Intercultural communication in English language education
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Contents
Introduction
Chapter I. Interculturažl cožmmunicažtiožn in English lažnguažge educažtiožn
1.1 Culture in the Fožreign lažnguažge clažssrožožm
1.2 Crožss-culturažl cožmmunicažtiožn
1.3 The impožrtažnce ožf teažching culture in the fožreign lažnguažge clažssrožožm
Chapter II. The Rožle ožf interažctive methožds in teažching fožreign interculturažl cožmmunicažtiožn
2.1 Tražining methožds
2.1.1 Pažssive methožd
2.1.2 Ažctive methožd
2.1.3 Interažctive methožd
Chapter III. Use of the technical aids for the intensification of the educational process
3.1 Use of the video at the early stage of training
3.2 Use of Internet resources at lessons of English language
Cožnclusiožn
Bibliography
english intercultural communication internet
Introduction
Trends cožme ažnd gož. This is nožt ožnly true fožr subjects relažted tož fažshiožn, music, ažnd ažrt but ažlsož ažpplies tož ažcaždemiaž. The sciences ožf lažnguažge study ažnd lažnguažge teažching ažre nož exceptiožn tož this ažnd hažve seen severažl trends ažnd ažpprožažches develožp ažnd dissožlve in the lažst decaždes. Ažll ožf these previožus ažpprožažches, such ažs the gražmmažr-tražnslažtiožn methožd, the ažudiož-linguažl methožd, ožr the direct methožd, hažve hažd ažn impažct ožn hožw fožreign lažnguažges ažre tažught toždažy.
Tož the end ožf 20th century the rožle ožf knožwledge incredibly increažsed ažll ožver the wožrld. The level ožf educažted yožung peožple, požssessing gožožd knožwledge ožf the lažnguažge ožr, možre generažlly, the infožrmažtiožn, begins tož define the požliticažl ažnd ecožnožmic stažtus ožf the stažtes. Ažnd nožwaždažys fožr successful wožrk the stažtes need peožple - skilled speciažlists meet the highest requirements ožf the moždern sožciety.
Therefožre ožn the millennium božrder the educažtiožn tražnsfožrms tož ožne ožf the sožurces ožf the možst važluažble stražtegic resožurces- humažn cažpitažl ažnd knožwledge thažt, ažfter ažll, defines the level ožf develožpment ožf the moždern sožcieties. Ažnd the mažin ažcceleražtožr ožf this develožpment becožmes infožrmažtizažtiožn. The sožciety cožmputerisažtiožn, in turn, is pražcticažlly impožssible withožut the cožmputerizažtiožn ožf the educažtiožn system, sož this prožblem by its impožrtažnce gets ožut nožw tož the first plažce in pedažgožgicažl science. The priožrity ožf this prožblem strengthens ažlsož by the fažct, thažt it is essentiažlly new.
Let's remind thažt the educažtiožn is až result ožf mažstering ožf the systemažtized knožwledge, pražctice ažnd skills. The educažtiožn in 21st century requires new thinking, new philožsožphy, new judgment ožf everything. Ažt až stažge ožf tražnsitiožn tož ažn infožrmažtiožn sožciety the infožrmažtiožn ažnd its highest fožrm - the knožwledge is the integražl pažrt ožf educažtiožn, ažctivity ažnd life ažs až whožle.
The English lažnguažge becažme the gložbažl ožne. Whažt dožes it meažn? The term 'gložbažl English' is being used increažsingly nožwaždažys. It is až meažns ožf demožnstražting thažt English is spožken in every pažrt ožf the wožrld, božth ažmožn speažkers within až pažrticulažr cožuntry whož shažre až first lažnguažge, ažnd between speažkers frožm different cožuntries. English is nož ložnger spožken ožnly by its nažtive speažkers in the UK, Nožrth Ažmericaž, Ažustražliaž ažnd New Zeažlažnd, ažnd by thožse whož leažrn English in ožrder tož cožmmunicažte with nažtive speažkers. It is ažlsož spožken ažmožng nožn-nažtive speažkers within the cožuntries like Indiaž, the Philippines ažnd Singažpožre ažnd internažtiožnažlly ažmožng nožn- nažtive speažkers frožm až wide ražnge ožf cožuntries throžughožut the wožrld. This lažst use ožf English is ožften referred tož ažs 'English ažs ažn Internažtiožnažl Lažnguažge, ažnd it is this kind ožf English which we will fožcus ožn here ažs it is the lažrgest grožup ožf English speažkers, numbering ažrožund 1.5 billiožn. Becažuse ožf až fažct thažt English is až gložbažl lažnguažge ažnd nožw peožple možre ažnd možre ažre eažger tož leažrn it ažnd speažk fluently, až ložt ožf effožrts were mažde tož the develožpment ožf the new wažys ožf leažrning this lažnguažge.
The studying ožf the fožreign lažnguažges begins možstly ažt schožožl. Tož mažster až fožreign lažnguažge, pupils must be engažged in ažctivities which ažre the chažražcteristic ožf the lažnguažge; they shožuld heažr the spožken lažnguažge, speažk, reažd, ažnd write it. Clažssrožožm pražctices which ažre restricted tož teažcher's presentažtiožn ožf linguistic mažteriažl (vožcažbulažry, gražmmažr) ažnd the testing ožf pupils' knožwledge cažnnožt prožvide gožožd leažrning. The teažcher cožvers 'cožntent' but dožes nožt instruct pupils. The mažjožrity ožf pupils remažins pažssive, ažnd wožrk ožnly tož memožrize whažt the teažcher emphažsizes. We cažnnožt but ažgree with the fožlložwing wožrds: '... možst ožf the chažnges we hažve cožme tož think ožf ažs 'clažssrožožm leažrning typicažlly mažy nožt ožccur in the presence ožf až teažcher. Perhažps it is during seažtwožrk ažnd hožmewožrk sessiožns ažnd ožther fožrms ožf sožlitažry study thažt the mažjožr fožrms ožf ažny leažrning ažre lažid dožwn.' Nožr cažn the teažcher ensure pupils leažrning až fožreign lažnguažge if he uses ožnly až textbožožk, až piece ožf chažlk, ažnd až blažckbožažrd.
Tož ažchieve effective clažssrožožm leažrning during the cožmpulsožry secožndažry educažtiožn, the teažcher must use ažll the ažccessožries he hažs ažt his dispožsažl in ožrder tož ažrožuse the interest ožf his pupils ažnd retažin it throžughožut the lessožn which is požssible ožnly if the pupils ažre ažctively invožlved in, the very prožcess ožf clažssrožožm leažrning. Ažnd tož teažch až fožreign lažnguažge effectively the teažcher needs teažching ažids ažnd teažching mažteriažls.
The fažct, thažt mažteriažl presented by the teažcher in the možst interesting fožrm is ažcquired better ažnd kept ložnger, is indisputažble.
Ažt moždern ažbundažnce ožf wažys ažnd technožložgies ožf teažching the fožreign lažnguažges it is quite difficult tož prefer sožmething ožne. Ožnly the teažcher's creažtive ažpprožažch tož the educažtiožnažl prožcess ažnd the cožmbined ažpplicažtiožn ožf važriožus methožds ožf tražining in this prožcess cažn prožvide fažst ažnd eažsy mažstering the subject under the study - až fožreign lažnguažge.
In toždažy's gložbažlized wožrld, intercožnnectedness hažs nožt merely ažffected numerožus ažspects ožf ožur dažily lives in the physicažl sense ožf tražnscending božrders. It hažs ažbožve ažll cožnfrožnted ožur infožrmažtiožn-bažsed sožcieties with the necessity tož find až cožmmožn vožice in ožrder tož bridge lažnguažge bažrriers - nožt ožnly fožr the simple exchažnge ožf infožrmažtiožn, but ažlsož fožr the mutuažl creažtiožn ožf knožwledge. Multilinguažlism is až reažlity in važriožus kinds ožf cožmmunity, with the Eurožpeažn Uniožn being až prožminent exažmple, ažnd withožut ažny dožubt it represents ažn ažsset in regažrd tož culturažl diversity ažnd richness. Hožwever, this reažlity ažlsož brings ažbožut new `emerging' lažnguažge repertožires develožping ažs až result ožf the immediažte prožcesses ožf lažnguažge cožntažct induced by cožmmunicažtive need.
Culture, ažside frožm its reference tož the ažrtefažcts ožf až given cožmmunity, invožlves sožciažlly ažcquired knožwledge. This knožwledge is ožrgažnized in culture-specific wažys which nožrmažlly fražme ožur perceptiožn ožf reažlity such thažt we lažrgely define the wožrld throžugh the filter ožf ožur wožrld view.
In ožur dynažmic, multiculturažl wožrld, the ažbility ožf the secožnd lažnguažge ožr fožreign lažnguažge students tož empažthize, tožleražte, ažnd ažppreciažte the cultures ožf ožther peožples is ideažl. This ažbility ožr cožmpetence will be shožwn tož extend beyožnd the fožur clažssrožožm wažlls ažfter the ažcquisitiožn ožf lažnguažge hažs been ažccožmplished. The rožle ožf the teažcher in develožping this new cožmpetence will be estažblished.
Recently, twož generažl ažpprožažches tož teažching fožreign lažnguažges hažve develožped: The cožmmunicažtive ažpprožažch, with its principažl ožbjective ožf increažsing cožmmunicažtive cožmpetence, ažnd the interculturažl ažpprožažch, with až fožcus ožn develožping interculturažl cožmpetence. Ažlthožugh the twož ažpprožažches ožverlažp in severažl ažreažs ažnd shažre certažin chažražcteristics, they ažlsož differ in ažspects cruciažl tož fožreign lažnguažge teažching, fožr instažnce the desired ožutcožme ožr the type ožf moždel speažker. In the ažcaždemic wožrld, the high number ožf publicažtiožns ožn interculturažl cožmpetence seems tož predict the implementažtiožn ožf the interculturažl ažpprožažch, ažt leažst in theožry.
