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59PHILOLOGICAL SCIENCES
СПОНТАННАЯ РЕЧЬ: АНАЛИЗ МЕТОДОВ
Семёнова И.В.
М.г.н. Асхатова А.А.
Университет международного бизнеса Алматы, Казахстан SPONTANEOUS SPEECH: ANALYSIS OF METHODS
Semyonova I.
M.A.
Askhatova A.
University of International Business, Almaty, Kazakhstan
АННОТАЦИЯ
Основанное на игре обучение имеет тенденцию быть одним из эффективных подходов, которые могут улучшить подготовленные речевые способности и создать основу для развития спонтанной речи студентов. Это также может быть полезно для устранения трудностей, с которыми сталкиваются учащиеся. В данной статье представлен анализ литературы, посвященной игровому обучению с точки зрения развития спонтанной речи. Автор исследует преимущества и недостатки данного метода, а также реализацию его в разных культурах.
ABSTRACT
Game-based learning tends to be one of the effective approaches that can improve prepared speech abilities and create the basis for developing students' spontaneous speech. It can also be helpful in addressing the difficulties students face. This article presents an analysis of the literature on game learning in terms of the development of spontaneous speech. The author explores the advantages and disadvantages of this method, as well as its implementation in different cultures.
Ключевые слова: говорение, спонтанная речь, методы, игровые формы, анализ.
Keywords: speaking, spontaneous speech, methods, game forms, analysis.
Speaking is called an extremely multifaceted and complex phenomenon. Like speech, it performs three functions: communicative, the function of expressing emotions and expressing thoughts. Speech always in some way affects the listener, especially when expressing emotions during spontaneous speech; therefore, it is closely connected with the communicative function and with psycholinguistic factors.
Spontaneous speaking is an even more complicated process when it comes to those who are just starting to learn a foreign language. The first thing you need to pay attention to when developing spontaneous speech is to increase the student's motivation to master a foreign language. Stimulation and the need for speaking, arises only if the situation in which the speaker falls is familiar, interesting, or requires the speaker to clar-iffy, persuade or evaluate what is happening.
The second important aspect is the psycholinguistic obstacles that may arise in the process of mastering a foreign language. Speaking is a form of manifestation of subject-object relations. Accordingly, all components of the personality: needs, interests, ideals, abilities, temperament, emotions, cognitive sphere, abilities and skills have a place to be.
In this article, we will try to analyze the scientific literature on the study of spontaneous speech, identify difficulties encountered, and find the best methodological solution to improve the skills of spontaneous speech of students of language and non-language higher education institutions.
One of the main characteristics that students can demonstrate is their language ability. Encouraging students to improve their speech skills is considered as one of the factors "developing communicative competence and language proficiency." We find this statement in the works of D. Mymrin, M. Abdrashitov, and E. Zakh-arova [1]. However, since speaking skills can demonstrate their importance in context and communication, it is vital that students learn how to develop a spontaneous ability to speak a foreign language. Without the proper development of speech abilities, including the improvisation of the student during communication, which is also called the student's spontaneous speech, the communicator may suffer from his own insufficient involvement in the exchange of information, which is one of the problems of the formation of spontaneous speech in students (Al-Eiadeh A.) [2].
Another problem that students must overcome when learning English as a foreign language is the assumption that students are used to speaking their own language while learning English. Carless D. [3, p.2] argued that the use of the mother tongue is seen as "one of the special problems raised by both teachers and educators." In his study, Carless D. [3, p.3] demonstrated the obstacles created by speaking the mother tongue in mastering the English language. When mastering a foreign language, it is important to try to use only this language without switching the code to other languages, including the native one. Experts believe that this type of training can help students gain knowledge faster and
better. However, one of the problems that is the most difficult to solve is to encourage students to use a foreign language during the lesson. Many researchers have conducted a series of studies to reveal an approach to solving this type of problem. Yalçin O. & inceçay V. [4] suggested using playful learning, debate, and role-playing to engage students in spontaneous speech. It also turned out that in-game training could lead to the disappearance of familiarity, which, in turn, can create a comfortable atmosphere for students so that they can master the speech correctly. Hwang W., Ma Z., Shadiev R., Shih T., and Chen S. [5, p. 198] also stated that working together game elements with context can increase student motivation to speak the target language more often. However, conflicting results were illustrated in a study by Chen M., Tsai S., and Chang C. [6], where, despite a number of advantages that positively affect students' speaking skills, criticism of learning in the game also remains that the method tends to lead to dependence, and may also have uncertain results in student knowledge.
Taking into account the study of all skills, it should be noted that speaking ability was the most difficult to learn for many English learners, which creates obstacles to acquiring oral communication skills in English (Al-Hosni S.) [7]. In addition, Ur (1996) pointed out several factors that tend to lead to some difficulties in speech, where he called the "ban" one of the most common difficulties encountered by English learners (as quoted by Al-Hosni S.). This term can be explained as the fear of students to make mistakes, to be criticized when communicating with others (Al-Hosni S.,). From the very beginning, in order to learn English as a foreign language, students tend to experience a certain type of stress. This stress can be classified as stress based on anxiety, nervousness and even fear of speaking a completely different language. This feeling can cause many serious difficulties if the student also experiences certain difficulties in speaking their own language. Before discussing solutions to this problem that young students may encounter, you need to find out what anxiety is associated with speech problems. Horvitz demonstrated three unrelated types of anxiety arising from student learning that are associated with "communication perception, test anxiety, and fear of negative assessment" (as cited in Yalçin O and inceçay V., [4, p.2621]. He described the "fear of communication" as the fear of communication with other people, as well as the fear of speaking to other people. Matsuda S. & Gobel P., [8] emphasized this term as "stage combat," which can lead to learning difficulties in speaking the target language.
