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9ROLES OF THE COMMUNICATIVE LANGUAGE TEACHING IN THE PROCESS OF
INTENSIFICATION
Akhmedova Nigora Shavkatovna
senior staff scientist-researcher Tashkent State Pedagogical University, Uzbekistan
ABSTRACT
Education to contact on foreign language - an actual problem, costing before school, since contacts of the people of the different nationalities is called consolidate the rapport and friendship between folk. It does not follow also to forget that communication oriented education provides the best assimilation of the language, since exactly in condition of the contact language emerges in its natural function. The Communicative Approach to teaching highlights the importance of functional language as opposed to focusing specifically on grammar and vocabulary. Learners are taught to apply various language forms in various contexts and situations such as making a hotel reservation, purchasing airline tickets, ordering at a restaurant, booking tickets to a show, asking for directions etc. It is this constant exposure to language in realistic situations that is thought to aid language acquisition.
Keywords: communicative language teaching, foreign language, intensification, developing, improving.
Pupils are given a clear reason for communicating in the form of role plays and simulations. Accuracy of the language used is seen to be of less importance than communicating successfully.
At this point, during these communicative activities the teacher does not intervene as the purpose of such activities is too simulate real communication. Although communicative activities are widely used by teachers, it is quite difficult to define exactly what a communicative approach. This is because most teaching methods are aimed at improving communication irrespective of the techniques employed. The Communicative Approach has however been adopted in classrooms all over the world and has, in many ways, made an invaluable contribution to the profession of English Language Teaching.
Normally, teacher does not use one single method, although he may have a leaning towards certain aspects of one particular method. He may use a combination of methods.
Whole ranges of teaching methods exist - whole myriad of titles: [1]
Grammar (Indirect) Method Language Control Method Direct Method Phonetic Method Oral Method Audio-Lingual method Natural Method Audio-Visual method Bilingual Method Eclectic (Modified) Method Communicative Method
The criteria which decide what method(s) he/she chooses are many:
1. Attitude of teacher towards the language
Is he/she fluent? / How rusty is he? How familiar is he with the country/people/culture? Is he confident orally, or will he depend on the written form? / Is his confidence maimed by personality factors in front of the class? / Is he an extrovert/ introvert? (The need to be good actors!)
2. Attitude of teacher towards the AIMS of learning a foreign language - merely to pass exams, / to get good exam results/ promotion? / To transmit to the pupils a new culture /set of values way of thinking / a new language so that they can communicate and learn to respect and tolerate peoples
different to them?
3. Attitude of teacher to how he thinks a child should learn a foreign language
in class book-bound? / passively or actively? / slave to the method? / keep them writing so as to maintain control and discipline? / allow some 'working' noise (language isn't silent one ) and get pupils to communicate, work in pairs, groups, to act out situations in which language is the practical vehicle for communicating and conveying messages (obvious aim of communicative teaching!)
There is danger that in moments of panic/crisis, teachers tend to return to the method with which they are most acquainted!
4. Attitude of the pupils to the language
Some languages more favored than others... / the relative prestige of French / the relative apathy towards the learning of Welsh in the border countries / the way they react to the teacher and to the method.
Language learning is very much interplay of personalities -one tends to forget that pupils too are human, with likes/dislikes/ moods/moments of tiredness. Is the teaching child-centered/ orientated? / or method-orientated? / teacher-orientated?
5. Local conditions in the school language room (with attractive posters atmosphere projecting the feeling of that country?) audio-visual aids? blackout? overhead projector? language laboratory? reading corner? project work area? foreign language assistant? facilities for duplicating worksheets? nature of classes - mixed ability? streamed? banded? set? existing exchange / twinning? / letter-writing? healthy attitude of Head / fellow staff/ parents towards foreign language teaching (support) timetabling? financial constraints on department and equipment? external exam constraints (pressure from parents/ Head?) sympathetic Head of Department and co-operative colleagues within the Department?
There tends to be two extremes of methods:
INDIRECT GRAMMAR METHOD DIRECT ORAL METHOD
(ECLECTIC METHODS)
Surprisingly, a very large proportion of pupils are still taught foreign languages in the Comprehensive schools in a formal manner, veering very much towards the indirect approach (even Mixed Ability classes!) [2].
A great deal of a teacher's planning involves not only what to teach, but how to teach it. The same principle holds true for effective communication methods with parents, other teachers, pupils, and administrators. However, this part is difficult to remember when a teacher suddenly finds himself/herself in particularly challenging and/or difficult circumstances.
