CC BY
82
References
1. Molchanova G.G. Cifrovaya transformaciya obrazovaniya i obschestva: vozmozhnosti i slozhnosti. Vestnik Moskovskogo Universiteta. Seriya 19: Lingvistika i mezhkul'turnaya kommunikaciya. Moskva, 2022; № 1: 9 - 16.
2. Isaeva T.E. Ocenochnaya kompetenciya vuzovskogo prepodavatelya: soderzhanie i smysl. Vysshee obrazovanie v Rossii. Moskva, 2014; № 10: 106 - 112.
3. Shefieva 'E.Sh., Isaeva T.E. Ispol'zovanie iskusstvennogo intellekta v obrazovatel'nom processe vysshih uchebnyh zavedenij (na primere obucheniya inostrannym yazykam). Obschestvo: sociologiya, psihologiya, pedagogika. Krasnodar, 2020; № 10: 84 - 89.
4. Avramenko A.P., Matveeva O.Yu. Opredelenie urovnya vladeniya strategiyami kommunikativnogo vzaimodejstviya u studentov magistratury neyazykovyh fakul'tetov (francuzskij yazyk). Rhema. Rema. Moskva, 2020; № 3: 53 - 64.
5. Aristova A.S. Ispol'zovanie chat-botov v obrazovatel'nom processe. Cifrovaya transformaciya obschestva, 'ekonomiki, menedzhmenta i obrazovaniya. Ekaterinburg, 2020; № 2: 95 - 99.
6. Budnikova A.S., Babenkova O.S. Ispol'zovanie chat-boto pri izuchenii inostrannogo yazyka. Uchenye zapiski. 'Elektronnyi nauchnyi zhurnal Kurskogo gosudarstvennogo universiteta. Kursk, 2020; № 3 (55).
7. Goryachkin B.S., Galichii D.A., Capii V.S., Burashnikov V.V., Krutov T.Yu. 'Effektivnost' ispol'zovaniya chat-botov v obrazovatel'nom processe. E-Scio. Saransk, 2021; № 4 (55).
8. Okulov S.A. Formirovanie sistemy upravleniya obrazovatel'nym processom sredstvami informacionnyh tehnologij. Uspehi sovremennoj nauki. Belgorod, 2017; № 5: 170-174.
9. Chinedu O., Ade-Ibijola A. Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence. Elsevier, 2021; № 2.
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Статья поступила в редакцию 05.05.22
УДК 371.3
Aitileuova A.V., MA student, Khoja Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Kazakhstan), E-mail: [email protected]
STORYTELLING IN FOREIGN LANGUAGE TEACHING: THE MAIN ASPECTS. The relevance of the topic of the work is determined by the fact that storytelling is considered as a promising communicative method of teaching foreign languages for general and professional purposes. The purpose of the study is to provide basic information about the origin and development of the storytelling method, as well as about the formats of modern storytelling application in the practice of teaching foreign languages. To achieve this goal, the task is to analyze the significance of examples and practical ways of influencing conversations on people in the educational field. The scientific novelty of the article lies in the fact that the methodological consideration defines the concept of "history" in the context of storytelling specifies the criteria for selecting events related to solving the problems of language education. As a theoretical significance of the research results, the technology of teaching a foreign language based on stories with an interesting plot is proposed, which achieves practical results in the process of communicative interaction with students. The paper also discusses the main practical aspects of this technology. The perspective of this work is related to the fact that simple communication methods are developing in the field of knowledge when teaching foreign languages. The education system is going through a period of transition from complexity to efficiency. The conclusion of the work is determined by the demonstration of the universality of storytelling as an effective tool in teaching all types of speech activity.
Key words: storytelling, training, foreign language, language learning, methods, problems.
