Tudent-centered approach at English lessons Текст научной статьи по специальности «Науки об образовании»

МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №5/2015 ISSN 2410-6070

8. [Электронный ресурс] Режим доступа

http://www.cbsnews.com/news/clinton-on-qaddafi-we-came-we-saw-he-died/

9. [Электронный ресурс] Режим доступа http://russian.rt.com/inotv/2014-03-16/Makkejn-Rossiya—eto-benzokolonka

10.[Электронный ресурс] Режим доступа http://usun.state.gov/briefing/statements/223538.htm

11. [Электронный ресурс] Режим доступа http://www.tvc.ru/news/show/id/37411

12. [Электронный ресурс] Режим доступа http://www.youtube.com/watch?v=yd_Mh7eljqA

13.[Электронный ресурс] Режим доступа http://www.youtube.com/watch?v=RlREqyJ6ieI

14. [Электронный ресурс] Режим доступа http://newsland.com/news/detail/id/1358834/

15. [Электронный ресурс] Режим доступа

http://ruskline.ru/news_rl/2014/12/18/vladimir_putin_russkogo_mishku_hotyat_posadit_na_cep_vyrvat_zuby_i_kogti_i_sdela t_iz_nego_chuchelo/

16.[Электронный ресурс] Режим доступа http://tass.ru/politika/1530878

© В.С. Дейнека, 2015

УДК 811.161.1

E.M. Yesenova senior teacher L.S. Jakipova MA, senior teacher Almaty Technological University Almaty, Kazakhstan

STUDENT-CENTERED APPROACH AT ENGLISH LESSONS

Annotation

In the article there are considered methods of teaching, analysis of methods of teaching English, contrasting the methods, effectiveness of student-centered method and also there are given several examples which might show the excellence of the student-centered approach at English lessons for English as a foreign language students.

Key words

methods of teaching, education process, student-centered learning, facilitation discussion, problem-solving.

Teaching is the process in which a teacher provides education for students and takes the significant part in it. A teacher is responsible for students' both success and failure in study and takes accountabilities for students' education and upbringing. A teacher plays a substantial role in formation of student's individuality. Throughout all time it has been noble and diligent work. Furthermore, teaching is a very versatile activity because an educator should work with sufficient amount of learners with various abilities and levels of perception in order to form knowledge about a certain theme and develop skills of learners, broaden horizons and etc.

Definitely, every teacher wants to give excellent knowledge or decent education to his/her students. And every teacher has his/her own teaching methods. We know that thousands of books, manuals, scientific researches, articles are devoted to teaching approaches, technologies, skills and methods and we, teachers, are familiar with most of them. They are prominent methods of teaching and learning i.e. traditional methods, interactive methods, innovative methods, innovative technologies of teaching and student-centered method etc.

In this article we want to highlight the significance of "Student-centered approach" at English lessons. Initially, it would be appropriate to give some information about this method based on other researchers' and teachers' works. As Albert Einstein said, "I never teach my pupils; I only attempt to provide the conditions in which they can learn." It is interesting to enquire "Do we teach our students or give opportunity to learn and support them? How much do students learn from us and by themselves?"

As most of us teach, we are responsible for our learners' knowledge and assessment; we ultimately take the education process under control. We often get upset when we reveal that the work we are doing so intensively with

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МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №5/2015 ISSN 2410-6070

our students does not satisfy us. We don't commonly see the best results that we expect from all students or when the amount of excellent students is small. Thus in order to multiply the amount of excellent students, teachers work hard and master the taught subject, but weak students remain less active or due to differentiated approach with students applied by teachers such students will have subtle success in study. So what should we do in terms of expansion and enhancement of students study en masse? And is it really possible?

We consider that one of the best methods is student-centered teaching which shifts the focus of activity from the teacher to the learners. These methods include active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching. [1]

According to educators there are terms "teacher-centered" and "student-centered" to describe two distinct approaches to instruction. Teacher-centered approach typically refers to learning situations in which the teacher asserts control over the material that students study and the ways in which they study it—i.e., when, where, how, and at what pace they learn it. [2] In addition, in teacher-centered classrooms, teachers may also decide to teach students in ways that are easy, familiar, or personally preferred, but that might not work well for some students or use instructional techniques shown to be most effective for improving learning. [3]

