Исправлять ли ошибки в говорении?

Возвращаясь к тому, что мы понимаем под «говорением», следует сказать, что обязательному исправлению подлежат ошибки в условно-коммуникативных упражнениях, не являющихся собственно говорением. Они направлены на отработку языкового материала, и добиваться правильности употребления слов / структур или произношения необходимо. Что касается говорения, то исправлять ошибки по ходу ответа ученика нежелательно. Учителю стоит зафиксировать ошибки и затем предложить ученику самостоятельно их исправить, привлечь внимание группы к наиболее типичным ошибкам. При написании «New Millennium English» авторы надеялись, что книга послужит учебником не только для школьников, но и для педагогов. Книга для учителя предлагает по-новому взглянуть на многие привычные аспекты обучения, в том числе оценивание. Основные принципы контроля и оценивания сводятся к следующему:

1. Доверяйте ученикам. Вы все равно не в состоянии проконтролировать все, так переложите часть обязанностей на них, пусть они осознают степень своей ответственности за результат своего обучения.

2. Объясняйте оценки. Если ученик не согласен с вашей оценкой, оценивание не имеет смысла.

3. Замечайте успехи, а не недостатки. Оценивание – не цель, а средство развития ученика и создания ситуации успеха на уроке.

 

NATURAL ORDER OF ACQUISITION

Task l

With your partner, think about how you learned L1 as an infant. For example, did your mother/father teach you L1?

Task 2

Do you think that the following is a reasonable explanation of how you learned LI?

1. The child imitates the sounds and patterns which she hears around her.

2. People recognise the child's attempts as being similar to the adult models and reinforce (reward) the sounds, by approval or some other desirable reaction.

3. In order to obtain more of these rewards, the child repeats the sounds and patterns, so that these become habits.

4. In this way the child's verbal behaviour is conditioned (or 'shaped') until the habits coincide with the adult models.

Task 3

The early speech of NS children is often described as ‘telegraphic’ – it lacks inflections and most of the structure words, e.g. daddy hat (daddy's hat) Mummy book (Mummy is reading a book 0 Where ball (Where's the ball).

Roger Brown (1973) studied how children mastered 14 morphemes/ inflections in their native language. The list below is not in the correct order of mastery. Study the list and say which 7 items should be mastered early and which later.

present progressive -ing she is running

irregular third person singular forms she has

preposition on

contractible auxiliary be he's coming

possesive 's daddy's hat

regular past -ed she walked

contractible copula she's tired

preposition in

plural -s two books

irregular past forms she went

uncontractible copula yes, she is

regular third person singular -s she runs

uncontractible auxiliary be she was coming

articles the and a (which were classified together)

DESIGNING A TASK

 

AIMS	Are our aims clear and exact? Which particular skills are in focus (logical development of ideas, use of cohesive devices, note-making as a way of planning)? Are the aims from the students’ or teacher’s point of view?
APPROACH	Does the task focus on product (how the text is organized, how the parts are put together) or process (the choice of effective strategies of planning, note-taking, drafting)? Are the students encouraged to follow models to produce their works? To what extend can students use their own ideas, their own language resources to create texts?
MOTIVATION	Does the task involve all students? How does the content of the task motivate (through relating to their personal knowledge and experience, widening cultural horizons, topical interest)? Does the methodology of the task motivate (problem solving, bridging an information gap)?
task DESIGN	Is the task appropriate to the age and level of learners? Has the audience for the writing been made clear? What is the degree of support and guidance given: a. in the content (information, ideas, opinion)? b. in the language (vocabulary, structures)? What kinds of classroom interactions are involved? Has the task been carefully broken down into steps for students to follow? Are the instructions clear? Is it integrated with other skills?
task ADAPTATION	How would you adapt it for effective use with a particular class of students? a. language level b. psychological factors.