А.В. Айтилеуова, магистрант, Международный казахско-турецкий университет имени Ходжи Ахмеда Ясави, г. Туркестан,
E-mail: [email protected]
СТОРИТЕЛЛИНГ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ: ОСНОВНЫЕ АСПЕКТЫ
Актуальность темы нашей работы определяется тем что сторителлинг рассматривается как перспективный коммуникативный метод обучения иностранным языкам в общих и профессиональных целях. Цель исследования - представить основную информацию о происхождении и развитии метода сторителлинга, а также о форматах современного применения сторителлинга в практике обучения иностранным языкам. Для достижения указанной цели ставится задача анализа значимости примеров и практических способов воздействия бесед на людей в образовательной области. Научная новизна статьи заключается в том, что при методическом рассмотрении дается определение понятия «история» в контексте сторителлинга, конкретизируются критерии выбора событий, относящихся к решению проблем языкового образования. В качестве теоретической значимости результатов исследования предлагается технология обучения иностранному языку на основе рассказов с интересным сюжетом, которая достигает практических результатов в процессе коммуникативного взаимодействия с обучающимися. Также в работе рассмотрены основные практические аспекты данной технологии. Перспектива представленного исследования связана с тем, что в области знаний развиваются простые методы общения при обучении иностранным языкам. Система образования переживает период перехода от сложности к эффективности. В заключении работы содержится демонстрация универсальности сторителлинга как эффективного инструмента в обучении всем видам речевой деятельности.
Ключевые слова: рассказывание историй, обучение, иностранный язык, изучение языка, методы, проблемы.
Introduction
In the context of the intensification of communication contacts in the global information society, one of the urgent tasks facing educational institutions at all levels is to prepare students for foreign-language interaction with representatives of other countries and cultures. Accordingly, the search for effective communicative methods of teaching foreign languages, the use of which could provide a solution to this problem, remains relevant. The method of teaching based on stories, through stories or otherwise storytelling - storytelling-has proven to be successful in many countries. If earlier it was used mainly for teaching young children, now it is considered as universal, suitable for any contingent of students, including adults, and with any language level [1, p. 121]. This attracts more and more attention to storytelling from teachers and methodologists, including in Kazakhstan. However, in the domestic methodological literature, this method has not yet found proper coverage. Therefore, it is advisable to consider the very concept of "storytelling", the theoretical and practical aspects of the use of storytelling in teaching a foreign language, to describe the technology of storytelling for teaching foreign languages at school and university.
Storytelling is a kind of narrative method known in Russian pedagogy (from the English narrative-narration, story), which uses a coherent text, a narrative in general, as a tool [2, p. 103]. However, narrative and storytelling are not identical concepts. As a result of the analysis of sources, it turned out that the term "storytelling" is defined in a broad sense as a technology of influencing people with different goals through texts
clothed in the form of fascinating stories. At the same time, fascination is a key characteristic of stories. More narrowly, the term "storytelling" can be understood in three senses: as one of the methods of creating interesting, relevant, useful, entertaining, emotional content; as the translation of stories in any form: oral narrative, written text, visual visual means, music, etc.; as the art of oral storytelling, storytelling, when the story is told from memory, and not read [1, p. 122].
Methodology
In the course of the study, the authors used a number of scientific methods to evaluate and analyze the content and importance of the published works of various specialists, such as the grammatical-translation method, the direct method, the audio-lingual method, synthesis, and others. In addition, the methods of deduction and induction were used to draw conclusions from general and individual facts, and the method of concretization was used to infer the author's own opinion.
Results
For the first time, the concept of storytelling appeared in 1992 in the book by D. Armstrong "MBSA: Managing by Telling Around", which collected stories designed to convey the principles and rules of business ethics to employees [3]. Currently, the term "storytelling" is used in many professional fields. In management, it is a tool for marketing/advertising, personnel management, and PR technologies. In the media, journalists present news information in the form of stories. In journalism and politics, stories are used as a means of argument. Through stories, they help in solving psychological problems (Erickson's hypnosis, fairy-tale therapy) [4, p. 66].
