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Section 9. Language and Literacy Learning
Sehenswürdigkeit des Dorfes geworden?
h) Ist Uhrmachen sein Beruf oder Hobby?
i) Ist Abraham in seinem Region bekannt?
III. Nachphase.
Wir bilden noch einmal durch die Sprichwörter Gruppen. Eine Gruppe ist die Gruppe, die die Sprichwörter über die Arbeit und den Fleiss genommen haben. Zweite Gruppe ist die Gruppe, die die Sprichwörter über das Glück und den Meister genommen haben. Der Gruppen die Aufgaben erteilen. Die Sprichwörter lesen, übersetzen. (5 Min.)
Die Sprichwörter über die Arbeit und den Fleiss:
1. Fleiss bricht Eis,
2. Ohne Fleiss kein Preis
3. Wie die Arbeit, so der Lohn
4. Viele Hände, leichte Arbeit.
5. Arbeit macht das Leben süss
6. Mühe und Fleiss erhalten den Preis.
7. Fleiss bringt Brot, Faulheit Not.
8. Viele Hände machen der Arbeit schnell das Ende.
Die Sprichwörter über das Glück und den Meister:
1. Es ist noch kein Meister vom Himmel gefallen.
2. Früh übt sich, was ein Meister werden wird.
3. Geld allein macht nicht glücklich
4. Glück und Glas, wie leicht bricht das.
5. Jeder ist seines Glückes Schmied
6. Dem Glücklichen schlägt keine Stunde
7. Übung macht den Meister.
Den Film nocheinmal ansehen. Die erste Gruppe führt das Interview mit Abraham Steffen. Die zweite Gruppe fantasiert das Ende des Filmes. (Z. B.: Seine Uhren sind in der ganzen Welt bekannt. Man kauft sie teuer. Sein Sohn und sein Enkel wurden auch Uhrmacher.) Die Aufgaben präsentieren. Fehler wurden nicht während aber erst nach der Präsentation korrigiert.
Hausaufgabe: Die Statistik “Welches Hobby ist in unserer Gruppe am beliebtesten?” machen.
Die Arbeit mit Video kann den Fremdsprachenunterricht erfrischen, indem die Interres-sen und Motivation der Lernenden erhöht, was sich in ihren Kentnissen spiegeln wird.
Die Lernenden arbeiten in allen Phasen des Unterrichts aktiv und es wird immer eindeutig, dass es ihnen auch Spass macht. Es ist kompliziert, zu sagen, wieviel den Wortschatz der lernende vergrößert wurde oder ob Grammatikregeln befestigt wurden aber Video erfüllt seine Rolle als ein Motivationsträger.
Referenzen:
1. Rogova G. B. Rabinovitsch F. M. Lehrmethoden der Fremdsprachen in der Oberschule. Moskau, Proswetschenje 1994.
Panferova Irina Vitalievna, Tashkent State Pedagogical University, Senior research worker, Department of «Theory and Methods of Teaching English» E-mail: teacheriren@mail.ru
Specific Peculiarities of Practical Teaching English Grammar at Non-Language University
Abstract: The article reveals cognitive aspect of acquiring grammar mechanisms and presents the techniques of developing grammar subskills and principles of teaching grammar.
Key words: grammar mechanisms, grammar subskills, generalization, grammar exercises.
1. Introduction
Grammar, being one of the most important methodological and practical problems of teaching components of FLT, has been focused on and dis- EL grammar at non-language Universities it is nec-cussed intensively for many years. So, for solving essary to define the notion of «grammar», cogni-
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Specific Peculiarities of Practical Teaching English Grammar at Non-Language University
tive aspect of acquiring grammar, the techniques of developing grammar subskills, establish links between conceptual aspects of FL grammar, which has specific peculiarities, and practical teaching, taking into account methodological principles of teaching grammar.
2. Cognitive aspect of acquiring grammar
There are a number of reasons why there occur different notions about “grammar” when one comes across this term. While it is perceived as a part of linguistics in the course of mother tongue at the secondary school, in teaching/learning foreign language it is considered to be the grammar aspect or phenomenon of the speech. According to various scientific sources the word “grammar” could be limited in two notions: 1) the grammar aspect of speech found in speaking, listening, reading and writing (e. g. article — a/an, the; speech patterns — I speak English; verb forms of the person — speak/speaks, spoke, spoken) and 2) abstractions defining language situations (e. g. the first place of the subject in the sentence; the plural suffix of the noun).