The good news for all teachers is that effective communication methods can be taught to a seasoned and new teacher alike, and they can hopefully result in positive relationships to develop between pupils and teachers, administrators, parents and even between the learners themselves.
It is any more important dealing with before Communication Measures. Mistakes are not always mistakes. Before judging or jumping to self-defend yourself, gather the facts about the specific classroom situation. This might mean gathering the pupil's first and second semester's grades and all the criteria that went into their calculation. You might need to refresh yourself and gather some notes you took about that particular pupil's performance in class during several sessions. Have this information at the meeting or while you are on the phone. Not only does it reinforce the validity of your information, it can be helpful for those tricky spots where you suddenly feel you are losing objectivity [3].
Communicative techniques should also be at the heart of your approach and should carry over into the classroom. Communicative interaction encourages cooperative relationships, promotes the children's security, allows them to share ideas and opinions and makes them feel that they are doing something useful. As part of this approach, errors are seen as natural to the learning process and are corrected only when studying grammar.
Teachers in communicative classrooms will find themselves talking less and listening more - becoming active facilitators of their pupils' learning (See: Larsen-Freeman, 1986). The teacher sets up the exercise, but because the pupils' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The pupils do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with pupils leaving their seats to complete a task. Because of the increased responsibility to participate, pupils may find they gain confidence in using the target language in general. Pupils are more responsible managers of their own learning (Larsen-Freeman, 1986) [4, p. 23].
There is considerable on appropriate ways of defining CLT, and no single model of CLT is universally accepted as authoritative (McGroaty, 1984; Markee, 1997). However, according to Richards and Rodgers (2001) [5], CLT starts with a theory of language as communication, and its goal is to develop learners' communicative competence. The most obvious characteristic of CLT, according to Larsen-Freeman is that "almost everything is done is done with a communicative intent". In CLT, meaning is paramount.
Another characteristic of CLT is that "activities in the
Communicative Approach are often carried out by pupils in small groups" (Larsen-Freeman, 1986) [4, p 65].
Furthermore, CLT favors the introduction of authentic materials (Larsen-Freeman, 1986; Dubin, 1995; Widdowson, 1996) and "from life" materials and language-based realia such as magazines, newspapers and graphic and visual sources from around which communicative activities might be constructed. It is considered desirable to give learners the opportunity to develop strategies for understanding language as it is actually used by native speakers (Canale and Swain) [6].
The final characteristic of CLT is "its learner-centered and experience-based view of second language teaching" (Richards and Rodgers, 1986) [7, p 69]. In other words one must not only know the structure and function of the language, but also know how to apply this knowledge in order to achieve an effective communication.
One of scientists of this field Gill Hart says that as an experienced language teacher it took him many years before he really understood the practical implications of its underlying principles and to confidently apply them in his language classroom. From the point of view of this scientist here are the main core principles which make it the most successful language learning approach in use today.
Basic principles for teachers
• A teacher's main role is a facilitator and monitor rather than leading the class. In other words, "the guide by the side" and not "the sage on the stage".
• Lessons are usually topic or theme based, with the target grammar "hidden" in the context e.g. a job interview (using the Present Perfect tense).
• Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning.
• Activities set by the teacher have relevance and purpose to real life situations - pupil can see the direct benefit or learning.
• Dialogs are used that center on communicative functions, such as socializing, giving directions, making telephone calls.
• Emphasis on engaging learners in more useful and authentic language rather than repetitive phases or grammar patterns.
• Emphasis on communication and meaning rather than accuracy. Being understood takes precedence over correct grammar. The fine tuning of grammar comes later.
• Communicative competence is the desired goal i.e. being able to survive, converse and be understand in the language.
• Emphasis is put on correct pronunciation and choral (group) and individual drilling is used.
• Authentic listening and reading texts are used more often, rather than artificial texts simply produced to feature the target language.
• Use of songs and games are encouraged and provide a natural environment to promote language and enhance correct pronunciation.
• Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow.
Teacher's role
Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process among all the learners and between the pupils and the various tasks, giving guidance and advice when necessary. Furthermore, teachers act as independent participants within the learning-teaching group. Any necessary intervention on the teacher's part may prevent learners from becoming genuinely involved in the activities and thus hinder the development of their communicative skills.