Storytelling is the most natural way to communicate, familiar to us from our earliest childhood. As you know, in pedagogy, teaching based on stories (fairy tales, stories, fables, etc.) is used for the upbringing, education and speech development of children, which has its own psychological foundations. It is believed that the entire system of human knowledge is built on stories that people tell each other in order to exchange experiences for a more effective orientation in the world around them and organize their lives in it. At the same time, the individual's brain is a cognitive machine that receives, remembers, and then reproduces stories [3]. Moreover, it is assumed that a person thinks in narrative structures and remembers facts as mini-versions of stories. The presence of facts in the memory, behind which there are whole stories, is a prerequisite for analytical thinking [3]. "At present, the narrative (the presented history) is recognized as an immanent property of human thinking and, hence - as the main form of understanding and cultural experience, the organization of scientific research and educational technologies, and social interaction" [5, p. 9].
Directly storytelling, in the interpretation of R. Blaine, is implemented through the creation of a joint story (spoken class story) in the classroom on the basis of a plot framework prepared in advance by the teacher. The teacher voices the key points of the storyline, immediately asking questions to the students, so that they add details and act as co-narrators. The plot of the story is usually uncomplicated. As a rule, in the beginning, the main character has a problem. In search of its solution, he moves from one place to another, then to a third, and so on. The main task of the plot is to allow you to repeatedly scroll through the vocabulary to be assimilated in speech [6, p. 81].
At the same time, in the course of telling a story, the teacher: focuses on the weakest student (barometer student);
Achieves a one-hundred-percent understanding of his speech (remaining within the vocabulary and grammar familiar to students; using non-verbal means, relying on the native language of students; speaking slowly);
Constantly monitors the understanding of their speech (watching the eyes of students; asking questions to test understanding; inviting students to give a conditional sign in case of misunderstanding; asks students to translate their words into their native language);
Repeatedly scrolls the target vocabulary in speech (up to 50-100 times);
Repeatedly makes short (no more than 5 seconds) grammar reminders (pop-up grammar);
Asks students personalized questions that relate to each person personally, within the framework of the topics set by the story;
Creates a friendly and relaxed atmosphere in the classroom;
Asks to stage the story being told;
Moves with students around the class, imitating the heroes of the story;
It achieves one hundred percent assimilation of the material by each student before moving from one stage of training to another [7]. The described technology of R. Blaine's storytelling is certainly of interest. It is in line with the theory of natural foreign language acquisition by Stephen Krashen, according to which fluency and literacy of foreign language speech are formed in the process of abundant listening, reading and discussion in a foreign language of accessible, i.e. relevant to the intellectual and linguistic level of students, material. But it is confusing to have too little vocabulary to learn (no more than 3-4 units) and too much effort and time spent. If this is somehow justified at the initial stage of learning a foreign language, then in middle and high school, and even more so in the context of university education, it can hardly be acceptable. Therefore, we set the task to develop a technology of teaching through stories that meets the conditions of Russian secondary and higher schools.
To do this, it is necessary to start with a methodological definition of the concept of "history" in the context of storytelling, since it has not yet been reflected in methodological dictionaries. This definition is intended to serve as a guide when selecting/ creating stories that are suitable for solving educational tasks based on storytelling. The study showed that stories as fascinating content are built according to the compositional canons of a work of art, and their key element is the narrative plot. In the composition of the simplest one-line plot, the following are distinguished:
1) Exposure: the context of the story, time/place of action, actors;
2) Plot: an event that provokes a conflict (the heroes' confrontation with something/someone);
3) Denouement: conflict resolution [5; 19].
At the same time, experts emphasize the importance of authenticity, the reality of stories, so that the reader/listener can relate to their characters. For the sharpness and fascination of the plot, you need some intrigue, obstacles and surprises on the way to the goal of the characters, a moral or a lesson as a conclusion [3].
Stories for teaching foreign languages should also be concise, with a dynamic and fairly simple, linear, without complex intricacies, plot. As such, from our point of view, narrative works of various genres are perfectly suitable: fairy tales, short stories, myths, legends, legends, parables, anecdotes, plots and episodes of films or literary works, memoirs, stories, essays, personal or industrial life stories, as well as limericks, rhymes, poems, fables, and other poetic works that have a plot.