(Adapted from Hedge, T. (1995) Writing, UK)

TEYL Course

Lithuania, November 2003

Malgosia Tetiurka

[e-mail]. lublin.pl

Jean Piaget

- the child is an active learner whose thought is seen as deriving from action

- child's thinking develops in stages - the endpoint of cognitive development, that is when the child can manipulate abstract categories using rules of logic, is placed around the age of 11

FLT>

- foreign language classroom provides the setting for the child's development

- class activities create opportunities to the child for ACTION & hence foster FL learning

- don't ask a child to cope with tasks before s/he is READY to deal with them

- children should be introduced to new concepts through CONCRETE OBJECTS

- new concepts should be LINKED to what the child knows and has experienced

 

Lew Vygotsky

- a child as a social learner - importance of the presence of other people in the child's world

- cognitive development & learning takes place In a social context

- the help of adults enables the children to understand the world around them

- Zone of Proximal Development (ZPD) issupposed to approximate boundaries of the child's successful performance when accompanied by the help from adults

 

FLT>

- teachers should make careful decisions about what they can do to support pupils' learning as they, being adults, are to mediate between children A the world of English

Jeremy Bruner

- native language development is the most important tool for cognitive development

- scaffolding - the way adults can help the children learn by making the children interested in the task, by simplifying the task, keeping the children on track, pointing out important things, controlling children's feelings

FLT>

- suggesting, praising, providing focusing activities, being explicit about organization of the activities

- routines = repeated actions & chunks of language which are used in particular situations - used in order to combine the security of the familiar A the excitement of the new

 

@ What are the ways in which teacher can positively affect the motivation of students? Think of these in terms of short-term measures (i.e. within individual lessons) and long-term mepsures (i.e. over a term, year or course).

Compare your list with the following and add points to your list as appropriate.

Think of examples for each of these items (how the precise objective might be realised).

		Examples
Short-term measures	Ensure maximum student participation in lessons
Set up a need to communicate
Show interest in students' opinions/experience 1 and relate the content of lessons to this.
Make the learning experience enjoyable
Ensure that there is sufficient variety of activity, focus (of interaction) and pace.
Establish the aims of the lesson and the objectives within it
Challenge students to think
Long-term measures	Make the aims and goals of the course clear well in advance and draw the attention of the students to the achievement of these.
Show interest in the students and encourage/be open to their interest in you.
Integrate the cultural dimension of the language (not necessarily in terms of English as a national language) - bring in and use materials such as maps, books and brochures and be prepared to provide background information to the materials and to explore the cultural implications of metaphor, etc.
Involve students in discussions about your approach and respond flexibly to their expectations.
Identify needs and take these into account.
Devote time and attention to group dynamics (e.g. choose activities not only for reasons of language learning but also because they may foster positive communal feeling).
Regularly demonstrate progress through repeating activities/exerdses/tests or showing them what they did some time before.
Ensure that initial learning activities lead to j 'success', i.e. by selecting tasks and activities | which enable learners to achieve concrete goals.

 

Characteristics of Motivated Learners

• Positive task orientation: The learner is willing to tackle tasks and challenges, and has confidence in his or her success.

• Ego-involvement: The learner finds it important to succeed in learning in order to maintain and promote his/her own (positive) self-image.

• Need for achievement The learner has a need to achieve, to overcome difficulties and succeed in what he/she sets out to do.

• High aspirations. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.

• Goal orientation. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her efforts towards achieving them.

• Perseverance, The learner consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress.

• Tolerance of ambiguity. The learner is not disturbed or frustrated by situations involving a temporary lack of understanding or confusion; he/she can live with these patiently, in the confidence that understanding will come later.

Different Kinds of Motivation

Integrative motivation: the desire to identify with and integrate into the target-language culture.

Instrumental motivation: the wish to learn the language for purposes of study or career promotion.

Intrinsic motivation: the urge to engage in the learning activity for its own sake.

Extrinsic motivation: is derived from external incentives.

Global motivation: the overall orientation of the learner towards the learning of the foreign language. It may seem mainly determined by previous education and a multitude of social factors, but it is also affected by the teacher's own attitudes conveyed either unconsciously or through explicit information and persuasion.

Situational motivation: has to do with the context of learning (classroom, total environment). We assume the situation in the classroom for our purposes.

Task motivation: has to do with the way the learner approaches the specific task in hand Most of our effort is invested in practice: in making the task in hand as attractive as possible, and in encouraging our students to engage in it, invest effort and succeed.

YARINSET

EFL (Plantung)

2002

 

 

YL INSET

MODULE: VOCABULARY

TUTOR: MARINA LOPATKINA

COHURT1

SEMINAR 2

JANUARY 2006

Session 2

Aims of the session:

By the end of the session you will have

ü extended your repertoire of techniques for practicing vocabulary;

ü familiarized yourself with activities for assessing YLs vocabulary development;

ü practiced in designing activities for presentation and practice of vocabulary.