However, this does not mean that once a teaching activity is in progress, the teacher should become a passive observer. It is still the teacher's obligation to develop the pupils' potential through external direction. Although the teacher may be nondirective in general, it is still the teacher's responsibility to recognize the distinctive qualities in the pupils and to help the pupils develop those qualities (Han, 1979) [8].
In contemporary English teaching, the teacher's function should become less dominant than before, but no less important. For example, his/her role as an independent participant within the learning-teaching group is closely related to the objective of his/her role as communicative activator. These roles include a set of secondary roles for the teacher: first, as an organizer of resources and as a resource; and second, as a guide and manager of activities. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge, abilities, and actual and observed experience in the nature of learning (Breen and Candlin, 1980) [9].
Basic principles for learners
• Learners are often more motivated with this approach as they have an interesting what is being communicated, as the lesson is topic or theme based.
• Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases.
• Learners practice the target language a number of times, slowly building on accuracy.
• Language is created by the individual, often through trial and error.
• Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to pupil and vice versa.
• Unless the focus is on the accuracy stage of the lesson, learners are corrected at the end of an activity so as not to interrupt their thought process.
Pupil-centered orientation. To facilitate language acquisition, pupils need much practice. So, teachers must ensure that classroom interactions are managed, not just by the teacher, but by all present. In order to avoid being the center of classroom interactions, teachers should arrange the desks in such a way that the pupils can look directly at one another. This helps create interactions among the pupils. The teacher does not act as a leader of the class, but class leadership emerges from within the group.
There are three main parts of a successful pupil-centered lesson plan:
1. There is always a "warmer" to get pupils comfortable and in the mood to study the topic at hand. Teachers spend several minutes eliciting responses from their pupils by asking them questions, showing them interesting pictures, playing songs, or
showing a short movie clip.
2. The bulk of the lesson is based on pupil activities. Pupils practice (with partners or groups) working on vocabulary and grammar through a text. The text can be a short story, a newspaper article, a song, a poem, or other type of text appropriate to the age level and ability of the pupils.
3. At the end of the lesson, pupils use the language they have learned freely. This means either speaking or writing using the vocabulary or grammar learned.
Pupil-Centered learning in a nutshell
Pupils who learn English through "teacher-centered" learning (this is a teacher simply lecturing to his or her pupils) will generally learn grammar points, but have little ability to actually use the grammar in real-life situations.
With pupil-centered learning, pupils are encouraged to use context to find the definitions of words and phrases, and also to speak English as much as possible. Teachers of this method sometimes say that the only way to learn how to speak English is to speak English. In many ways, the communicative method of learning English is the same way as learning how to ride a bike or drive a car. It is also the way children learn their own language. By the time children reach the age when they enter grammar school, they are fluent in their native language because they were immersed in it.
The most important thing for English pupils (and teachers) to remember is to speak English as often as possible, and to not let the fear of making mistakes deter them from using the language [10].
The type of classroom activities proposed in CLT also implied new roles in the classroom for teachers and learners. Learners now had to participate in classroom activities that were based on cooperative rather than individualistic approach to learning. Pupils had to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. They were expected to take on a greater degree of responsibility. And teachers now had to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making pupils produce plenty of error free sentences, the teacher had to develop a different view of learners' errors and of her/his own role in facilitating language learning.
One of important components of communicative competence is the ability to select a linguistic form that is appropriate for a specific situation. Hendon (1980) argues that "today language has been redefined as an integral part of the culture with which it is connected." There is plenty of evidence that a good command of English grammar, vocabulary, and syntax does not necessarily add up to a good mastery of English. There is a set of social conventions governing language form and behavior within a communicative group.
EFL teaching in Uzbekistan, with its traditional setting, is markedly different from that in the United States and Great Britain in that it is conducted in different social cultural contexts. Yet this does not mean that the communicative approach is not applicable in such a context. To make this approach work well in Uzbekistan, we must reconcile it with the traditional grammar-translation method that is still popularly used in Uzbekistan.
Reference
1. http://www.aber.ac.uk/~mflwww/seclangaqu.html
2. http://www.aber.ac.uk/~mflwww/mflindex.html
3. http://www.suite101.com/ (Copyright Dorit Sasson. Effective Communication Methods. Communicative Skills and How to Become a Better Teacher, 2008).