The presentation of stories using multimedia tools (graphics, video, animation, etc.) is called digital storytelling, and the stories created are digital or computer - generated [4]. Sandwich storytelling, which results in a sandwich story, involves enriching the teacher's storyline with creative inserts that students make, for example, when
teaching creative writing. If two students help a teacher tell a story, it's multi-voice storytelling. [3] In the text form, the stories can be: in the native language; in a foreign language; bilingual stories (bi-lingual stories); in mixed language [6, p. 82], for example: A boy went to the forest and met a monster there.
It should be noted that the oral reproduction of stories (telling and reading aloud), especially their spontaneous narration, is recognized as a special kind of art and is read most effectively in teaching foreign languages. As the researchers emphasize, it is the teacher's live oral speech, when facial expressions, gestures, and intonation are used as narrative tools in addition to speech that is the most preferred option in teaching foreign languages. This format makes it possible to have the greatest emotional impact on the listeners, to awaken their imagination and to hold their attention, which contributes to the involuntary memorization of vocabulary and grammatical structures [7, p. 94].
As practice shows, history has the greatest impact, attracts the attention of students and performs its teaching function best if it occurs naturally in the context of previous communication, and all educational work is built in the course of real, relaxed communication. The teacher demonstrates to the students that first of all he wants to share with them a fascinating story, his feelings, emotions, opinions, and life experience. This format of storytelling, when the focus of educational activity is mainly on the content of the story, and not on the language means, not on the form, is in line with the integrated subject-language learning (CLIL-content and language integrated learning) [2, p. 103].
One of the aspects of the use of storytelling in teaching a foreign language is the use of the native language of students in the educational process. Undoubtedly, the teacher should be aware of the complexity of understanding coherent speech in a foreign language and the need to provide comprehensive support to students in this. The native language is a quick way to test understanding, an effective means of explaining vocabulary, grammar, and socio-cultural realities, as well as a tool for explanatory comments [8, p. 52]. Guided by the principle of relying on the native language, it is not necessary to abuse it. The share of the native language should be the lower, the higher the language level of the students. The share of a foreign language should be as high as possible for each specific group.
Finally, another aspect of storytelling that needs to be addressed is grammar. Stories allow the teacher to consciously include a variety of grammatical material that is already familiar to students, to clearly demonstrate its role in creating the semantic fabric of the narrative, the importance of knowing the rules for a correct understanding of the content of speech. In the course of the story, you should draw the listeners' attention to the relevant grammatical phenomena remind them of the grammatical rules. Based on the principle of conscientiousness in learning, it is necessary to give a grammatical comment or explanation when it is required by the understanding of the story or if the students make mistakes in their own statements. It is useful to work on the translation of history from one language to another with grammatical phenomena embedded in the text to be assimilated.
Discussion
Storytelling is the most natural way of communication, familiar to us from our earliest childhood. As you know, in pedagogy, teaching based on stories (fairy tales, stories, fables, etc.) is used for the upbringing, education and speech development of children, which has its own psychological foundations. It is believed that the entire system of human knowledge is built on stories that people tell each other in order to exchange experiences for a more effective orientation in the world around them and organize their lives in it. At the same time, the individual's brain is a cognitive machine that receives, remembers, and then reproduces stories. Moreover, it is assumed that a person thinks in narrative structures and remembers facts as mini-versions of stories. The presence of facts in the memory, behind which there are whole stories, is a prerequisite for analytical thinking. "At present, the narrative (the presented history) is recognized as an immanent property of human thinking and, hence as the main form of understanding and cultural experience, the organization of scientific research and educational technologies, and social interaction" [5, p. 8].
The method of teaching a foreign language through storytelling was proposed in the 1990s by a Spanish school teacher from California, USA, R. Blaine. This method was a modification of the method of complete physical reaction (TPR) of J. Asher, which is based on the formation of students' psychomotor associations between a word and a gesture, facilitating the understanding of a foreign language. R. Blaine gave a new meaning to the abbreviation TPR, added the letter S and called his method TPRS (Teaching Proficiency through Reading and Storytelling [3].
