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The latter, on the contrary, places most emphasis on accuracy by pursuing mainly grammatical correctness. This view is called the accuracy-oriented approach. Practices that focus on repetition of newly introduced forms or grammatical structures are thought to help the learning. Although once supported by many linguists, nowadays it is seen as rather obsolete. Stern says that the teachers using this approach complained about the lack of effectiveness in the long run and the boredom they endangered among the students. Few EFL teachers, at least ostensibly, favor this viewpoint.
In reality, accuracy and fluency are closely related, which leads us to the notion that accuracy as well as fluency is necessary for successful communication. As Ebsworth says, «A steady stream of speech which is highly inaccurate in vocabulary, syntax, or pronunciation could be so hard to understand as to violate an essential aspect of fluency being comprehensible. On the other hand, it is possible for the speaker to be halting but accurate... Sentence level grammatical accuracy that violates principles of discourse and appropriateness is also possible, but such language would not be truly accurate in following the communicative rules of the target language» Thus, it may not be too much to say one speak fluently without accuracy or vice versa [3, p. 112].
Consequently, we see the necessity of combining the fluency-oriented approach and accuracy-oriented approach by meticulously weaving certain language items into communication-oriented tasks. This research paper will discuss how we can develop learners' speaking by enhancing both accuracy and fluency. In the first chapter, the strength and weakness of these two approaches will be examined. Then, EFL learners' speech and major causes of inhibition will be analyzed, along with suggestions for remedies to reduce this inhibition. The second chapter will deal with how we can modify the existing learning tasks in order to implement these remedies.
References
1. Antunez B. Implementing Reading First with English language learners. New York: Directions in Language and Education, 15, 2002. p. 1.
2. Bailey K. M. & Savage L. (Eds.). New ways in teaching speaking. Washington, DC: TESOL, 1994. p. 78.
3. Blevins W. Building fluency: lessons and strategies for reading success. New York: Scholastic Professional Books, 2001. p. 112.
The methods of forming pupils' sociocultural competence by using of English video films Murat A.1, Tashenova A.2 (Republic of Kazakhstan) Методика формирования социокультурной компетенции у учащихся на основе видеофильмов на английском языке Мурат A. С.1, Ташенова А. К.2 (Республика Казахстан)
'Мурат Айзада Сериковна /Murat Aizada - студент английского отделения; 2Ташенова Айжан Кадырбаевна / Tashenova Aizhan - преподаватель английского языка, магистр юридических наук, Педагогический колледж им. Ж. Мусина, г. Кокшетау, Республика Казахстан
Abstract: the article tells about the importance of socio-cultural competence and how to develop students with the help of videos. Also tells about the impact of video on the pronunciation ofpupils and their vocabulary. Аннотация: в статье рассказывается о важности социокультурной компетенции и как ее развить у учащихся с помощью видеофильмов. Также о влиянии видеофильмов на произношение учащихся и на их словарный запас.
Keywords: competence, method, sociocultural, video films.
Ключевые слова: компетенция, методика, социокультурная, видеофильмы.
DOI: ' 0.20861/24' 0-28 73-20'6-'5-004
It cannot be denied that human being is of social nature. In his life full of diversity, a human is directly linked to other humans from an early age till the end of life. Social interactions of each person develop in many different ways; therefore everyone needs certain social skills and abilities. The significance of these skills and abilities are reflected in scientific literature, where trend of their growing importance in personal and public life is clearly highlighted. This is usually expressed as a «social competence» and this concept gains more and more attention also in academic research [1, 63].
Education plays a very important role in both personal life of individual and future development of the
society. No doubt that many social interactions happen through the process of education. As a result, it is important to analyze how the concept of social competence appears in education.
Also the films can be part of education, because we can get more information through films. And using video films at English lessons we develop the pupils' skills, such as listening, speaking and writing.
Social competence is an oft-studied, little understood construct that nonetheless remains a hallmark of positive, healthy functioning across the life span. Social competence itself, however, remains a nebulous concept in the developmental literature, particularly in the peer relations field. Dodge pointed out that there are nearly as many definitions of social competence as there are researchers in the field. Likewise, Ladd outlined the century-long academic history of research on social competence and also noted its numerous conceptualizations [2,282].
Social competence as a concept has many definitions. These differences usually are caused by different approach to the phenomenon of social competence, i.e. from different perspectives or branches of social sciences. Although it is possible to establish certain common features defining social competence, one still needs to look for the specific definition in the different fields depending on the research object because it should recognized that the set of skills defining social competence differs depending on the context where they are explored. As a result the particular components of social competence in the process of learning must be determined.
Culturally Valued Attributes and Skills in 1973, a panel of child development experts met to explore the construct of «social competence» with the intention of establishing an operational definition of the previously amorphous concept. After discussing everything from Plato to Oliver Twist, the committee was unable to offer an explicit definition of social competence. While an excellent starting point, one can see how quickly the facet-creation can break down into a simple listing of attributes that are pleasant or valued in group situations, or contribute to manageability in classroom settings [3,192].
Nowadays, in the educational system of our country we notice a change of paradigm of school education which is connected with the search for such methods of teaching that would be able to prepare the young generation to modern life. We need a technology that would permit a teacher to enter their students to the teaching process, to focus their search on the knowledge that favours the further development of bilingual personality, further development of communicative, sociocultural and intercultural competence of the prospective methods of teaching, in our opinion, which has a deep potential for development, education and creating a full-educated person in modern society is the method of projects, which has already shown itself to advantage [4; 67].