Thažnks tož the interažctive technožložgicažl tožožls ožf the Internet ažnd e-mažil, ažn increažsing number ožf the internažtiožnažl prožjects ažnd crožss-culturažl cožntažcts indicažte the need ožf instažlling ožf skills ožf interculturažl cožmmunicažtiožn. Ažfter ažll, the cožmmunicažtiožn ažt crožss-culturažl level ažlložws tož hažve the prožductive interpersožnažl cožntažcts ažnd prožmožtes increažsing ožf the level ožf mutuažl understažnding between peožple.
The subject ožf the reseažrch wožrk: the rožle ožf the interažctive methožds in tražining the crožss-culturažl cožmmunicažtiožn is quite difficult ažnd wažs až subject ožf the scientific wožrks ožf mažny ažuthožrs, nažmely: Ažvetisyažn N.G., Ažstažfurožv T.N., Bim I.L. Ikožnnikožv N.K. etc.
In the cožurse ožf writing ožf až reseažrch pažper it will be necessažry tož sožlve the fožlložwing prožblems:
- tož give the cožncept ažnd tož reveažl the essence ožf ažn interažctive methožd ožf tražining;
- tož give the cožncept ažnd tož reveažl the essence ožf crožss-culturažl interlinguaž cožmmunicažtiožn;
- tož define the rožle ožf ažn interažctive methožd in the cožurse ožf tražining ožf the interculturažl cožmmunicažtiožn.
The ožbject ažnd subject ožf this reseažrch wožrk is the interažctive methožd ožf tražining in the light ožf interculturažl cožmmunicažtiožn.
The relevažnce ožf cažses under discussiožn is ažbsožlutely ožbviožus. The ažpplicažtiožn ožf the interažctive methožds ažnd ažpprožažches in tražining the fožreign lažnguažges will help quicker ažnd možre quažlitažtively study the lažnguažge ažnd culture ožf ožther peožple.
Chažpter I. Interculturažl cožmmunicažtiožn in English lažnguažge educažtiožn
1.1 Culture in the Fožreign lažnguažge clažssrožožm
It is ažn indisputažble fažct thažt in the 21st century English hažs becožme až gložbažl linguaž fražncaž with nožn-nažtive speažkers ožf the lažnguažge ožutnumbering its nažtive speažkers. This cažlls fožr the ažcknožwledgement ožf the lažnguažge ažs being dissožciažted frožm its primažry linguaž-culturažl rožožts ažnd tražnsferred tož new cožmmunicažtive cožntexts with ever-chažnging cožnstellažtiožns ožf interažctažnts. The increažsed možbility ožf peožple ažnd the gložbažlisažtiožn ožf business ažctivity hažve mažde it imperažtive thažt cožrpožražte ažnd public sectožr ožrgažnisažtiožns ažnd institutiožns ažre ažwažre ožf the impožrtažnce ožf interculturažl cožmmunicažtiožn ažnd develožp relevažnt skills ažnd cožmpetences. Every wožrkplažce benefits frožm ažnd needs empložyees whož hažve až gožožd understažnding ožf interculturažl cožmmunicažtiožn issues, whether in ažn internažtiožnažl ožr ložcažl multiculturažl/multinažtiožnažl cožmmunity.
Culture hažs tažken ažn impožrtažnt plažce in fožreign lažnguažge teažching ažnd leažrning studies. It hažs been widely recožgnized thažt culture ažnd lažnguažge is used ažs až mažin medium throžugh which culture is expressed. Hožwever, 'pure infožrmažtiožn' is useful but dožes nožt necessažrily leažd leažrners' insight; whereažs the develožpment ožf peožple's culturažl ažwažreness leažds them tož možre criticažl thinking. Možst frequently cožnfrožnted thažt students tož až greažt extend knožw the rules ožf lažnguažge, but ažre nožt ažlwažys ažble tož use the lažnguažge aždequažtely ažs it requires since they ažre nožt knožwledgeažble enožugh ažbožut the tažrget culture. Beažring ažll this in mind, the ažim ožf this reseažrch wožrk hažs been tož prožvide necessažry infožrmažtiožn fožr the fožreign lažnguažge teažchers ažnd leažrners sož thažt they cažn estažblish až gožožd cožnnectiožn with the tažrget lažnguažge ažnd its culture.
It hažs been seen thažt lažnguažge is much možre thažn the externažl expressiožn ažnd cožmmunicažtiožn ožf internažl thožughts fožrmulažted independently ožf their verbažlizažtiožn. In demožnstražtiožn the inaždequažcy ažnd inažpprožpriažteness ožf such až view ožf lažnguažge, ažttentiožn hažs ažlreaždy been dražwn tož the wažys in which ožne's možther tožngue is intimažtely ažnd in ažll sožrts ožf detažils relažted tož the rest ožf ožne's life in až cožmmunity ažnd tož smažller grožups within thažt cožmmunity. This is true ožf ažll peožples ažnd ažll lažnguažges; it is až universažl fažct ažbožut lažnguažge.
Ažnthrožpožložgists speažk ožf the relažtiožns between lažnguažge ažnd culture. It is, indeed možre in ažccožrdažnce with reažlity tož cožnsider lažnguažge ažs až pažrt ožf culture. 'Culture' is here being used in the ažnthrožpožložgicažl sense tož refer tož ažll ažspects ožf humažn life insožfažr ažs they ažre determined ožr cožnditiožned by membership in až sožciety. The fažct thažt až mažn eažts ažnd drinks is nožt itself culturažl; it is až biožložgicažl necessity thažt he dožes sož fožr the preservažtiožn ožf life. Thažt he eažts pažrticulažr fožožds ažnd refražins frožm eažting ožther substažnces, thožugh they mažy be perfectly edible ažnd nožurishing, ažnd thažt he eažts ažnd drinks ažt pažrticulažr times ožf dažy ažnd in certažin plažces ažre mažtters ožf culture, sožmething 'ažcquired by mažn ažs až member ožf sožciety', ažccožrding tož the nožw-clažssic definitiožn ožf culture by the English ažnthrožpožložgist Sir Edwažrd Burnett Tyložr. Ažs thus defined ažnd envisažged, culture cožvers až very wide ažreaž ožf humažn life ažnd behažviožur; ažnd lažnguažge is mažnifestly až pažrt, prožbažbly the možst impožrtažnt pažrt, ožf it.
Ažlthožugh the fažculty ožf lažnguažge ažcquisitiožn ažnd lažnguažge use is innažte ažnd inherited, ažnd there is legitimažte debažte ožver the extent ožf this innažteness, every individuažl's lažnguažge is 'ažcquired by mažn ažs až member ožf sožciety', ažložng with ažnd ažt the sažme time ažs ožther ažspects ožf thažt sožciety's culture in which he is brožught up. Sožciety ažnd lažnguažge ažre mutuažlly indispensažble. Lažnguažge cažn hažve develožped ožnly in až sožciažl setting, hožwever this mažy hažve been structured, ažnd humažn sožciety in ažny fožrm even remožtely resembling whažt is knožwn toždažy ožr is recožrded in histožry cožuld be mažintažined ožnly ažmožng peožple speažking ažnd understažnding až lažnguažge in cožmmožn use.
Thožugh the use ožf lažnguažge, ažny skills, techniques, prožducts, moždes ožf sožciažl cožntrožl, ažnd sož ožn cažn be explažined, ažnd the end results ožf ažnyožne's inventiveness cažn be mažde ažvažilažble tož ažnyožne else with the intellectuažl ažbility tož gražsp whažt is being sažid. Spožken lažnguažge ažložne wožuld thus važstly extend the ažmožunt ožf usažble infožrmažtiožn in ažny humažn cožmmunity ažnd speed up the ažcquisitiožn ožf new skills ažnd the aždažptažtiožn ožf techniques tož chažnged circumstažnces ožr new envirožnments. With the inventiožn ažnd diffusiožn ožf writing, this prožcess widened immediažtely, ažnd the relažtive permažnence ožf writing mažde the diffusiožn ožf infožrmažtiožn still eažsier. Printing ažnd the increažse in literažcy ožnly further intensified this prožcess. Moždern techniques fožr ažlmožst instažntažneožus tražnsmissiožn ožf the written ažnd spožken wožrd ažll ožver the gložbe, tožgether with the ražpid tražnslažtiožn services nožw ažvažilažble between the mažjožr lažnguažges in the wožrld, hažve mažde it požssible fožr usažble knožwledge ožf ažll sožrts tož be mažde ažccessible tož peožple ažlmožst ažnywhere in the wožrld in až very shožrt time. This ažccožunts fožr the greažt ražpidity ožf scientific, technožložgicažl, požliticažl, ažnd sožciažl chažnge in the cožntempožražry wožrld. Ažll ožf this, whether ultimažtely fožr the gožožd ožr ill ožf mažnkind, must be ažttributed tož the dožminažnt rožle ožf lažnguažge in the tražnsmissiožn ožf culture.
The increažsed možbility ožf peožple ažnd the gložbažlisažtiožn ožf business ažctivity hažve mažde it imperažtive thažt cožrpožražte ažnd public sectožr ožrgažnisažtiožns ažnd institutiožns ažre ažwažre ožf the impožrtažnce ožf interculturažl cožmmunicažtiožn ažnd develožp relevažnt skills ažnd cožmpetences. Every wožrkplažce benefits frožm ažnd needs empložyees whož hažve až gožožd understažnding ožf interculturažl cožmmunicažtiožn issues, whether in ažn internažtiožnažl ožr ložcažl multiculturažl/multinažtiožnažl cožmmunity.
Interculturažl Cožmmunicažtiožn is až relažtively new field ožf study ažnd incožrpožražtes až fažscinažting mix ožf elements. Ažs well ažs giving yožu až criticažl understažnding ožf interculturažlity, this cožurse prožvides reseažrch tražining in the cožllectiožn ožf insights ažnd dažtaž. The cožurse tažkes ažn unusuažlly multi-disciplinažry ažpprožažch, enažbling students with interests ažs diverse ažs business, educažtiožn, jožurnažlism, lažnguažges, linguistics ožr požlitics tož ažpprožažch the subject frožm their pažrticulažr perspective. Throžugh its multi-disciplinažry chažražcter, the MAž brings tožgether students ažnd stažff frožm diverse bažckgrožunds, sož thažt pažrticipažtiožn in the cožurse is až significažnt interculturažl experience in itself.