There are plenty of methodological literary sources where one can find such terms as acquiring grammar mechanisms, developing grammar subskills and others. The term “mechanism” is used to describe the events in action. It is more proper to use, in short, “grammar mechanisms” than “using grammar elements in language (speech) activity”.
Professor Valentina Samoilovna Setlin has divided the process of acquisition of the grammar mechanisms into three parts: 1) acquiring grammar acts; 2) studying/learning ready language material; 3) mastering grammar generalizations [9].
Grammar acts have the leading position in the grammar mechanisms of speech. Acquiring grammar act is classified by formation of automatized subskills of speech grammar. Learning the ready material of grammar is defined by memorizing grammar forms. Memorizing and using definitions, rules and notions is called mastering generalization.
Studying ready material is learning units of the foreign language grammar, mastering grammar acts, i. e. developing subskills. Linking words and grammar morphemes are learnt as a material whilst change of words, word combinations and word order are acquired as subskill.
The notion of grammar material is not a form of grammar phenomenon. The term “form” is associated with the structure of a sentence or a word composition, the content parts of words, linking words and items forming a word. It is more logical to use the term “grammar form of a word” than “form of grammar phenomenon”.
Thus teaching foreign language grammar is associated with acquiring grammar mechanisms.
Active and passive grammar was the matter of discussion for a long period. Professor Igor Vladimirovich Rakhmanov used the terms active and passive material in association with mastering the reproductive and receptive speech [7].
Active grammar means grammar items used in reproductive (as well productive) speech. In some literary sources active grammar is called as “grammar of speaking”, passive one — as reading grammar according to Professor Michael West [4].
The notion passive grammar, according to the methodological doctrine of academician Lev Vladimirovich Scherba consists of grammar phenomena and their abstracts used in perception (reading, listening) [10]. The term “passive” relates only to educational material, the essence of the students’ activity in education to be always active was admitted in both psychology and didactics.
As it is known, L. V. Scherba theoretically substantiated two kinds of speech activity. His theory added great contribution to the development of foreign language teaching methodology in our country and abroad. Peter Hagboldt devoted a special part to the matter ofpassive (receptive) and active (reproductive) assimilation in his work [1]. Passive grammar was named as “recognitional grammar” by Ch.Handschin [2] , “visual grammar” by H. Dunkel [3] and M. West called it as “grammar for recognition” [4].
Many methodological research works reveal passive grammar with the term “grammar of reading”. As passive grammar has wider meaning in modern methodology, it would be more appropriate to call it “grammar of reading and listening”.
Microform, micromeaning and microusage are recognized as the unit of the content of teaching grammar. The grammar phenomena for the oral speech of a pupil are selected from the live speech of foreign native speakers and speeches of fiction heroes in that
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language. The source of selecting active grammar is spoken literary language. Passive grammar minimum is selected from written texts for written speech (reading) oflearners. There are elected grammar phenomena reflecting written way of speech.
3. The techniques of developing grammar subskills
The process of developing grammar subskills consists of three stages (See Picture 1).
Picture 1. Stages of Developing Grammar Subskills
Presentation ofgrammar material happens inductively or deductively. Inductive presentation begins from example and transfers to abstraction; deductive one presents a rule (or a speech pattern) then practices examples. Rule — generalization appears when there are more than one example. Only one grammar unit can be learned without rule on the level of vocabulary (try and remember so-called “lexical approach”). Also in mostly used grammar phenomena the only example is given lexically. Many factors should be taken into consideration while introducing new grammar phenomenon to students:
Factor of relation to the nature of grammar phenomenon. Similarity of the form, easiness of clear meaning requires using inductive method.
Factor of similarity and difference between native and foreign language cases. Similarity makes to use induction and difference makes to use deduction.
Factor of leaning to the experience gained in the foreign language.
Factor of learning microunits of new phenomenon via different methods. Using inductive and deductive methods must be rational.
Organizational part ofpresentation stage involves three sequent methodological actions: presentation, control of perception and memorizing a new unit as well as uttering to perform initial exercises.
Doing exercises promotes transformation of grammar units into foreign language skill (See Picture 2).
Picture 2. Transformation of grammar units into foreign language skill
Grammar subskill is a complex of operations and acts that provides proper and automatized usage and memorization of morphologic-syntactic units of speech. Morphologic subskill involves formation and usage, operation and acts offorms (noun suffixes, verb suffixes, grammar units that came before noun, e. g. articles, prepositions, etc.). Syntactic subskill includes word order, formation of word combinations. The subskill of using grammar material is made up by changing words and inserting the words into place.
Development oflearners’ speech skills is characterized by the process “stamping” of grammar units.
