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OBJECTIVES OF AUDITING IN LANGUAGE TEACHING BY THE HELP OF EXERCISES Talibjanova A.L. Email: [email protected]
Talibjanova Aziza Lutfullaevna — Teacher, ENGLISH PHONETICS DEPARTMENT, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses auditing and its goals with the help of an exercise in the initial levels of language learning. As you know, auditing has its own characteristics that determine the specifics of teaching this type of speech activity. Taking into account extralinguistic factors, individual-personality and linguistic factors allows you to successfully organize the learning process auditing. These factors significantly determine the difficulties in mastering the skills of auditory perception and comprehension of texts and the sequence in building a training system for auditory reception. The answers to these questions will be covered in the article.
Keywords: learning objectives auditing, exercise in learning auditing, entry-level language learning.
ЦЕЛИ АУДИРОВАНИЯ В ОБУЧЕНИИ ЯЗЫКУ ПРИ ПОМОЩИ
УПРАЖНЕНИЙ Талибжанова А.Л.
Талибжанова Азиза Лутфуллаевна — преподаватель, кафедра фонетики английского языка, Узбекистанский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в статье рассматривается аудирование и его цели с помощью упражнений на начальном уровне обучения языкам. Как известно, аудирование имеет свои особенности, обусловливающие специфику обучения этому виду речевой деятельности. Экстралингвистические, индивидуально-личностные и лингвистические фактoры позволяют успешно организовать процесс обучения аудированию. Эти факторы существенным образом определяют трудности в овладении умениями слухового восприятия и понимания текстов и последовательность в построении системы обучения слуховой рецепции. Ответы на эти вопросы мы получим в статье.
Ключевые слова: цели обучения аудированию, упражнения в обучении аудированию, начальный уровень обучения языкам.
UDC И407 T-17
In modem programs in a foreign language, the main goal is to develop the ability of students to:
- direct communication in the conditions of various situations, to understand the statements of the interlocutor, including in the presence of unfamiliar language means within the framework of the requirements of the program for each type of educational institution / variant of teaching a foreign language;
- understand (educational and authentic) audio texts with varying degrees and depth of penetration into their content (within the framework of program requirements):
- understanding of the main content;
- understanding the content completely and identifying the most significant facts (these levels of penetration into the text are determined by the communicative task, the type of audio text and the conditions of its perception).
Just as in the sphere of goal-setting with regard to reading and other types of speech activity, the new formulations of learning goals auditing clearly expressed the pragmatic aspect, expressed in the orientation toward auditory reception in natural communication situations. In new programs, the target requirements are focused on the level of understanding of the content, on the type and quality characteristics of a foreign-language text perceived by ear.
For example, at the end of the initial stage (elementary school), students should be able to understand (based on visual aids, paralinguistic tools) the main content of educational and authentic texts corresponding to the level of education and development of children. Their interests and needs: short tales, short stories, animal descriptions , entertaining stories, children's cartoons and videos, as well as fully understand the short messages of the teacher and peers, built on familiar language material [2, p. 44].
Within the framework of the basic course, more modest tasks are set - to teach schoolchildren to understand the main content of short and uncomplicated authentic texts (weather forecast, announcement, radio and television programs) and to allocate separate important information for themselves [3, p. 11].
Students of schools with in-depth study of a foreign language are faced with more complex tasks -mastering three types of auditing, it being understood that audio texts (television and radio programs of different genres, television and video films, including cognitive, regional and journalistic ones) reports and messages etc. may contain information of both monothematic and polythematic nature and differ in a greater degree of information saturation than in other options for studying a foreign language [4, p. 10].
The types of auditing are based on basic skills that must be acquired in the process of learning a foreign language. However, their nomenclature, in contrast to receptive reading skills, is somewhat limited, which, however, is justified by the objective complexity of auditory reception in relation to visual [1, p. 56]. The gradual (from stage to stage) complication of speech skills and the content of learning auditing is supposed.
In addition, students master a complex of educational and compensating (adaptive) skills, which together with speech constitute a strategy for understanding the audio text. General educational skills include the following:
- Allocation of necessary, relevant information;
- Comparison (comparison), classification of information in accordance with a specific educational task;
- Anticipation of information;
- Generalization / assessment of the information received; written fixation of information perceived by ear, etc.
Compensatory skills are skills that allow the student to understand successfully the sounding text, subject to limited language and speech experience:
- Linguistic and contextual hunch about the meaning of unfamiliar language means;
- Reliance on information preceding audio text, on various paralinguistic means (gestures, facial expressions, visibility, etc.), on the plan, the keywords of the text, its structure and storyline, on your speech and life experience in your native language, on knowledge of the subject of the message and etc.