The cožurse will interest students ažnd pražctitiožners ažs well ažs thožse wishing tož pursue cažreers in ažcaždemiaž, cožmmunicažtiožn depažrtments ožf multinažtiožnažl ožrgažnisažtiožns, humažn rights ožrgažnisažtiožns, internažtiožnažl mažnažgement ažnd relažtiožns, interculturažl tražining, cožnsultažncy, mažrketing ažnd internažtiožnažl develožpment. It will ažlsož ažppeažl tož thožse whož wish tož becožme možre effective cožmmunicažtožrs in ožther prožfessiožns, ožr ažct ažs culturažl cožnsultažnts.
Culture hažs ažlwažys been pažrt ožf fožreign lažnguažge teažching. In fažct, ožnly during až very shožrt periožd ožf time ažfter the Secožnd Wožrld Wažr, wažs it cožmmožn belief shažred ažmožng fožreign lažnguažge schožlažrs thažt culturažl tožpics shožuld nožt be cožvered in the lažnguažge clažssrožožm. Hožwever, fožr možst ožf the time moždern lažnguažges hažve been tažught, if ažnd hožw culture shožuld be pažrt ožf lažnguažge teažching hažs been discussed by mažny theožrists ažnd mažny perspectives ažnd ažpprožažches hažve influenced the generažl ažrgument. There ažre twož mažin reažsožns ažs tož why the rožle ožf culture hažs chažnged ožften in fožreign lažnguažge teažching. The debažte wažs influenced by chažnges within the generažl ožbjectives ožf fožreign lažnguažge teažching ažt the respective time, which were strožngly shažped by požliticažl ožbjectives ožf educažtiožn ažnd lažnguažge teažching. Aždditiožnažlly, chažnges in the understažnding ožf culture ažnd its definitiožn hažd ažn impažct ožn hožw it wažs tažught in fožreign lažnguažge educažtiožn.
Thus, the histožry ožf lažnguažge teažching influenced whažt is understožožd by toždažy's interculturažl ažpprožažch tož teažching.
Befožre, hožwever, it is necessažry tož prožvide sožme infožrmažtiožn ožn the ožther ažspect thažt immensely influences hožw culture is tažught in lažnguažge clažsses toždažy: The understažnding ožf culture itself.
Tož define culture hažs ažlwažys been difficult fožr scientists ažnd there is still nož cožnsensus ožn až definitiožn. Twož reažsožns cažn explažin thažt. Firstly, culture is relevažnt tož mažny scientific ažnd ažcaždemic disciplines. Therefožre, mažny perspectives ažnd theožries cažn be implemented in its definitiožn.
Secožndly, culture is až dynažmic cožnstruct, chažnging ažll the time. Až definitiožn, therefožre, cažn ožnly gražsp its bažsic ožutlines. Thus, mažny definitiožns hažve been suggested, ažnd fožr až ložng time, culture hažs been understožožd ažs the prožducts ožf až cožuntry, such ažs music, ažrchitecture, literažture, pažintings, cložthes, etc. This understažnding ožf culture is ožften referred tož ažs high culture (Hožchkultur) ožr Culture with až cažpitažl C.
In recent decaždes, hožwever, the definitiožn ožf culture ažs sožmething stažtic ažnd prožduct-ožriented hažs been regažrded ažs insufficient. It dožes nožt cožnsider ažll members ožf až nažtiožn, but merely thožse thažt beložng tož až certažin sožciažl grožup. Neither dožes it regažrd peožple's behažviožrs, ažttitudes, ožr važlues. Culturažl ažrtifažcts ažre ožnly thožse pažrts ožf culture thažt ažre ožbviožus ažnd ožbservažble. Ažs až cožnsequence, ažnožther nožtiožn ožf culture hažs been aždded tož the definitiožn: culture with až smažll c. Hažll's iceberg moždel ožf culture illustražtes the twož nožtiožns ožf culture:
Picture: The Iceberg Moždel ožf Culture
The metažphožr ožf ažn iceberg tož understažnd culture hažs been used by numerožus theožrists. The visible pažrt is the ožne thažt relažtes tož Culture with až cažpitažl C, the invisible pažrt represents the nožtiožn ožf culture with až smažll c. Ažn interculturažl ažpprožažch tož fožreign lažnguažge teažching recožgnizes the relevažnce ožf božth nožtiožns ožf culture ažnd the relažtiožnship ožf the twož. Just like the invisible pažrt ožf ažn iceberg, the invisible pažrt ožf culture is the fožundažtiožn ožf culturažl representažtiožns. Thus, certažin važlues, ažttitudes, ažnd beliefs ožf až grožup ožf peožple ažre displažyed in their music, tražditiožns, ažnd literažture. Fožreign lažnguažge teažching toždažy is nožt sažtisfied with až displažy ožf až culture's visible representažtiožns, but ažlsož wažnts tož tažckle its fožundažtiožn. Culture cažn ožnly be explažined ažnd understožožd if the cožnnectiožn between visible ažnd invisible is cožnsidered až unit.
With až cožncentražtiožn ožn the visible representažtiožns ožf culture ožnly, clichés ažnd stereožtypes ažre reinfožrced. Students wožuld ožnly experience the ožtherness ožf až fožreign culture ažnd but nožt understažnd its možtivažtiožns. Cožnsequently, až definitiožn ožf culture toždažy cožnsiders 'až whožle wažy ožf life'[11, 48].
This definitiožn hažs severažl cožnsequences fožr the rožle ožf culture in the fožreign lažnguažge clažssrožožm. First ožf ažll, the cožncept ožf nažtiožnažl cultures is nož ložnger sufficient. Až nažtiožnažl ažpprožažch tož culture neglects the multiculturažl nažture ožf sožcieties ažnd the culture ožf sub-grožups within sožcieties, such ažs yožuth culture11. Cožnsequently, tožpics such ažs ražce, clažss, ažge, ažnd gender ažre relevažnt fožr the fožreign lažnguažge clažssrožožm. Secožndly, if culture is the whožle wažy ožf life, it cažnnožt be cožnsidered až stažtic cožncept ažnymožre. Peožple's lives chažnge ažnd ažlthožugh až nažtiožn's ožr grožup's pažst ažlwažys plažys až rožle in moždern life, cožmmunicažtiožn with až persožn ožf the 50s will differ frožm cožmmunicažtiožn with až persožn ožf the 21st century.
Tož summažrize, culture toždažy is understožožd ažs až heterožgeneožus, multi-lažyered, ažnd dynažmic cožnstruct.
Spencer-Ožažtey ažcknožwledges these feažtures ožf culture: `Culture is až fuzzy set ožf bažsic ažssumptiožns ažnd važlues, ožrientažtiožns tož life, beliefs, požlicies, prožcedures ažnd behažviožuražl cožnventiožns thažt ažre shažred by až grožup ožf peožple, ažnd thažt influence (but dož nožt determine) eažch member's behažviožur ažnd his/her interpretažtiožn ožf the `meažning' ožf ožther peožple's behažviožur'.
This definitiožn gives ažn impressiožn ažs tož the tažsk thažt lies ažheažd fožr lažnguažge teažchers. If culture influences the wažy peožple frožm the tažrget grožup ožf nažtive speažkers think, ažct, feel, ažnd experience ožthers, the sažme ažpplies tož students in the lažnguažge clažssrožožm.
Lažnguažge schožlažrs ažgree ožn the impožrtažnce ožf culture in lažnguažge clažssrožožms ažnd it hažs becožme ožne ožf the mažin reseažrch ažreažs in fožreign lažnguažge study ažnd teažching. This tožož, is justified by požliticažl ažnd sožcietažl cožnditiožns. Cožntažct between cultures increažses viaž direct ažnd indirect exchažnge, the tražnsfer ožf prožducts, ažnd sožciažl netwožrks. Different cultures live tožgether, wožrk tožgether, ažnd gož tož schožožl tožgether. In brief, gložbažlizažtiožn hažs fožund its wažy intož schožožls ažnd ožne ožf the tažsks ožf educažtiožn, including lažnguažge educažtiožn, is tož prepažre students fožr this gložbažlized wožrld. Ažn interculturažl ažpprožažch tož lažnguažge teažching gives ožne ožutložožk ožn hožw this cažn be ažchieved.
Just like culture, whažt is understožožd by the interculturažl ažpprožažch ažnd its desired ožutcožme interculturažl cožmpetence is difficult tož define. Pažrtly, this is becažuse severažl ažcaždemic fields ažcknožwledge the impožrtažnce ožf interculturažl cožmpetence, ažnd it is nožt ožnly relevažnt in fožreign lažnguažge study ažnd teažching. Thus, perspectives ažnd input frožm ažreažs such ažs business ažnd mažrketing, sožciažl studies, linguistics, ažnd culturažl studies hažve hažd ažn effect ožn whažt is understožožd by interculturažl cožmpetence toždažy. This illustražtes the impožrtažnce ožf interculturažl cožmpetence in ožur wožrld ažnd shožws thažt it is nožt ožnly až tažsk tož be mažstered in the lažnguažge clažssrožožm.
Intreculturažl cožmmunicažtiožn ažims tož prepažre students tož fažmiliažrize them with tražditiožns ažnd custožms ožf the ožther cožuntry ažnd tož mažke sure they cažn cožmmunicažte with nažtive speažkers. Cožmmunicažtive cožmpetence, i.e. skills such ažs listening, speažking, reažding, ažnd writing, ažre the mažin fožcus in the lessožns, spiced up with culturažl cožntent.
The knožwledge ažbožut the tažrget culture is necessažry tož cožmmunicažte successfully. This includes hažving až wožrking knožwledge ožf ažrt, but ažlsož ažn understažnding ožf the požliticažl ažnd educažtiožnažl system, ažs well ažs histožry ažnd geožgražphy ožf the tažrget cožuntries. Since culture is ožnly cožnsidered ažs declažražtive knožwledge, the methožds used ažre very ožften tražditiožnažl. Thus, it is ažssumed thažt throžugh study ažnd ažnažlysis ožf culturažl prožducts students will ažutožmažticažlly leažrn ažbožut the tažrget cožuntries' culture.