Conclusion
Summing up the results of the work, we will make sure that with the help of the storytelling method, high efficiency of foreign language proficiency is achieved. This is considered one of the latest advances in language learning technology. From year to year it is proved that simple communication gives great advantages to vocabulary tools for language learners. Storytelling provides integrated development of students ' cognitive abilities and skills, their communication, general cultural, and if necessary, professional competencies, emotional intelligence, and creative abilities. Through storytelling, students themselves acquire the skills and abilities of storytelling that are in demand in many professional fields. In addition, the economic aspect of using storytelling is also attractive, since it does not require almost any particularly expensive equipment.
Библиографический список
1. Салиева Л.К. Нарративный анализ. История и современность. Сферы приложения. Вестник Московского университета. Серия 21: Управление (государство и общество). 2012; № 3: 116 - 128.
2. Кочелаева Е.Я. Нарратив как метод формирования нравственно-ценностных мотиваций поведения студентов в процессе обучения английскому языку Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика. 2007; № 3: 100 - 104.
3. Крутько С. Сторителлинг: как интересно рассказывать истории. Нетология. 2018. Available at: https://netology.ru/blog/storytelling-interesnie-istorii
4. Blaine R., Seely C. Fluency through TPR storytelling: Achieving real language acquisition in school. Berkeley, CA, 2014.
5. Connelly F.M., Clandinin D.J. Stoies of experience and narrative inquiry. Educational Researcher. 1990; Vol. 19, № 5: 2 - 14.
6. Dujmovic M. Storytelling as a method of EFL teaching. Metodicki obzori: casopis za odgojno-obrazovnu teoriju i praksu. 2006; Vol. 1, № 1: 75 - 87.
7. Ellis G., Brewster J. Tell it again: The storytelling handbook for primary teachers. London, 1991.
8. Esteban S.G. Integrating curricular contents and language through storytelling: Criteria for effective CLIL lesson planning. Multimodal Communication in the 21st Century: Professional and Academic Challenges. Madrid, 2015.
References
1. Salieva L.K. Narrativnyj analiz. Istoriya i sovremennost'. Sfery prilozheniya. Vestnik Moskovskogo universiteta. Seriya 21: Upravlenie (gosudarstvo i obschestvo). 2012; № 3: 116 - 128.
2. Kochelaeva E.Ya. Narrativ kak metod formirovaniya nravstvenno-cennostnyh motivacij povedeniya studentov v processe obucheniya anglijskomu yazyku. Vestnik Kostromskogo gosudarstvennogo universiteta. Seriya: Pedagogika. Psihologiya. Sociokinetika. 2007; № 3: 100 - 104.
3. Krut'ko S. Storitelling: kak interesno rasskazyvat' istorii. Netologiya. 2018. Available at: https://netology.ru/blog/storytelling-interesnie-istorii
4. Blaine R., Seely C. Fluency through TPR storytelling: Achieving real language acquisition in school. Berkeley, CA, 2014.
5. Connelly F.M., Clandinin D.J. Stoies of experience and narrative inquiry. Educational Researcher. 1990; Vol. 19, № 5: 2 - 14.
6. Dujmovic M. Storytelling as a method of EFL teaching. Metodicki obzori: casopis za odgojno-obrazovnu teoriju i praksu. 2006; Vol. 1, № 1: 75 - 87.
7. Ellis G., Brewster J. Tell it again: The storytelling handbook for primary teachers. London, 1991.
8. Esteban S.G. Integrating curricular contents and language through storytelling: Criteria for effective CLIL lesson planning. Multimodal Communication in the 21st Century: Professional and Academic Challenges. Madrid, 2015.