Analyzing similar activities, we can come to conclusion, that a pupil, who memorize information with a help of supplement, building links differently than a child who memorize directly, because the child, who appeals to signs and auxiliary operations for memorizing information, requires not memory but the ability to create new connections, new structures, imagination, and sometimes well-developed thinking. During the process of teaching foreign languages, method of projects gives significant results. It allows to create a special atmosphere during the whole lesson, where every student is involved in a cognitive process on the basis of methods of cooperation. Main idea of such approach to teaching foreign language is to transfer an accent from different types of exercises to mental activity of pupils which requires knowledge of some specific language tools suppose that only method of projects in conjunction with modern information technologies can help to solve this problem and make lessons of English interesting and informative [5,34].
Social competence in education can be viewed both in psychological and in social perspectives. In psychological perspective, the importance of learning environment should not be overlooked as it is the environment defined by the various relationships between students and a teacher. So it can be stated that social competence in education reveals itself through the process of communication and cooperation. Notwithstanding, the importance of social perspective also must be stressed as social skills developed in the learning process may contribute significantly to the development of the citizenship of society. In this context it is clear that special attention to social competence should be given from primary to higher education and especially to the latter as higher education guaranties the required background for successful future personal and professional development in the fast changing social and economic conditions and for active participation in diverse community. One of categories of this key competence - social competence is divided into subcategories of communication and cooperation. The communication skills equip individuals with abilities to understand inter cultural differences in increasingly diverse societies and adopt their own behavior in order to communicate constructively. The cooperation skills assure effective and constructive participation in social life by ability to interact, take responsibility and construct study and work process working together with others from diverse backgrounds. Knowledge of social and political concepts and structures is essential to act in the light of concepts of democracy, justice, equality, citizenship and civil rights.
So, we can say that English video films plays an increasing role in modern education. The use of video films in teaching and overtime work is an effective way to improve motivation and individualization of instruction. The use of the methods of forming pupils' sociocultural competence by using English video films makes the lesson more exciting and allows to make an informed choice for best training analyzing theoretical scientific and methodological literature which deals with this problem, we made a conclusion that the usage of method of projects in the aggregate with innovational technologies can be correlated with main tasks of modern education. Authority of a teacher rises
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when he uses modem technologies. It means that he keeps abreast of the times and this fact inspires respect of pupils. In conclusion, we can say that usage of English video films is very effective, it increases level of knowledge of material and also it raises motivation of pupils.
References
1. AdlerA. The practice and theory of individual psychology. 1998. p. 63.
2. Aseltine R. H. Social competency in young children.1995. p. 282-293.
3. Bowlby J. Social competence, social support, and attachment: Demarcation of construct domains, measurement, and paths of influence for preschool children attending head start. 1980. p. 192-218.
4. Полат Е. С. Новые педагогические и информационные технологии в системе образования, 2000 с. 67.
5. Калугина В. Н. Использование информационных технологий на ранних этапах изучения иностранных языков. Материалы ХШ Международной конференции, Троицк, 2002, с. 34.
Using games at early stages in the secondary school Khaidarova A.1, Ramazanova A.2 (Republic of Kazakhstan) Использование игр на ранних стадиях в средней школе Хайдарова A. Б.1, Рамазанова А. Е.2 (Республика Казахстан)
'Хайдарова Аида Болатовна/Khaidarova Aida - студент английского отделения, 2Рамазанова Айгерим Ериковна/Ramazanova Aigerim - преподаватель английского языка, Педагогический колледж им. Ж. Мусина, г. Кокшетау, Республика Казахстан
Abstract: this article describes the importance of using gaming technology at English lessons in secondary school. Because the games motivate students to study a foreign language and influences for the all sides of their development: the senses, the consciousness, the will and behavior.
Аннотация: в данной статье рассказывается о важности применения игровых технологий на уроках английского языка в средних классах. Так как игры мотивируют учеников к изучению иностранного языка и влияют на все стороны их развития: чувства, сознание, волю и поведение.
Keywords: foreign languages, games, teaching methods, secondary school. Ключевые слова: иностранные языки, игры, методы преподавания, средние классы.
DOI: ' 0.20861/24' 0-28 73-20'6-'5-003
Why do we use games at early stages in the secondary school? You think that children in secondary schools are adults, and they aren't interested in playing games.
Each age is good in its own way. At the same time, every age has its own characteristics, has its difficulties. There is no exception and adolescence. This is the longest period of transition, which is characterized by a number of physical changes.
This period includes the 5-8 grates. Pupils are 11-15 years old. They have already had some experience in learning a foreign language. If pupils have had good achievements in a language learning, they are usually interested in the subject, and work willingly both in class and at home. Their desire to learn depends fully on teachers' ability to involve each pupil in language activities during the lesson by asking questions which require thinking on the part of the learners, by presenting new facts that may be interesting to pupils, or playing the games with regards to the lesson that causes their interest and activity [1, 12].
At this age all brain functions are rapidly developing too, that is why the period is very good for studying and acquiring practical skills. But schools stop being the only place of getting knowledge. As it was told, at this age communication with friends comes to the first place, and teenager begins to be interested in many other things, besides study, volume of information received from other sources increases [2, 18].
That is why lessons should be very interesting and motivating. Only with this condition learning and school performance will be very successful. Boring lessons are the reason of discipline problems, missing classes and loss of interest and motivation. In this case, you can use games.
First of all, what is the game?
The game - a kind of unproductive activity, the motive of which is in its results and in the process. It is important in education, training and development of children as a means of psychological preparation for future situations. Game is an interesting and effective method of teaching in the educational activities of pupils and can be used at any stage of language learning.