4. Larsen-Freeman, D. (1986). «Techniques and principles in language teaching.» Oxford: Oxford University Press.
5. Richards, J. C., & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
6. Swain, M., & Canale, M. (1982). The role of grammar
in a communicative approach to second language teaching and testing. (http://www.cal.org/index.html).
7. Richards, J. C. & Rodgers, T. S. (1986) Approaches and Methods in language teaching: A Descriptions and Analysis. New York: Cambridge University Press.
8. Han, Z-H. (1979). Rethinking of corrective feedback in communicative language teaching. RELC Journal.
9. Breen, M. and Candlin, C. (1980) 'The essentials of a communicative curriculum in language teaching', Applied Linguistics.
10. Eve Lopez, 2009. The Communicative Method of Teaching English. The Main Points for Teachers of English as a Foreign Language (http://www.suite101.com
РОЛЬ ЕМОЦ1ИНОГО 1НТЕЛЕКТУ У СКЛАД1 ПРОФЕСШНО1 КОМПЕТЕНТНОСТИ
ФАХОВОГО МЕНЕДЖЕРА
Головешко Богдан Романович
викладач,
Нацюнальний технЫниш ушверситет «Хартвськиш полтехнЫниш шститут»
THE ROLE OF EMOTIONAL INTELLIGENCE WITHIN PROFESSIONAL COMPETENCE OF A PROFESSIONAL MANAGER Holoveshko B. R., lecturer, National Technical University "Kharkiv Politechnical Institute"
АНОТАЦ1Я
У cmammi аналiзуeтьсяроль та значимкть емоцшного штелекту у професшнш дiяльностi менеджера. Емоцшний штелект розглядаетьсяу контекстi психологiчного здоров'я особистостi менеджера. Виявлено, що професшна дiяльнiсть менеджера мктить у m6i безлЫ стрес-факторiв. До^джено, що психологiчне здоров'я впливае на здат-шсть менеджера виконувати професшну дiяльнiсть. Придтено увагу такому поняттю як емоцшне вигорання.
ABSTRACT
The article deals with emotional intelligence, its role and importance in professional activity of a manager. Emotional intelligence is considered in the context of psychological health of a manager. It is highlighted the professional activity of a manager contains a lot of stressors. It is studied the psychological health has an impact on a manager's ability to carry out his professional activity. Also attention is given to such definition like an emotional burnout.
Ключовi слова: емоцшний штелект, психологЫне здоров'я, професшний керiвник, професшна дiяльнiсть менеджера, емоцшне вигорання, стрес-фактори.
Keywords: emotional intelligence, psychological health, professional manager, professional activity of a manager, emotional burnout, stressors.
Постановка проблеми. Значимкть впливу професшно! компетентности фахового керiвника на устшшсть дiяль-носл вае1 оргашзацп важко переощнити. Однак, вплив керiвника на оргашзацш в цшому i безпосередньо на його пщлеглих не обмежуеться лише професшною або фаховою сферою його дiяльностi. Суттеве значення мае особистас-ний фактор та емоцшна складова i в науковш лiтературi останшм часом зазначенш проблематищ придшяеться заслужена увага.
Специфжа професшно! дiяльностi менеджера передба-чае наявшсть значно! кшькост стрес-факторiв, яю впли-вають на стан психолопчного здоров'я керiвника, який в свою чергу безпосередньо впливае на його ввдносини iз оточенням i здатшсть яюсно виконувати обов'язки управ-лшця. Ми вважаемо доцшьним та актуальним дослвдити
роль емоцшного штелекту в зазначеному процеа.
Аналiз останшх дослщжень та публжацш Дослщження професшного здоров'я керiвникiв досить широко пред-ставлеш у лiтературi рядом дослвдниюв (А. Шувалов, Ю. Мельник , I. Гурвич, Р. Березовська) та акцент зроблено як на теоретико-методолопчному (Л. Анциферова, В. Бодров), так i на експериментально-дослщницькому рiвнi (В. Бойко, Т. Крюкова та ш.). Особливоста дiяльностi ме-неджерiв з адмшстративно1 дiяльностi дослвджували В. Д. Бакуменко, В. М. Ячменева, В. А. Рульев, Н. Г. Чайка, Г. С. Одшцова. Проблемi емоцшного штелекту присвячено пращ I. Н. Андреевой О. М. Собченко, А. В. Костюк, Д. В. Люан та ш.
Мета статта - дослщити роль емоцшного штелекту в процеа фахово! дiяльностi професшного менеджера.