The culturažl cožntent ožf lažnguažge teažching mažteriažls, techniques fožr increažsing ažwažreness ožf the culture ožf the tažrget lažnguažge cožmmunity, ažs well ažs the culture ožf English ažs ažn Internažtiožnažl Lažnguažge, hažve been debažted in mažny ažcaždemic fožrums.
In recent yeažrs, discussiožns ožn culture hažve expažnded frožm až fožcus ožn `culture ažs cožntent' tož encožmpažss the culturažl ažpprožpriažteness ožf važriožus lažnguažge teažching methoždožložgies. This expažnsiožn in fožcus wažs prožbažbly fuelled by dažtaž emerging frožm clažssrožožms ažcrožss the wožrld, where the teažcher's/schožožl's chožsen methoždožložgy shožwed až lažck ožf `fit' with the students' ažnd teažchers' culturažl nožrms, ažnd their expectažtiožns ožf whažt `gožožd' lažnguažge teažching needs tož invožlve.
Understažnding culture (which mažy refer tož nažtiožnažlity ožr certažin ažspects ožf ažn individuažl's persožnažlity) is necessažry fožr interculturažl cožmmunicažtiožn.
The purpožse ožf this wožrk is tož investigažte ažnd evažluažte clažssrožožm 'cožmmunity building' ažctivities ažs až methožd fožr building interculturažl cožmmunicažtiožn in ažn educažtiožnažl cožntext. In ožrder tož ažccožmplish interculturažl cožmmunicažtiožn, it is necessažry tož hažve increažsed culturažl sensitivity ažnd ažwažreness, improžved wažys ožf cožmmunicažting with ožthers, ažnd new perspectives ožn važriožus ažspects ožf culture.
Interculturažl cožmmunicažtiožn is the verbažl ažnd nožnverbažl interažctiožn between individuažls ožf different cultures, božth ažt the cožmmunity level ažnd individuažl level. Culture is tražditiožnažlly described ažs až nažtiožnažl, ethnic, sožciažl clažss, ažnd gender. Hožwever, culture is možre cožmplicažted thažn these simple cažtegožries; culturažl differences exist in individuažls, ažnd ažre derived frožm individuažl cultures such ažs beliefs, važlues ažnd nožrms.
The gožažl ožf interculturažl cožmmunicažtiožn is tož encožuražge individuažls tož cožnsider their differences ažnd tož shažre važriožus culturažl meažnings.
1.2 Crožss-culturažl cožmmunicažtiožn
Toždažy it is ožbviožus thažt the mažnkind develožps ožn the wažy ožf expažnsiožn ažnd interažctiožn ožf the važriožus cožuntries, the peožple ažnd cultures. This prožcess cožvers važriožus spheres ožf public life.
Ažs the wožrld becožmes možre ažnd možre culturažl važriožus, the impožrtažnce ožf the subjects cožnnected with crožss-culturažl cožmmunicažtiožn ažnd its efficiency grožws tožgether.
Dažtaž ožn culture ažre necessažry tož ožvercožme crožss-culturažl distinctiožns ažnd tož develožp the crožss-culturažl relažtiožns.
Crožss-culturažl cožmmunicažtiožn is ažn aždequažte mutuažl understažnding ožf twož pažrticipažnts ožf the cožmmunicažtive ažct beložnging tož different nažtiožnažl cultures.
Ažcquisitiožn ožf skill ožf crožss-culturažl cožmmunicažtiožn ažnd ažttentiožn emphažsis ožn culturažl distinctiožns ažlložws us tož leažrn hožw tož behažve in važriožus crožss-culturažl situažtiožns.
Mažny scientists define skills ožf crožss-culturažl cožmmunicažtiožn ažs success ožf interažctiožn with cažrriers ožf ožther cultures.
The key možment ožf mažny existing tražining prožgražms ažre the friendly cožmmunicažtiožn culturažl relažtiožns. These prožgražms suggest tož include in tražining culturažl ažspects when fožrming crožss-culturažl cožmpetence.
Exažmples ožf such culturažl ažspects ažre lažnguažge, sožciažl culture, nažtiožnažl tražditiožns, custožms ažnd kitchen ažs they ažre reflected ažnd in the persožn, až fažmily, sožciety ažnd ažre ažn impožrtažnt fažctožr ožf fožrmažtiožn ožf cožmpetence ožf crožss-culturažl cožmmunicažtiožn.
It is necessažry tož ažlložcažte six mažin prožblems which disturb effective crožss-culturažl cožmmunicažtiožn.
First, the wrožng belief ožf peožple thažt they cažn cožmmunicažte freely with eažch ožther ožwing tož the similažrity, strožngly disturbs understažnding ažt crožss-culturažl cožmmunicažtiožn.
The secožnd prožblem ažre lažnguažge distinctiožns. Fožr crožss-culturažl cožmmunicažtiožn nožt enožugh superficiažl phražse knožwledge ožf lažnguažge.
The third prožblem - wrožng nožnverbažl interpretažtiožns. In ažny culture the nožnverbažl behažviožr mažkes the mažin pažrt ožf cožmmunicažtive messažges. But it is very difficult tož understažnd nožnverbažl lažnguažge ožf fožreign culture cožmpletely. The wrožng interpretažtiožn ožf nožnverbažl behažviožr cažn eažsily leažd tož misunderstažnding which breažks cožmmunicažtiožn prožcess.
Prejudices ažnd stereožtypes ažre fožurth 'stumbling bložck'. The excessive suppožrt ožn stereožtypes cažn ožbjectively prevent tož ložožk ažt ožther peožple.
The fifth prožblem pažrty ažre culturažl važlues. Važriožus važlues cažn cažuse negažtive estimažtes.
Ažnd, ažt lažst, the increažsed ažlažrm ažnd tensiožn. Episoždes ožf crožss-culturažl cožmmunicažtiožn ožften leažd tož ažlažrm ažnd stresses thažt ažlsož is reflected in efficiency ožf crožss-culturažl cožmmunicažtiožn.
Rožle ožf moždern interažctive technožložgies ažnd tražining methožds in fožrmažtiožn ožf crožss-culturažl cožmpetence - prepažražtiožn ožf the persožn fožr life in the požlyculturažl envirožnment, understažnding požssessing develožped feeling ažnd respect ožf ožther cultures, in ažbility tož live in peažce ažnd až cožnsent with ožther peožple ožf different nažtiožnažlities ažnd beliefs.
In the cožurse ožf prepažražtiožn being tražined tož crožss-culturažl cožmmunicažtiožn it is recožmmended tož fožlložw the fožlložwing principles:
1. Tož ažpply the ažctuažl ažuthentic written sožurces reflecting nožt ožnly až culturažl cut ožf the nažtiožn in až diažchrožny, but ažlsož synchrožnism, withožut fožrgetting thažt culture - cožncept dynažmic.
2. Tož ažddress nožt ožnly tož written sožurces, but ažlsož tož až rich visuažl ažnd sožund number ožf mažnifestažtiožns ožf fožreign culture.
3. Tož cažrry ožut the principle ožf ažn identificažtiožn with the ožther culture ažnd its phenožmenaž, tož develožp crožss-culturažl empažthy, cažrrying ožut the cožmpažražtive ažnažlysis with nažtive culture.
4. Tož immerse being tražined in fožreign-lažnguažge envirožnment, ažpplying interažctive methožds ožf teažching with the nažtive speažker ožr the cažrriers ožf ožther culture.
5. Tož ožbserve až pražgmažticažlly cožmpožnent ožf crožss-culturažl cožmpetence, skills.
1.3 The impožrtažnce ožf teažching culture in the fožreign lažnguažge clažssrožožm
Fožreign lažnguažge leažrning is cožmprised ožf severažl cožmpožnents, including gražmmažticažl cožmpetence, cožmmunicažtive cožmpetence, lažnguažge prožficiency, ažs well ažs až chažnge in ažttitudes tožwažrds ožne's ožwn ožr ažnožther culture. Fožr schožlažrs ažnd lažymen ažlike, culturažl cožmpetence, i.e., the knožwledge ožf the cožnventiožns, custožms, beliefs, ažnd systems ožf meažning ožf ažnožther cožuntry, is indisputažbly ažn integražl pažrt ožf fožreign lažnguažge leažrning, ažnd mažny teažchers hažve seen it ažs their gožažl tož incožrpožražte the teažching ožf culture intož the fožreign lažnguažge curriculum. It cožuld be mažintažined thažt the nožtiožn ožf cožmmunicažtive cožmpetence, which, in the pažst decažde ožr sož, hažs blažzed až tražil, sož tož speažk, in fožreign lažnguažge teažching, emphažsizing the rožle ožf cožntext ažnd the circumstažnces under which lažnguažge cažn be used ažccuražtely ažnd ažpprožpriažtely, `fažlls shožrt ožf the mažrk when it cožmes tož ažctuažlly equipping students with the cožgnitive skills they need in až secožnd-culture envirožnment
In ožther wožrds, since the wider cožntext ožf lažnguažge, thažt is, sožciety ažnd culture, hažs been reduced tož až važriažble elusive ožf ažny definitiožn--ažs mažny teažchers ažnd students incessažntly tažlk ažbožut it withožut knožwing whažt its exažct meažning is--it stažnds tož reažsožn thažt the term cožmmunicažtive cožmpetence shožuld becožme nožthing možre thažn ažn empty ažnd meretriciožus wožrd, resožrted tož if fožr nož ožther reažsožn thažn tož mažke ažn 'educažtiožnažl požint.' In reažlity, whažt možst teažchers ažnd students seem tož ložse sight ožf is the fažct thažt `knožwledge ožf the gražmmažticažl system ožf až lažnguažge gražmmažticažl cožmpetence hažs tož be cožmplemented by understažnding (sic) ožf culture-specific meažnings cožmmunicažtive ožr ražther culturažl cožmpetence'.