The stage of doing exercises consists of three parts:
1. Learning to utter grammar phenomena imitatively, any grammar act is limited by leaning to its sample. Performing imitative exercise binds to the next part.
2. Doing exercises by making changes in the content of imitatively learned units. The familiar material serves to thorough acquiring the new grammar phenomenon.
3. The previously learnt and today’s grammar units are used in oral and written forms of expression. The speech orientation is common to the given time of doing exercises.
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Specific Peculiarities of Practical Teaching English Grammar at Non-Language University
4. Principles of teaching grammar
Grammar language material is taught according to the definite methodological principles. Teaching foreign language grammar is conducted being based on the following principles:
Principle of developing grammar mechanisms. Teaching foreign language grammar is associated with developing grammar mechanisms. The grammar mechanism of the foreign language consists of three parts, as it was mentioned above, subskill, material and generalization (See Picture 3).
Picture 3. Aquisition of the Grammar Mechanizms
Grammar subskills have a special place among the automatized components of speech activity in acquisition of grammar mechanisms. E. N. Solovova considers this step very important because “acquisition of EL grammar involves not only knowledge of the rules, as the ability to implement them without hesitation in the process of verbal interaction” [8, 117]. Consequently, grammar subskills are developed as reproductive and receptive skills of oral/written speech.
The acts of grammar subskills are composed of generalizations appropriate to rules, i. e. they contain grammar abstractions.
Methods of developing grammar subskill of foreign language is connected with peculiarities of speech activity and difficulties on interrelations of grammar structures of the native language, second language and foreign language are taken into consideration.
Teaching grammar mechanisms of speech must be fulfilled by taking into account the mother tongue of learners, from the one side and, secondly, by overcoming negative influence ofmother tongue (and the second language) to the foreign language speech process:
a) a rule is explained in mother tongue, where the meaning of grammar units and their usage are expressed;
b) development of reproductive skills are achieved by changing grammar acts and thinking operations that appear due to the mother tongue, changing systems and using methods of choosing to avoid negative influence of mother tongue. This is reflected in selecting exercises and content of rules.
c) to overcome negative influence that results in difficulties, translating and untranslating exercises are done;
d) overcoming the attendance of mother tongue in the speech process of foreign language is achieved by decreasing and avoiding to use thinking operations.
The second content of teaching grammar mechanisms of speech in foreign language involves linking words and inflexions. Its acquisition requires creating exact and steady images. It is achieved along with acquisition of grammar subskill acts and also by creating an opportunity to memorize the material.
The third content of acquiring grammar mechanisms of speech includes assimilation of generalizations on the basis of materials and acts. Generalizations are learnt inductively. Learning grammar notions consists of two stages: a) learners understand rules in the process of doing exercises; b) they discover grammar acts and materials of speech as generalizations.
Principle of communicative orientation: a) grammar subskills are acquired in the content of speech activity; b) special grammar exercise is planned only in the initial stage of creating the subskill.
Principle of practical learning grammar. It reveals learning grammar phenomena that are important and enough for oral and written speech. According to B. Belyaev “ as the aim of teaching foreign languages is a practical mastery of them, so grammar should be taught not only by its presentation and learning theory but by practical learning of certain grammatical peculiarities of foreign speech” [5, 5].
Principle of teaching grammar in structure. Structural approach in teaching grammar is well-grounded measure. A new vocabulary unit is presented in the known speech pattern, and the unknown pattern is presented on the base of acquired vocabulary units.
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Principle of teaching grammar in speech situation. In teaching foreign language it is referred as situational approach (in American foreign language teaching methodology role playing).
Principle of conscious acquisition of grammar. Consciousness is aimed at directing attention of the learner to definite language elements in the learnt speech pattern. As E. Passov states “grammatical knowledge has a positive effect on language skills only when using this knowledge the students understand the grammatical peculiarities of foreign speech and when after this awareness there follows enough training in productive and creative foreign speech of the target language” [6, 3].
Principle of differentiated teaching grammar. Based on the assimilation of active and passive grammar units that are sorted into reproductive and receptive speech. There are different acts for reproduction and reception.
Besides the abovementioned general principles there are also private principles of teaching foreign language grammar (worked out by V. S. Setlin).
The system of teaching foreign language grammar (according to the doctrine of V. S. Setlin) consists of developing grammar subskills, acquiring grammar material and learning generalization. In its turn it requires doing exercises aimed at developing subskills and acquiring the material. In short, exercises are means of overcoming difficulties in material, acts and generalizations. There are some samples of exercises aimed at teaching EL grammar at non-language Universities:
To discover the studied grammar phenomenon in the perceived text.