Статья поступила в редакцию 01.04.22
УДК 378
Boeskorova D.S., BA student, North-Eastern Federal University n.a. M. K. Ammosov (Yakutsk, Russia), E-mail: [email protected]
Nikolaev A.I., Cand. of Sciences (Philology), senior lecturer, North-Eastern Federal University n.a. M. K. Ammosov (Yakutsk, Russia),
E-mail: [email protected]
SPECIFIC FEATURES OF USING THE INDUCTIVE METHOD IN TEACHING ENGLISH GRAMMAR AT THE PRESENT STAGE. This article discloses the possibilities of using the inductive method through Internet resources and the project method in an English lesson. To date, the inductive method is used quite rarely, because there is a consensus that this approach takes a lot of time and requires preliminary preconditioning from the teacher. In this article, we have described a way to successfully implementation the inductive method, which is more creative. The scientific novelty of our article lies in the fact that students will be able to effectively develop grammatical skills using the inductive method, Internet resources and the project method. The researchers believe that these aspects together are quite effective to develop grammatical skills. As a result, it was concluded that students not only develop grammatical skills, but they also learn to speak in public, develop communication skills, i.e. learn to work in a team, discuss certain issues; they also develop information competence, i.e. students learn to navigate in a large flow of information, analyze, select the necessary information; addressed creative side, i.e. students learn to design a presentation aesthetically, apply a variety of strategies in solving problems, produce unusual ideas that differ from the generally accepted ones. The article is addressed to teachers, lecturers, students and all those who are interested in pedagogy.
Key words: inductive method, deductive method, Internet resources, formation of English grammatical skills, explicit approach, implicit approach, differentiated approach.
Д.С. Боескорова, бакалавр, Северо-Восточный Федеральный университет имени М.К. Аммосова, г. Якутск, E-mail: [email protected]
А.И. Николаев, канд. филол. наук, доц., Северо-Восточный Федеральный университет имени М.К. Аммосова, г. Якутск,
E-mail: [email protected]
ОСОБЕННОСТИ ИСПОЛЬЗОВАНИЯ ИНДУКТИВНОГО МЕТОДА ПРИ ОБУЧЕНИИ ГРАММАТИКЕ АНГЛИЙСКОГО ЯЗЫКА НА СОВРЕМЕННОМ ЭТАПЕ
Данная статья раскрывает возможности применения индуктивного метода посредством интернет-ресурсов и метода проектов на уроке английского языка. На сегодняшний день индуктивный метод используется довольно редко, так как сформировалось единое мнение о том, что данный подход занимает достаточно много времени и требует от учителя предварительной тщательной подготовки. В данной статье нами расписан способ успешной реализации индуктивного метода, который носит творческий характер. Научная новизна нашей статьи состоит в том, что посредством разработанного индуктивного метода, интернет-ресурсов и метода проектов обучающиеся смогут эффективно развивать грамматические навыки. Мы считаем, что эти аспекты в совокупности достаточно эффективны для развития грамматических навыков. В результате был сделан вывод о том, что обучающиеся не только развивают грамматические навыки, но и учатся выступать перед публикой, развивают коммуникативные навыки, т. е. учатся работать в команде, обсуждать определенные вопросы; у них также развивается информационная компетенция: обучающиеся учатся отбирать необходимую информацию, ориентироваться в большом ее потоке и анализировать; затрагивается творческая сторона: обучающиеся учатся эстетично оформлять презентацию, применять разнообразные стратегии при решении проблем, производить необычные идеи, отличающиеся от общепринятых. Статья адресована учителям, преподавателям, обучающимся и всем тем, кто интересуется педагогической деятельностью.
Ключевые слова: индуктивный метод, дедуктивный метод, интернет-ресурсы, формирование грамматических навыков английского языка, эксплицитный подход, имплицитный подход, дифференцированный подход.
На сегодняшний день для эффективного развития грамматических навыков учителю следует принять во внимание индуктивный метод. По нашему мнению, данный метод можно успешно реализовать при восполнении пробелов у обучающихся, применив параллельно интернет-ресурсы и метод проектов. Основная цель метода проектов - предоставление учащимся возможности самостоятельного приобретения знаний в процессе решения практических задач или проблем, которые требуют интеграции знаний из различных предметных областей.
Учителю в проекте отводится роль координатора, эксперта, дополнительного источника информации [1, с. 48]. Применение индуктивного метода посредством интернет-ресурсов и метода проектов позволило бы эффективно развивать грамматические навыки. Исходя из вышесказанного, можно говорить о том, что тема нашей работы является актуальной.
Применение индуктивного метода на уроке английского языка освещено в работах Е.Н. Солововой, И.И. Филипович, Скотта Торнбери, В.С. Назаровой,