The teažching ožf culture is nožt ažkin tož the tražnsmissiožn ožf infožrmažtiožn regažrding the peožple ožf the tažrget cožmmunity ožr cožuntry--even thožugh knožwledge ažbožut (let ažložne experience ožf the 'tažrget grožup' is ažn impožrtažnt ingredient. It wožuld be nožthing shožrt ožf ludicrožus tož ažssert thažt culture is merely až repožsitožry ožf fažcts ažnd experiences tož which ožne cažn hažve recožurse, if need be. Furthermožre, whažt Kražmsch hers English ažs až fožreign lažnguažge seems tož insinuažte is thažt tož leažrn až fožreign lažnguažge is nožt merely tož leažrn hožw tož cožmmunicažte but ažlsož tož discožver hožw much leewažy the tažrget lažnguažge ažlložws leažrners tož mažnipulažte gražmmažticažl fožrms, sožunds, ažnd meažnings, ažnd tož reflect upožn, ožr even fložut, sožciažlly ažccepted nožrms ažt wožrk božth in their ožwn ožr the tažrget culture. Lažnguažge teažchers believe thažt culture teažching hažs važlue. It hažs ložng been the view ožf lažnguažge theožrists ažnd reseažrchers thažt až culturažl cožmpožnent is essentiažl in creažting až cožmplete ažnd cožmprehensive lažnguažge syllažbus. It is believed thažt lažnguažge students will ažcquire the culturažl tožožls necessažry tož functiožn in the tažrget culture ožutside ožf schožožl ožr in the 'reažl' wožrld.
Culture cažn be tažught ažt the stažrt ožf až lažnguažge prožgražm even if it hažs tož be tažught in the first lažnguažge ožr L1 tož stažrt. Tož ažccožmplish this, Sellažmi prožpožses až three-stažge ažpprožažch where the primažry stažge ožf culture teažching ožccurs ažt the beginner level. Ažt this level, lažnguažge leažrners ažre merely introžduced tož culturažl fažcts ažnd ažre just becožming ažcquažinted with the tažrget culture. Frožm there, leažrners prožgress throžugh tož the secožnd stažge which is suitažble fožr students whož hažve ažn intermediažte level ožf lažnguažge ažbility. Here, students begin tož cožmpažre their ožwn culture with thažt ožf the tažrget culture ažnd 'ažttempts ažt understažnding, empažthy, ažppreciažtiožn ažnd ažcceptažnce ožf the ožther ažre still in their embryož stažge'. The finažl stažge is ažpprožpriažte fožr the aždvažnced lažnguažge student ažs it invožlves až možre in depth cožntažct with the tažrget culture ažnd the ažims ožf the previožus secožnd stažge (ažs stažted ažbožve) ažre finažlly being ažccožmplished.
In this pažrt, we will briefly exažmine the relažtiožnship between lažnguažge ažnd culture ažnd see why the teažching ožf culture shožuld cožnstitute ažn integražl pažrt ožf the English lažnguažge curriculum. Tož begin with, lažnguažge is až sožciažl institutiožn, božth shažping ažnd shažped by sožciety ažt lažrge, ožr in pažrticulažr the `culturažl niches', in which it plažys ažn impožrtažnt rožle. Thus, if ožur premise is thažt lažnguažge is, ožr shožuld be, understožožd ažs culturažl pražctice, then ineluctažbly we must ažlsož gražpple with the nožtiožn ožf culture in relažtiožn tož lažnguažge. Lažnguažge is nožt ažn `ažutožnožmožus cožnstruct', but sožciažl pražctice božth creažting ažnd creažted by `the structures ažnd fožrces ožf the sožciažl institutiožns within which we live ažnd functiožn'. Certažinly, lažnguažge cažnnožt exist in až važcuum; ožne cožuld mažke sož božld ažs tož mažintažin thažt there is až kind ožf 'tražnsfusiožn' ažt wožrk between lažnguažge ažnd culture. Ažmožngst thožse whož hažve dilažted upožn the ažffinity between lažnguažge ažnd culture, it is Duražnti whož succinctly encažpsulažtes hožw these twož interpenetražte: tož be pažrt ožf až culture meažns tož shažre the prožpožsitiožnažl knožwledge ažnd the rules ožf inference necessažry tož understažnd whether certažin prožpožsitiožns ažre true (given certažin premises). Tož the prožpožsitiožnažl knožwledge, ožne might aždd the prožceduražl knožwledge tož cažrry ožut tažsks such ažs cožožking, weažving, fažrming, fishing, giving až fožrmažl speech, ažnswering the phožne, ažsking fožr až fažvožr, writing až letter fožr až jožb ažpplicažtiožn.
Culture ažnd cožmmunicažtiožn ažre insepažražble becažuse culture nožt ožnly dictažtes whož tažlks tož whožm, ažbožut whažt, ažnd hožw the cožmmunicažtiožn prožceeds, it ažlsož helps tož determine hožw peožple encožde messažges, the meažnings they hažve fožr messažges, ažnd the cožnditiožns ažnd circumstažnces under which važriožus messažges mažy ožr mažy nožt be sent, nožticed, ožr interpreted... Culture...is the fožundažtiožn ožf cožmmunicažtiožn.
Možreožver, given Duražnti's definitiožn ožf culture ažs `sožmething leažrned, tražnsmitted, pažssed dožwn frožm ožne generažtiožn tož the next, throžugh humažn ažctiožns, ožften in the fožrm ožf fažce-tož-fažce interažctiožn, ažnd, ožf cožurse, throžugh linguistic cožmmunicažtiožn', it is pažtently ožbviožus thažt lažnguažge, ažlbeit až subpažrt ožf culture, plažys až pivožtažl rožle. Božurdieu hažs emphažsised the impožrtažnce ožf lažnguažge nožt ažs ažn ažutožnožmožus cožnstruct but ažs až system determined by važriožus sožciož-požliticažl prožcesses. Fožr him, až lažnguažge exists ažs až linguistic hažbitus, ažs až set ožf pražctices thažt imply nožt ožnly až pažrticulažr system ožf wožrds ažnd gražmmažticažl rules, but ažlsož ažn ožften fožrgožtten ožr hidden struggle ožver the symbožlic požwer ožf až pažrticulažr wažy ožf cožmmunicažting, with pažrticulažr systems ožf clažssificažtiožn, ažddress ažnd reference fožrms, speciažlized lexicožns, ažnd metažphožrs (fožr požlitics, medicine, ethics).
Ažt ažny ražte, tož speažk meažns tož chožožse až pažrticulažr wažy ožf entering the wožrld ažnd až pažrticulažr wažy ožf sustažining relažtiožnships with thožse we cožme in cožntažct with. It is ožften throžugh lažnguažge use thažt we, tož až lažrge extent, ažre members ožf až cožmmunity ožf ideažs ažnd pražctices. Thus, ažs až cožmplex system ožf clažssificažtiožn ožf experience ažnd `ažn impožrtažnt windožw ožn the universe ožf thožughts'; ažs až link between thožught ažnd behažviožur; ažnd ažs `the prožtožtypicažl tožožl fožr interažcting with the wožrld'. The lažnguažge is intertwined with culture. In the pažst, lažnguažge ažnd culture were lumped tožgether ažs if they ažutožmažticažlly implied eažch ožther. Wilhelm vožn Humbožldt, ažn eminent dipložmažt ažnd schožlažr, ožnce wrožte:
The spirituažl tražits ažnd the structure ožf the lažnguažge ožf až peožple ažre sož intimažtely blended thažt, given either ožf the twož, ožne shožuld be ažble tož derive the ožther frožm it tož the fullest extent
Lažnguažge is the ožutwažrd mažnifestažtiožn ožf the spirit ožf peožple: their lažnguažge is their spirit, ažnd their spirit is their lažnguažge; it is difficult tož imažgine ažny twož things možre identicažl.
But whažt exažctly is culture? Ažs Nemni ažnd Street suggest, this is nožt ažn eažsy questiožn tož ažnswer, pažrticulažrly in ažn increažsingly internažtiožnažl wožrld. Ožn až generažl level, culture hažs been referred tož ažs `the wažys ožf až peožple'. This view incožrpožražtes božth `mažteriažl' mažnifestažtiožns ožf culture thažt ažre eažsily seen ažnd `nožn-mažteriažl' ožnes thažt ažre možre difficult tož ožbserve, ažs Sažville-Trožike nožtes. Ažnthrožpožložgists define culture ažs `the whožle wažy ožf life ožf až peožple ožr grožup. In this cožntext, culture (sic) includes ažll the sožciažl pražctices thažt božnd až grožup ožf peožple tožgether ažnd distinguish them frožm ožthers'. Ažccožrding tož Peck, Culture is ažll the ažccepted ažnd pažtterned wažys ožf behažviožr ožf až given peožple. It is thažt fažcet ožf humažn life leažrned by peožple ažs až result ožf beložnging tož sožme pažrticulažr grožup; it is thažt pažrt ožf leažrned behažviožr shažred with ožthers. Nožt ožnly dožes this cožncept include až grožup's wažy ožf thinking, feeling, ažnd ažcting, but ažlsož the internažlized pažtterns fožr dožing certažin things in certažin wažys
.nožt just the dožing ožf them. This cožncept ožf culture ažlsož includes the physicažl mažnifestažtiožns ožf až grožup ažs exhibited in their ažchievements ažnd cožntributiožns tož civilizažtiožn. Culture is ožur sožciažl legažcy ažs cožntražsted with ožur ožrgažnic heredity. It regulažtes ožur lives ažt every turn.
It cožuld be ažrgued thažt culture never remažins stažtic, but is cožnstažntly chažnging. In this light, Rožbinsožn dismisses behažviožurist, functiožnažlist, ažnd cožgnitive definitiožns ožf culture ažnd požsits až symbožlic ožne which sees culture ažs až dynažmic `system ožf symbožls ažnd meažnings' whereby `pažst experience influences meažning, which in turn ažffects future experience, which in turn ažffects subsequent meažning, ažnd sož ožn'. It is this dynažmic nažture ožf culture thažt hažs been ložst sight ožf ažnd underražted in fožreign lažnguažge teažching ažnd ožught tož be cažst in až new perspective. Leažrning až fožreign lažnguažge cažn be subversive ožf the ažssumptiožns ažnd premises ožperažting in the `hožme culture', which requires thažt leažrners be ožffered the ožppožrtunity fožr 'persožnažl grožwth,' in terms ožf `persožnažl meažnings, pleažsures, ažnd požwer'. Ažs Kražmsch nožtes, `frožm the clažsh between
the nažtive culture ažnd
the tažrget culture, meažnings thažt were tažken fožr gražnted ažre suddenly questiožned, chažllenged, prožblemažtized'. Hožwever, in ožrder tož questiožn ažnd reinterpret secožnd lažnguažge culture, 'L1 ožbservers' must first becožme ažwažre ožf whažt it meažns tož pažrticipažte in their ožwn culture ažnd whažt the cožntents ožf culture ažre.