Exercises in the development of auditing are divided into four groups:
- preparing for the perception of the text;
- accompanying auditory perception of audio text;
- based on the heard text (reproductive and productive nature);
- based on the listened text (productive).
The first group, the so-called pre-text exercises, plays an important role. Their goal is to motivate students; to remove the difficulties of the linguistic and psychological plan associated with the perception and understanding. First, an authentic text; to mobilize the students' speech and life experience in the field of issues addressed in the text and provide certain guidelines for better memorization of information and orientation in structure and content.
For this purpose, students can:
- communicate what type of text they will listen to;
- inform the meaning of unfamiliar words that are important for understanding the content and the meaning of which cannot be guessed by context and word-building elements;
- provide photographs, drawings, diagrams, etc., to one degree or another informing about the content of the text. For example, before listening to the text about the education problems of the youth of the country of the studied language, you can present the students with a diagram of the education system or introduce them to the results of a sociological survey on this problem, etc.;
- provide basic information about the text (1-2 phrases: "You are listening to the text about ...");
- give an installation on the fast pace of speaking and the need not to be afraid of this, but try to understand only the basic information (for example, what the text is about);
- give a shortened, simplified version of the audio text or its transcription (in the latter case, students will listen to the text and "restore" it);
- give a list of key phrases;
- offer to draw up an associogram of basic concepts (keywords / phrases) on the topic, problem, which the upcoming text is devoted to.
Exercises in the first group should stimulate interest and a desire to listen to the text. This interest is also formed by tasks for exercises of the second group.
The second group of exercises is actually "listening" to the text, but before perceiving the information, the teacher needs to be given a setting and formulate a communicative task: how and for
what purpose should students listen to the text (for example, understand the main content and answer questions or fill out a table / scheme, etc.).
Note that if we are talking about authentic audio text (even having undergone some degree of adaptation), it is desirable, especially at the initial stage of training, to invite students to understand the main content or to reveal the necessary information at its first (text) perception:
- determine the type of text (for example, an interview);
- identify the main topic, the idea of the text and formulate it.
- answer questions to the general content of the text (who? Where? With whom? About what? How?);
- correlate the illustrations with the text, establishing their sequence or making an appropriate choice from among the proposed ones;
- change anything in the reproduction as indicated in the text;
- choose from the proposed answer options appropriate to the content of the text, etc.
A great effect in this regard is given by written tasks to the audio text, performed in the process of listening to it:
- filling out schemes, tables;
- the choice of two options for answering the question (questions are formulated in writing) is one that corresponds to the content of the text;
- fixing keywords / phrases;
- recording important discussion arguments, etc.
In this case, the student learns to listen to the text selectively, i.e. in the process of auditory perception, find the necessary (basic) information in it and fix it in writing. Recorded information can serve as a support for students' oral and written statements.
The third group of exercises is aimed at developing students' ability to more or less interpret, comment, analyze the information contained in the audio text and reproduce it. This group of exercises includes:
- retelling of the text along the chain, individual points of the plan, etc .;
- continuation of the text (verbally and in writing);
- commenting on what was interesting (not interesting) is new, significant for the student;
- assessment of the event, the actions of the heroes based on keywords / sentences;
- answers to questions based on the diagram, table, and associogram filled in during listening;
- Interpretation of the title (with various types of supports: on printed text, on the plan, keywords, etc.);
- The title of the text and the argumentation of the heading based on its content, etc.
And the fourth group of exercises consists of exercises in commenting, discussing, interpreting the issues raised in the text, problems without relying on verbal stimuli. Among these exercises, of particular interest are:
- interviewing, discussion, round tables, role-playing games, dramatization, posing your own problematic questions on the issue raised in the text (to organize a discussion), expressing your own opinion on the problem;
- writing a script based on the tale / story heard and staging it on the stage of the school theater (or a performance in the classroom), etc.
References / Список литературы
1. Elukhina N. V. Oral communication in the lesson, means and methods of its organization // Foreign languages at school, 1993. P. 56.
2. Passov E.I. Communicative method of teaching foreign language speaking. M.: Education, 1985. 208 p.
3. Project interim of state educational standard in a foreign language // Foreign languages at school, 1993. № 5. P. 5-17.
4. Serikov V.V. Personally oriented education: towards the development of a new model of pedagogical activity. In the book: Pedagogical Lyceum: the formation of the future teacher. Volgograd, 1994. P. 3-12.