It should be noted that not many researchers have studied approaches that can positively affect the enhancement of students' spontaneous speech. However, during a review of the literature related to this problem, it turned out that many researchers considered approaches that can be used to improve students' speech abilities. Game training can be considered as one of those tools or approaches that can easily attract students and help them master their speech skills. Yalçin O. & inceçay V. spoke in favor of this tool, considering it one of the effective approaches to improve students' speech
abilities [4, p. 2623]. Another researcher said that game learning is somewhat more effective in grammar learning than the traditional method (Yarahmadzehi N. & Parvin M.) [9]. Hwang suggested that, when applying teaching based on the game, the teacher is inclined to make the students speak correctly, so that the students can easily listen and understand each other's speech. An interesting fact is that in a study by Hwang grammar skills of participants soared, however Yarahmadzehi N. & Parvin M. argued that there was only a slight difference between game learning and the traditional learning approach in favor of the former. This is likely due to how game training can be applied for specific purposes. In addition, Griva E., Semoglou K. & Geladari A. [10] spoke in favor of this approach, saying that this method "can be a very useful way of teaching "intentional" communication in a semi-natural context" [10, p.3704]. In this regard, we can say that when using this approach, students, as a rule, participate in a certain context and can not only master their speech skills in the target language, but can also train their critical thinking abilities, which can also be considered as one of the key question in communication. An example is the study of Yalgin O. & incegay V. In their study, the researchers show that in the process of playing the "taboo", students tried to use different words to explain the definition of a hidden word, because of which students can very well improve their critical thinking. On the other hand, it is still unclear whether students can be encouraged to speak spontaneously using this approach during the lesson. This statement can be explained by the assumption that students usually use their mother tongue or the language they feel comfortable in the preparation process. In addition, students can also come up with several different patterns to say, which can lead to a risk of stagnation in students' speech skills.
Since digitalization began its development, sources that can help in teaching a foreign language also tend to increase their use. One of these cutting-edge technologies is applications that provide students with the opportunity to record their voices and make videos while they tell a certain story. This approach is called storytelling and can open up a range of opportunities for students of all ages. The main goal of such tools is to motivate students to improve their speaking skills, master their vocabulary related to a particular topic, and encourage students to use their critical thinking, creating one good story for their classmates (Kal-linikou E. & Nicolaidou I.)[11]. Somdee & Suppaset-seree (2013) revealed a rapid increase in students' oral communication skills after a ten-week experiment using digital storytelling programs during the lessons (as cited in Kallinikou E. & Nicolaidou I.). An experimental study by Razmi, Pourali, Nozad examined the impact of digital storytelling on the narrative skills of approximately sixty students (as cited in Kallinikou E. & Nicolaidou I.). Although these researchers emphasized an appropriate audience of participants aged fifteen and seventeen, a study by Nicolaidou I. also proved the effectiveness of this approach among adults [11, p. 2]. Along with game-based learning, even though there is a lot of research being done to identify the effectiveness of storytelling to improve speaking
skills, it is unclear whether it can also help improve students' spontaneous speech.
The next approach, quite well known among teachers, is called role-playing. This approach to learning tends to be important for students when working with the dictionary (Liu F., Ding Y., 2009) [12]. According to a study by Liu F. & Ding Y., this approach can motivate students to study the vocabulary related to the topic and use them in real life [12, p. 142]. However, at the same time, role-playing can be criticized by students who do not want to participate in such performances because of the assumption that they can be humiliated by other classmates. (Dorathy A., Maha-lakshmi, [13, p. 4]. Although he has his own problems, role-playing can be considered as one of the effective methods to improve students' conversational skills. The results of a study conducted by Saad & Mansor showed that role-playing can improve students' speech skills by giving them the opportunity to use their imagination, as well as "exploring different situations from real life and allowing them to speak correctly and confident in this situation in the target language. Despite the fact that it is useful for students to increase their speech abilities and can increase their use of the new vocabulary, the impact of this approach on improving students' spontaneous speech is still uncertain.
Game training is an alternative way of teaching students, involving them in the process. Students, as a rule, are less interested in learning English because of the monotony of lessons conducted in the "traditional way." In their study, Dewi, Kultsum, Armadi investigated this idea in that the result of lessons when students can be bored can reduce their ability to speak. Their study showed a gradual improvement in the speech abilities of Taiwanese students, although the results of preliminary tests were sharply low. At the beginning of the experiment, participants did not have a tendency to express a desire to participate in events, but they also wondered if this approach was effective.
In the process of mastering the target language, it is necessary to take into account the personal characteristics of students. Obviously, participants can differ from each other, and a tool that tends to be useful for one student can be considered useless for another participant. It is very important to consider the psycho-physiological characteristics of students - this is the anxiety and fear of students. Many researchers agreed that in the learning process, the teacher Yalgin O. and incegay V., [4, p. 2621] should not correct student mistakes. Psychologists believe that this can lead to barriers for students to learn speech skills for fear of error (Lasagabaster & Sierra, 2005). Further research in this area of the formation of spontaneous speech should be based on learning based on games, taking into account the cultural and personal characteristics of students.
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