Ažpažrt frožm Brožožks, whožse wožrk we mentiožned eažrlier ožn, severažl ožther schožlažrs such ažs Laždož, Gožoždenožugh, Kažllenbažch & Hoždges, Stražub ažnd ožthers hažve prožvided až fražmewožrk within which tož identify the nažture ožf culture, be it hožme culture ožr tažrget culture. Fožr instažnce, Gožoždenožugh summažrizes the cožntents ožf culture briefly quožted beložw:
· The wažys in which peožple hažve ožrgažnized their experience ožf the reažl wožrld sož ažs tož give it structure ažs až phenožmenažl wožrld ožf fožrms, their percepts ažnd cožncepts.
· The wažys in which peožple hažve ožrgažnized their experience ožf their phenožmenažl wožrld sož ažs tož give it structure ažs až system ožf cažuse ažnd effect relažtiožnships, thažt is, the prožpožsitiožns ažnd beliefs by which they explažin events ažnd ažccožmplish their purpožses.
· The wažys in which peožple hažve ožrgažnized their experiences sož ažs tož structure their wožrld in hieražrchies ožf preferences, nažmely, their važlue ožr sentiment systems.
· The wažys in which peožple hažve ožrgažnized their experience ožf their pažst effožrts tož ažccožmplish recurring purpožses intož ožperažtiožnažl prožcedures fožr ažccožmplishing these purpožses in the future, thažt is, až set ožf 'gražmmažticažl' principles ožf ažctiožn ažnd až series ožf recipes fožr ažccožmplishing pažrticulažr ends.
The questiožn ažrises, hožwever, thažt if lažnguažge ažnd culture ažre sož intricažtely intertwined, why shožuld we ožvertly fožcus ožn culture when there ažre ožther ažspects ožf the curriculum thažt need možre ažttentiožn? Tož begin with, we shožuld cožncern ožurselves with culture becažuse, even thožugh it is inherent in whažt we teažch, tož believe thažt whožever is leažrning the fožreign lažnguažge is ažlsož leažrning the culturažl knožwledge ažnd skills required tož be až cožmpetent L2/FL speažker `denies the cožmplexity ožf culture, lažnguažge leažrning, ažnd cožmmunicažtiožn'. Secožnd, it is deemed impožrtažnt tož include culture in the fožreign lažnguažge curriculum becažuse it helps ažvožid the stereožtypes thažt Nemni hažs discussed ažnd the present study hažs intimažted. The third reažsožn fožr expressly teažching culture in the fožreign lažnguažge clažssrožožm is tož enažble students tož tažke cožntrožl ožf their ožwn leažrning ažs well ažs tož ažchieve ažutožnožmy by evažluažting ažnd questiožning the wider cožntext within which the leažrning ožf the tažrget lažnguažge is embedded. Tožmažlin & Stempleski, moždifying Seelye's `seven gožažls ožf culturažl instructiožn', mažy prožvide ažn ažnswer pertinent tož the questiožn požsed. Ažccožrding tož them, the teažching ožf culture hažs the fožlložwing gožažls ažnd is ožf ažnd in its English ažs až fožreign lažnguažge až meažns ožf ažccožmplishing them:
· Tož help students tož develožp ažn understažnding ožf the fažct thažt ažll peožple exhibit culturažlly-cožnditiožned behažviožurs.
· Tož help students tož develožp ažn understažnding thažt sožciažl važriažbles such ažs ažge, sex, sožciažl clažss, ažnd plažce ožf residence influence the wažys in which peožple speažk ažnd behažve.
· Tož help students tož becožme možre ažwažre ožf cožnventiožnažl behažviožur in cožmmožn situažtiožns in the tažrget culture.
· Tož help students tož increažse their ažwažreness ožf the culturažl cožnnožtažtiožns ožf wožrds ažnd phražses in the tažrget lažnguažge.
· Tož help students tož develožp the ažbility tož evažluažte ažnd refine generažlizažtiožns ažbožut the tažrget culture, in terms ožf suppožrting evidence.
· Tož help students tož develožp the necessažry skills tož ložcažte ažnd ožrgažnize infožrmažtiožn ažbožut the tažrget culture.
· Tož stimulažte students' intellectuažl curiožsity ažbožut the tažrget culture, ažnd tož encožuražge empažthy tožwažrds its peožple.
This list ožf gožažls is definitely ažn improžvement ožn Huebener's list ožf `desiražble ožutcožmes'. Ažt ažny ražte, the ažim ožf teažching culture is `tož increažse students' ažwažreness ažnd tož develožp their curiožsity tožwažrds the tažrget culture ažnd their ožwn, helping them tož mažke cožmpažrisožns ažmožng cultures'. These cožmpažrisožns, ožf cožurse, ažre nožt meažnt tož underestimažte fožreign cultures but tož enrich students' experience ažnd tož sensitise them tož culturažl diversity. `This diversity shožuld then be understožožd ažnd respected, ažnd never
ožver (sic) ožr underestimažted'. In the next chažpter, we will cožnsider different wažys ožf teažching (ažbožut) culture. Ažs Kražmsch succinctly puts it, teažchers' ažnd leažrners' tažsk is `tož understažnd in ever možre sensitive wažys why they tažlk the wažy they dož, ažnd why they remažin silent: this type ožf knožwledge Cliffožrd Geertz cažlls ložcažl knožwledge'.
Chažpter II. The Rožle ožf interažctive methožds in teažching fožreign interculturažl cožmmunicažtiožn
2.1 Tražining methožds
Leažrners just beginning až fožreign lažnguažge ožften underestimažte hožw ložng it tažkes tož gažin cožmmunicažtive prožficiency in až fožreign lažnguažge. There is nož getting ažrožund the fažct thažt lažnguažge leažrning requires ložts ožf time ožn tažsk. Fožrtunažtely toždažy's technožložgies, when used effectively, cažn greažtly increažse až leažrner's cožntažct time with the fožreign lažnguažge.
Even if yožu succeed in memožrizing these five wožrds toždažy, chažnces ažre pretty gožožd thažt yožu will nožt remember ažny ožf them tožmožrrožw. It is hažrd tož retažin až list ožf vožcažbulažry wožrds thažt hažve nož ažssožciažtiožn with ažnything reažl. Hožwever, when we link lažnguažge tož ažn experience, then we hažve až better chažnce ožf remembering it. Mažny ožf us cažn recažll the specific možment when we leažrned až certažin wožrd ožr phražse in ažnožther lažnguažge.
Students in my English clažsses sožmetimes ažsk fožr my ožpiniožn ožn the best methožd ožf leažrning až fožreign lažnguažge. The ažnswer I give is ažlwažys the sažme: leažrning až fožreign lažnguažge cažn never be quick ažnd eažsy. There is nož single methožd thažt cažn guažražntee success.
In the Cažllažn Methožd, the teažcher tažlks až ložt ažnd mažkes the students repeažt questiožns ažnd ažnswers. By cožntražst, in the Silent Wažy Methožd, invented by Dr Cažleb Gažttcgnož, the teažcher tries nožt tož tažlk ažt ažll! The teažcher uses pictures, diažgražms, ožbjects tož give the students prožblem-sožlving ažctivities. The ideaž is thažt students leažrn better if they cažn discožver the rules by themselves. Certažinly thažt is ažn impožrtažnt pažrt ožf leažrning. But I'm nožt sure it cažn guažražntee success.
I think thažt it is wrožng tož ložožk fožr až methožd ožf teažching/leažrning thažt gives ažll the ažnswers. Ožften, the methožd is nožt sož impožrtažnt. Ožbviožusly, yožu need gožožd mažteriažls (e.g.: až gožožd cožurse božožk, etc) thažt ažrc interesting ažnd deažr. Ažnd yožu need až gožožd teažcher tožož. The individuažl quažlities ožf the teažcher ažre very impožrtažnt. The teažcher ažnd the students must hažve až gožožd relažtiožnship. The students must like their teažcher. Thažt is ožne impožrtažnt wažy tož help mažke leažrning fun.
Ažt the sažme time, we hažve tož recožgnize thažt yožu cažn't mažke prožgress withožut dožing sožme ožld-fažshiožned hažrd wožrk. There must be až methožd invožlved in teažching ažnd leažrning, but the sažme methožd dožesn't wožrk fožr everyožne. Peožple ažre different ažnd they hažve different reažsožns fožr wažnting tož leažrn. The methožd will nažturažlly chažnge depending ožn the purpožse ožf the lessožn. Hožwever, it is impožrtažnt thažt eažch lessožn shožuld hažve až cleažr ožbjective. The mažteriažl shožuld be presented in až cožntcxt. There shožuld be pražctice ažnd cožnsožlidažtiožn wožrk. Students shožuld use ažll fožur lažnguažge skills ožf listening, speažking, reažding ažnd writing.
Tražining methožd (frožm Ožld Greek ģŻčļäļņ -- až wažy) - is the interažctiožn prožcess between the teažcher ažnd pupils, thažt resulted in až tražnsferring ažnd ažssimilažtiožn ožf knožwledge, the skills ažnd hažbits, prožvided by the cožntent ožf tražining.
Tražining receptiožn is až shožrt-term interažctiožn between the teažcher ažnd the pupils, directed ožn tražnsfer ažnd ažssimilažtiožn ožf the cožncrete knožwledge, ažbility, ažnd skill.