To differ new grammar from other known units.
Naming the heard/read grammar unit.
To analyze the sentence grammatically.
To continue teacher’s story using relevant grammar unit.
To use the grammar unit uttered by learner (teacher) in sentence.
To systematize grammar material (e. g. making up sentences in present, past and future tenses).
To use freely grammar unit in speech situation.
To describe the picture in the present (past, future) tense in foreign language.
To make up conversation using the proper grammar unit.
To use didactic handouts for grammar exercises (individual approach).
To translate the sentence (paragraph) that contains difficult grammar unit.
5. Conclusion
Since grammar subskills are developed as reproductive and receptive skills of oral and written speech, they affect FL acquisition. Consequently, acquiring grammar mechanisms cannot be excluded from the control level of formation of professional foreign language communicative competence as the grammatical component is an integral part of foreign language communicative competence. Moreover, at non-language Universities grammar material must always be related to the lexical material, which is presented in the framework of specialization and future professional activities.
References:
1. Hagboldt P. Language Learning. - Chicago, 1935.
2. Handschin Ch. Modern Language Teaching. - New York, 1940.
3. Dunkel H. Second language Learning. - Boston, 1948.
4. West M. How Much English Grammar?//English Language Teaching. - Vol. VII, No1, Autumn, 1952.
5. Беляев Б. В. Очерки по психологии обучения иностранным языкам. - М.: Просвещение, 1964..
6. Пассов Е. И., Завесова Е. Г. Методика обучения иностранным языкам: «Формирование грамматических навыков»//Комплект пособий, № 9. - Воронеж, 2002.
7. Рахманов И. В. Очерк по методике обучения иностранным языкам. - М.: Высшая школа, 1974.
8. Соловова Е. Н. Методика обучения иностранного языка//Базовый курс лекций. - М.: Просвещение, 2005.
9. Цетлин B. C. Как обучать грамматически правильной речи//Иностранные языки в школе. - М.: Просвещение, № 1, 1998.
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Planning as a fundamental aspect of effectiveness of a foreign language class
10. Щерба Л. В. Преподавание иностранных языков в средней школе: Общие вопросы методики. - М.: Изд-во АПН РСФСР, 1947.
Ustelimova Natalya Anatolyevna, L. N. Gumilyov Eurasian National University, Astana Post-doctor, Department of Philology E-mail: natust_dezember@mail.u Nurbekova Gulizat Shaksylykovna, L. N. Gumilyov Eurasian National University, Astana Senior teacher, Department of Philology E-mail: guleken169@bk.ru Shussupova Gaukhar Mussayevna, L. N. Gumilyov Eurasian National University, Astana Magister, Senior teacher, Department of Philology E-mail: shussupowa@mail.ru Akhmetkarimova Khaziza Mursashevna, L. N. Gumilyov Eurasian National University, Astana Senior teacher, Department of Philology E-mail: sapargali57@mail.ru
Planning as a fundamental aspect of effectiveness of a foreign language class
Abstract: The article is dedicated to modern requirements of planning of a foreign language class. This issue is relevant in the system of higher education and requires an advanced and detailed research.
Keywords: planning, foreign languages, professional education, types of speech activity, student, higher education.
As education borders opened and academic ties with foreign educational institutions expanded and strengthened, a foreign language as a school subject gained a special status in the educational program from a nursery school to a doctoral program at higher educational institutions. On the one hand, foreign language is viewed as a school subject, but on the other hand, one should remember that foreign language is a means of intercultural and professional communication, a way of stimulation of a student’s intellectual and emotional development and their preparation for objective perception of a foreign culture. Studying of a foreign language enables to train memory, develop oral and written speech and receive required information. Knowledge of a foreign language gives freedom of communication, allows being a mobile, active and sought-for person. The task of a teacher is to create the respective condi-
tions during the course of studies to form skills in all kinds of speech activity: speaking, listening, reading and writing; give appropriate country-related information, full understanding of phonetic and grammar structure of the language as well as perform a system-based work on active and passive vocabulary. Performing a goal-oriented work during classes, students should acquire the skills of self-education activity, which are necessary for the further improvement of their language skills.
To achieve the set goals, there is a need for a goal-oriented and system-based work during a class, when every next class has a close connection with the previous one, thus preserving the principle of consistency, succession and availability. A competent and methodically justified plan of class work contributes to this. A sufficient number of works is dedicated to this topic, but we would like to general-
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