Traditional methods haven't been eliminated yet and are still used in schools and universities. It connotes that a teacher is the central figure during the study process. This process helps teachers to master all methods and skills, but it doesn't make student's activity productive. Interactive methods such as cluster, brainstorming, debates, case study and etc. are also widely used nowadays. Positive side of interactive methods is the cooperation between teacher and learners as well as feedback. Student-centered learning is less used method than above mentioned ones. The reason is that traditional way of teaching has been tightly fixed in classes at schools and universities. Interactive methods are good enough and can lead students to some progress in learning. But the most fascinating activity in a classroom is when students conduct, debate, comment, argue and at last assess their knowledge. Student-centered methods help learners be independent, confident, responsible and decisive. Teacher is a facilitator who directs or guides learners during the lesson. The main focus is made on students rather than on a teacher at class. It implies a teacher speaks less and observes much and students speak and work much. In English classes this method can be effectively used from Elementary to Advanced levels of English learners. Teachers may challenge learners by giving free topic on their own preference or precise topic to discuss, even grammar: presentation of grammar themes by students also leads to successful performance and discourse. We conducted a research in a group of 10 students of Pre-Intermediate level. We gave them firstly, a list of grammar themes secondly we enquired them to choose any topic with the aim to facilitate a discussion. So they distributed grammar themes between themselves and all of them each lesson used to make a presentation, explanation of grammar and afterwards facilitating discussion on a free topic. Each student had to explain, present a grammar theme and be a teacher for one day. It's noteworthy to say that the whole lesson went in English. All students learnt grammar themselves and taught other students by using visual aids, making tables and diagrams, preparing exercises and tests. For example students made presentations on such grammar themes as follows: Tenses, Adjectives, Countable and uncountable nouns, Question sentences, Modal verbs, Conditionals, Reported speech, Passive voice, Prepositions and Articles. They used assignments on grammar, answered the questions of other students, checked the assignments and evaluated students. And after grammar tasks they conducted discussion on topics they had prepared, first they gave information about the topic and then involved other students to the discussion. There were such topics as: Elephants, Fashion style hipsters, Tea, Youth problems, Environmental problems, Religion and culture, Daily routine, Pros and cons of the Internet, Students' life and education and so on. Students pinpointed that such topics helped them to be smart and competent because of the lack of time or simply laziness to read encyclopedia or other resources. From the topic Elephants they have learnt types of elephants, the average age, how they feed, traits and etc. Besides they shared the information they knew about elephants. At the end they analyzed each lesson, evaluated the job of a presenter by giving a mark and commenting negative and positive sides of the lesson. On completion of the first circle of this activity students elicited the

МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №5/2015 ISSN 2410-6070

improvement of their speaking skills, comprehension of grammar, desire to learn more and explore, be the best speaker and facilitator. References:

1. L.G. Bullard and R.M. Felder, "A Student-Centered Approach to Teaching Material and Energy Balances. Part 2. Course Delivery and Assessment." Chem. Engr. Education, 41(3), 167-176 (2007).

2. R.M. Felder, "Stoichiometry without Tears." Chem. Engr. Education, 24(4), 188 (1990). Tips on teaching the introductory chemical engineering course (material and energy balances), with an extended illustrative active learning exercise.

3. R.M. Felder and R. Brent, "Learning by Doing." Chem. Engr. Education, 37(4), 282-283 (Fall 2003). A column on the philosophy and strategies of active learning.

© E M. Yesenova, L.S. Jakipova, 2015

УДК 8

И.А.Дибиров

д. ф. н., профессор

Дагестанский государственный педагогический университет

Г. Махачкала, Российская Федерация

НЕКОТОРЫЕ ОСОБЕННОСТИ В СИСТЕМЕ ГЛАСНЫХ ЗАКАКТАЛЬСКОГО ДИАЛЕКТА

АВАРСКОГО ЯЗЫКА

Аннотация

В статье рассматриваются особенности вокализма закатальского диалекта аварского языка, функционирующий изолировано от других диалектных единиц и представленный на территории современного Азербайджана.

Ключевые слова

Диалект, ареал, говор, фонетика, аварский язык, система гласных, долгота, назализация. Закатальский диалект аварского языка, находящиеся в течение веков в тесном контакте с азербайджанским, грузинским, ахвахским, цахурским языками прошел самостоятельный и несколько отличный от других дагестанских языков путь развития.

Во многом сохраняя общие для дагестанских языков законы развития языка, закатальский диалект оказался подверженным влиянию азербайджанского языка, что привело к приобретению им особенностей словесного ударения и интонирования, характерных для азербайджанского языка.

В речи носителей закатальского диалекта наблюдается стремление «растягивать» в вопросительных конструкциях слоги, в результате чего аварская речь приобретает интонационный рисунок азербайджанской речи.

Диалект, как ареальная единица языка, базируется на контрастных отличиях фонетики и грамматики. В этом плане по своим фонетическим особенностям закатальский диалект аварского языка обнаруживает наибольшее сходство с томуринским и тлянадинским говорами анцухского диалекта.

Система гласных закатальского диалекта аварского языка выглядит следующим образом:

лабиализованные: у, о;

нелабиализованные: и, е, аь, а, ы.

[и] - верхнего подъема переднего ряда;

[е] - среднего подъема переднего ряда;

[ы] - заднее ряда нижнего подъема;

[а] - нижнего подъема, среднего ряда;

[аь] - нижнего подъема переднего ряда;