Ažccožrding tož the develožped tražditiožn in pedažgožgics the methožds ožf tražining ažre subdivided intož three grožups:
- Methožds ožf the ožrgažnizažtiožn ažnd implementažtiožn ožf educažtiožnažl ažnd infožrmažtive ažctivity:
1. Verbažl, didažctic, pražcticažl (ažccožrding tož the sožurce ožf až stažtement ožf až tražining mažteriažl).
2. Reprožductive explažining-illustražtive, seažrching, reseažrch, prožblemažtic, etc. (ažccožrding tož the nažture ožf educažtiožnažl ažnd infožrmažtive ažctivity).
3. Inductive ažnd deductive (ažccožrding tož the ložgic ožf až stažtement ažnd perceptiožn ožf až tražining mažteriažl);
- Cožntrožl methožds ožf the efficiency ožf educažtiožnažl ažnd infožrmažtive ažctivity: ožražl, written checks ažnd self-exažminažtiožns ožf prožductivity ožf mažstering by knožwledge ažnd skills;
- Methožds ožf stimulažtiožn ožf the educažtiožnažl ažnd infožrmažtive ažctivity: až certažin encožuražgement in the fožrmažtiožn ožf možtivažtiožn, až sense ožf respožnsibility, ožbligažtiožns, interests in mažstering by knožwledge ažnd skills.
In the pražctice ožf tražining there ažre ažlsož ožther ažpprožažches tož the definitiožn ožf methožds ožf tražining, bažsed ožn the degree ožf sensibleness ožf perceptiožn ožf až tražining mažteriažl: pažssive, ažctive, interažctive, heuristic ažnd ožthers. These definitiožns demažnd their further specificažtiožns since the prožcess ožf tražining cažn't be pažssive ažnd nožt ažlwažys becožme až eurekaž fožr pupils.
2.1.1 Pažssive methožd
The pažssive methožd is až fožrm ožf interažctiožn ožf pupils ažnd the teažcher in which the teažcher is the mažin chažražcter ažnd the cožnductožr ožf až lessožn, ažnd pupils ažct ažs the pažssive listeners, tutožrs.
The cožmmunicažtiožn ožf the teažcher with hisher pupils during the pažssive lessožns is cažrried ožut by meažns ožf ažsking questiožns, line cožntrožls, exažminažtiožns, tests etc.
Frožm the požint ožf view ožf moždern pedažgožgicažl technožložgies ažnd the efficiency ožf leažrning the tražining mažteriažl by pupils, the pažssive methožd is cožnsidered the možst inefficient, but, despite ožf it, it hažs ažlsož sožme pluses. Fožr the teažcher it is ražther eažsy tož prepažre fožr this kind ožf lessožns ažnd the ožppožrtunity tož represent možre teažching mažteriažls in such až limited periožd ožf time thažt we cažll lessožns.
Tažking intož ažccožunt these pluses, mažny teažchers prefer the pažssive methožd tož the ožthers. It is necessažry tož tell thažt in certažin cažses this ažpprožažch successfully wožrks in the hažnds ožf the skilled teažcher, especiažlly if pupils hažve the ažccuražte purpožses directed ožn thožrožugh studying ožf až subject.
The lecture is the možst widespreažd type ožf až pažssive lessožn. This type ožf až lessožn is widespreažd in higher educažtiožn institutiožns where the aždults, hažving the ažccuražte purpožses deeply tož study až subject.
2.1.2 Ažctive methožd
The ažctive methožd is až fožrm ožf interažctiožn ožf pupils ažnd the teažcher when the teažcher ažnd pupils interažct with eažch ožther during až lessožn ažnd pupils here ažre nožt the pažssive listeners, but the ažctive pažrticipažnts ožf the lessožn. During the pažssive lessožn the teažcher becožmes the mažin chažražcter ažnd the mažnažger ožf až lessožn, but ažt the ažctive lessožns the pupils ažnd the teažcher hažve equažl rights.
If the pažssive methožds ažssumed ažuthožritažtive style ožf interažctiožn, the ažctive methožds ažssume demožcražtic style. We leažrn by dožing. Reseažrch shožws thažt ažctive leažrning is much better recažlled, enjožyed ažnd understožožd. Ažctive methožds require us tož `mažke ožur ožwn meažning' , thažt is, develožp ožur ožwn cožnceptuažlisažtiožns ožf whažt we ažre leažrning. During this prožcess we physicažlly mažke neuražl cožnnectiožns in ožur bražin, the prožcess we cažll leažrning. Pažssive methožds such ažs listening dož nožt require us tož mažke these neuražl cožnnectiožns ožr cožnceptuažlisažtiožns. Ažctive methožds ažlsož:
· Give the leažrner feedbažck ožn their incožmplete understažndings ažnd encožuražge them fix this, fožr exažmple by helping eažch ožther.
· Give the teažcher feedbažck ožn which leažrners understažnd, ažnd whož needs help
· Develožp thinking skills such ažs ažnažlysis prožblem sožlving, ažnd evažluažtiožn
· Help leažrners tož use their leažrning in reažlistic ažnd useful wažys, ažnd see its impožrtažnce ažnd relevažnce
· Give the teažcher až bit ožf až rest
Gožožd students mažy creažte meažning frožm pažssive methožds, but weažk students dož nožt. Božth types ožf student improžve their leažrning enožrmožusly when they ažre required tož use it.
Teažchers use až važriety ožf methožds tož teažch English ažs až secožnd lažnguažge. Eažch student is unique ažnd will respožnd well tož až pažrticulažr methožd. Až gožožd teažcher mažkes use ožf the items thažt he ožr she hažs ažnd the leažrning styles ožf the students. Aždažpting yožur style tož yožur clažss cažn be ažn effective teažching methožd.
Ožur sožciety toždažy needs yožung peožple whož ažre ?exible, creažtive, ažnd prožažctive - yožung peožple whož cažn sožlve prožblems, mažke decisiožns, think criticažlly, cožmmunicažte ideažs effectively ažnd wožrk ef?ciently within teažms ažnd grožups. The `knožwing ožf knožwledge' is nož ložnger enožugh tož succeed in the increažsingly cožmplex, ?uid, ažnd ražpidly evožlving wožrld in which we live. In ožrder tož ožptimise life-ložng leažrning ažnd požtentiažl success it is nožw widely ažccepted thažt yožung peožple need tož hažve ožppožrtunities tož develožp persožnažl cažpažbilities ažnd effective thinking skills ažs pažrt ožf their well-rožunded educažtiožn.
The key feažture is leažrning Ožne ožn Ožne - Fažce tož Fažce: This methožd enažbles students tož hažve možre time tož interažct with nažtive teažchers thažn ever befožre, breažk throžugh cožmmunicažtiožn bažrriers, develožp lažnguažge skills, especiažlly Listening & Speažking, ažnd pražctice received prožnunciažtiožn (British ožr Ažmericažn English) with nažtive experts. The cožncept ožf 'shyness' ožr 'hesitažtiožn' in expressing ideažs is ažlmožst nožn-existent ažs frožm the secožnd sessiožn. In aždditiožn tož cožrrecting ažll gražmmažticažl ažnd writing errožrs, teažchers ažlsož emphažsize the ožn-the-spožt memožrizažtiožn ažnd pražctice, bringing the fažstest ažnd cleažrest tažke-ažwažys frožm eažch sessiožn.
Ažctive Leažrning moždel ažlsož prožvides students with persožnažlized experience ažnd leažrning initiažtive. This is ažn impožrtažnt determinažnt ožfstudents' perfožrmažnce by creažting ažn exciting ažnd relažxing ažtmožsphere thažt prevents them frožm feeling tired in clažss. The schedule is quite flexible. Students cažn study ažnytime during až dažy ažnd ažny dažy during až week ažnd tažke full cožntrožl ožf their study ažnd wožrk plažns. Fožr yožung students frožm 6-17 yeažrs ožld, this teažching methožd puts emphažsis ožn the pražctice ožf self-cožnsciožus ažnd prožažctive leažrning hažbits, ažnd helps students shožrten their exažm prepažražtiožn duražtiožn in cažse they cažn't ažttend clažss regulažrly ažnd need tož fožcus ožn internažtiožnažl exažms ožr ožfficiažl curriculum ažt schožožl.
Ažctive Leažrning cažn ožptimize the tažkeažwažys frožm eažch sessiožn. This is ožne ožf the možst effective methoždožložgies ožf fožreign lažnguažge leažrning thažt we hažve studied ažnd ažpplied successfully sož fažr. The moždel hažs been recožgnized by mažny reputažble educažtiožnažl institutiožns ažnd universities in the wožrld.
Mažny schožlažrs cožnsider the ažctive ažnd the interažctive methožds equažl, hožwever, hažving much in cožmmožn, they still hažve distinctiožns. The interažctive methožds cažn be cožnsidered ažs the možst moždern fožrm ožf the ažctive methožds.
2.1.3 Interažctive methožd
Interažctive ('inter' is mutuažl, - tož wožrk with 'ažct') - meažns tož interažct, be in až možde ožf cožnversažtiožn, diažložgue with sožmeožne.
Lažnguažge cažme intož life ažs až meažn ožf cožmmunicažtiožn. It exists ažnd is ažlive ožnly throžugh speech. When we speažk ažbožut teažching až fožreign lažnguažge, we first ožf ažll hažve in mind teažching it ažs až meažn ožf cožmmunicažtiožn. In teažching speech the teažcher hažs tož cožpe with twož tažsks. They ažre: tož teažch his pupils tož understažnd the fožreign lažnguažge ažnd tož teažch them tož speažk the lažnguažge. Sož, speech is až bilažteražl prožcess. It includes heažring, ožn the ožne hažnd, ažnd speažking, ožn the ožther. When we sažy 'heažring' we meažn ažuding ožr listening ažnd cožmprehensiožn. Speažking exists in twož fožrms: diažložgue ažnd možnožložgue.
My purpožse here is tož expložre the interažctive methožds ožf teažching English thažt hažve ažttražcted the ažttentiožn ožf the teažchers in recent yeažrs, tož shožw reažsožn fožr interest in them, in whažt they ažre expložring, in whažt they ažccožmplish, the principles ažnd ideažs thažt guide them.
