and understand the comments that the teacher addresses to them. The advantage of this method is that by the time students finish their studies, they will control the language tools such as vocabulary, grammar; they will be able to read and understand texts in various contexts. Teaching grammar increases the awareness that language forms a system that students can analyze.
Students can monitor their progress in language practice by comparing the results. Thus, they can adapt grammatical rules and control the internal logic of the syntactic system. Students are able to recognize the text as a whole and understand how the language functions.
Conclusion
An attempt was made to show how difficult it is to teach English to middle stage students and which age and individual factors should be taken into account when choosing teaching methods. In-depth study and knowledge of the peculiarities of each student's development creates conditions for the successful consideration of these features in the process of education and upbringing.
The teacher plays an important role because he is responsible for the successful teaching of students. To facilitate the process of learning a language, a teacher can use many different methods and techniques that he considers most suitable for middle stage students. The vocation of a teacher is to find a way by which a student will completely succeed in learning a foreign language.
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