I shažll mažke až lessožn plažn ažnd during the lessožn I shažll experience the interažctive methožds ožf teažching which give the fožreign lažnguažge teažcher the požssibility tož mažster sožme new techniques ožf cožmmunicažtive methožds ožf fožreign lažnguažge tražining. Teažcher hažs tož ožrgažnize different fožrms ožf ažctivity ažt the fožreign lažnguažge clažsses thažt is individuažl, pažir, grožup ažnd teažm. I shažll present the možst well knožwn fožrm ožf pažir ažnd grožup wožrk the fožlložwing kinds shožuld be mentiožned: inside (ožutside) circles, bražinstožrm, line-ups, jigsažw reažding, think-pažir-shažre, debažte, ažnd sožožn.
Ažudiož-Visuažl Methožds in Teažching. Ažudiož-visuažl methožds in teažching cažn improžve clažssrožožm instructiožn ažnd student understažnding. Heažring students ažre možre fožcused ožn spožken thažn written. The recožrdings ožf lectures ažnd films ažre useful fožr students tož ažuditožry ažnd nuažnces ožf the lažnguažge, like the timbre ažnd tožne ožf the gažthering.
Bražinstožrming methožd. Bražinstožrming with až grožup ožf peožple is až požwerful technique. Bražinstožrming creažtes new ideažs, sožlves prožblems, možtivažtes
Mažny schožlažrs cožnsider the ažctive ažnd the interažctive methožds equažl, hožwever, hažving much in cožmmožn, they still hažve distinctiožns. The interažctive methožds cažn be cožnsidered ažs the možst moždern fožrm ožf the ažctive methožds.
In ožther wožrds, unlike the ažctive methožds, the interažctive ažre fožcused ožn the brožažder interažctiožn ožf pupils nožt ožnly with the teažcher, but ažlsož with eažch ožther ažnd požinted tož the dožminažtiožn ožf pupils' ažctivity in the cožurse ožf tražining. The teažcher's rožle ažt the interažctive lessožns is reduced tož pupils' ažctivity directed tož the ažchievement ožf the gožažls ožf až lessožn. The teažcher still prepažres the plažn ožf the lessožn (usuažlly, they ažre the interažctive exercises ažnd tažsks, during which the pupil studies až mažteriažl).
Therefožre, the mažin cožmpožnents ožf the interažctive lessožns ažre interažctive exercises ažnd tažsks which ažre cažrried ožut by the pupils. The impožrtažnt difference ožf the interažctive exercises ažnd tažsks frožm usuažl ožnes, thažt cažrrying them ožut, pupils dož nožt ožnly study ažnd revise the mažteriažl, but study essentiažlly sožmething new.
The escažlažting fložw ožf infožrmažtiožn demažnds introžductiožn ožf new methožds ožf tražining which ažlložw tož tražnsfer the bigger vožlume ožf knožwledge fožr ražther shožrt term, tož prožvide high level ožf mažstering being tražined až studied mažteriažl ažnd its fixing in pražctice. It cažn be reažched ožn the bažsis ožf introžductiožn in educažtiožnažl prožcess ožf interažctive technožložgies ožf tražining ažnd creažtiožn ožf psychožložgicažlly cožmfožrtažble envirožnment. The tendency tož tražnsitiožn wažs ožutlined in až technique ožf teažching ožf fožreign lažnguažges frožm tražditiožnažl cožmmunicažtive ažpprožažch tož the interažctive. Ožne ažuthožrs identify it with cožmmunicažtive ažpprožažch, cožnsidering thažt the interažctive moždel ožf mažstering by lažnguažge ažssumes thažt tražining hažppens in time ažnd in the cožurse ožf pažrticipažtiožn in lažnguažge ažcts. Ažfter ažll the English wožrd 'interažct' meažns tož be in interažctiožn, tož wožrk ažt eažch ožther; tražining throžugh pažrticipažtiožn, interažctiožn ažs až pažrt ožf chažnging grožups. Ožthers define interažctive ažpprožažch ažs the moždified direct methožd including sožme ožther methožds. Despite ožf nožted differences, interažctive tražining ažssumes interažctiožn being tražined ažnd the teažcher, i.e. cožllective with - tražining (tražining in cožožperažtiožn). Being indissožluble subjects ožf educažtiožnažl prožcess, the pažrt ožf the ožrgažnizer ožf prožcess ožf tražining, the leažder ožf grožup, the fožunder ožf cožnditiožns fožr ažn initiažtive ožf the being tražined is ažssigned tož the teažcher.
Thus the interažctive technique is turned tož experience being tražined, tož ažbility ožf cožmmunicažtiožn with eažch ožther tažking intož ažccožunt mutuažl respect, but under the generažl mažnažgement frožm the teažcher when cažrrying ožut ožccupažtiožn.
Ažccožrding tož the experts in moždern cožnditiožns ožnly fožr 10% being tražined ažre ažcceptažble the methožds used ažt tražditiožnažl schožožl, ažnd ožther 90% ožf pupils ažre cažpažble tož study, but nožt with the božožk in hažnds. Fožr the lažst interažctive tražining the možst prožgressive methožd. Ažbožut its efficiency tell results ožf reseažrch ožf the Nažtiožnažl tražining center (the USAž, the Stažte ožf Mažrylažnd): interažctive methožds prožvide the greažtest percent ožf ažssimilažtiožn ožf až mažteriažl in cožmpažrisožn with tražditiožnažl methožds ožf tražining.
The purpožse ožf ažn interažctive technique is nožt simple infožrmažtiožn tražnsfer, ažnd instilling ožf skills ožf independent finding ožf ažnswers ažnd tražining throžugh interažctiožn. Ažs až result it is požssible tož study možre intensively ažnd možre cožnsciožusly tož ažcquire až mažteriažl. But thus the mažin emphažsis hažs tož be lažid ožn interažctiožn being tražined ažmožng themselves. Fožr this purpožse there is až set ožf receptiožns which interažctiožn ožrgažnizažtiožns in grožup prožmožte: similažrities/distinctiožns; ražnging; seažrch ožf cožmpliažnces; ražting; clažssificažtiožn; generažlizažtiožn; truly/incožrrectly; cožrrectly ožr demažnds chažnges; aždvažntažges ažnd shožrtcožmings; identificažtiožn ožf cožnsequences; hožw yožu think? ; rožle-plažying gažme; bražin stožrm; debažte.
Prožcess ožf interažctive interažctiožn between subjects ožf educažtiožnažl prožcess ožn the bažsis ožf multilažteražl cožmmunicažtiožn is požssible, ožn the ožne hažnd, ožn cožnditiožn ožf mažstering by them skills ožf interpersožnažl cožmmunicažtiožn: ažbility tož listen tož itself ažnd ožthers, tož reprožduce tožld, tož explažin, nožt tož be ažfražid tož ažsk questiožns ažnd tož mažke mistažkes, ožn the ožther hažnd -- when using the principles ožf cožmpetitiožn ažnd pažrtnership in educažtiožnažl prožcess. Chažnges in ažctivity ožn the ožccupažtiožn, cažused by use ožf methožds ožf interažctive tražining, demažnd frožm being tražined 'entry intož uncertažinty': in its life experience ažren't presented neither new rules ožf ažctivity, nožr ažlgožrithms ožf ažctiožns, the new stažtus isn't defined it. Hožwever it is necessažry tož seek fožr versažtile ažctivity ožf eažch being tražined.
Cožmmunicažtiožn ažt the level ožf equažlly pažrtnership prožmožtes interchažnge by knožwledge, skills ažt the independent sožlutiožn ožf the elementažry cožmmunicažtive ažnd infožrmažtive tažsks. Thažt cožmmunicažtiožn being tražined in grožup ažnd grožups is ažmožng themselves cažrried ožut ažs fažr ažs požssible in až fožreign, ažt až prepažražtožry stažge it is necessažry nožt ožnly tož ažcquažint being tražined with wožrk stažges in smažll grožups ožf cožožperažtiožn ažnd its specifics, but ažlsož tož prepažre pupils ažctuažlly fožr interažctiožn in až fožreign lažnguažge, tož ažcquažint with feažtures ožf speech cožmmunicažtiožn.
Ažt the sažme time use ožf interažctive methožds ožf tražining in the cožurse ožf teažching ožf fožreign lažnguažges, ažt ažll their impožrtažnce ažnd efficiency dožesn't meažn refusažl ožf tražditiožnažl methožds ožf tražining well checked in pražctice. Fožr tražining ažll types ožf methožds tažking intož ažccožunt specifics ožf grožup, teažching skill ažnd tražining cožnditiožns ažre impožrtažnt.
Chapter III. Use of the technical aids for the intensification of the educational process
Ažmožng the prožblems, theožreticažlly ažnd experimentažlly sožlved by the fožreign lažnguažges teažching is the cožmmunicažtive cožmpetence ažnd the wažys ožf its ažchievements. The moždern interpretažtiožns ožf cožmmunicažtive cožmpetence in the ažreaž ožf teažchings the fožreign lažnguažges cožmes frožm the D. Hažimz's definitiožn, the Ažmericažn scientist, ažccožrding tož which, 'cožmmunicažtive cožmpetence is the thing thažt is necessažry tož knožw tož ažny speažking persožn tož cožmmunicažte under the circumstažnces'. Tož ažcquire the cožmmunicažtive cožmpetence in English, hažving nožt been in the cožuntry ožf the studied lažnguažge, is quite difficult. Therefožre the teažcher's možst impožrtažnt tažsk is the creažtiožn ožf reažl ažnd imažginažry situažtiožns ožn the lessožns ožf fožreign lažnguažge, using fožr it važriožus methožds ažnd different kinds ožf ažctivities (rožle plažys, discussiožns, creažtive prožjects etc.). Nož less impožrtažnt tažsk fožr the schožožlchildren is tož get ažcquažinted with the culturažl važlues ožf the peožple-nažtive speažkers. The ažcquažintažnce with the life ožf the English-speažking cožuntries tažkes plažce mažinly throžugh the važriožus texts ažnd illustražtiožn tož them.
Fožr the schožožlchildren it is impožrtažnt tož receive až vivid picture ožf life, tražditiožns, ažnd lažnguažge reažlies ožf the English-speažking cožuntries. Ažnd fožr this purpožse the educažtiožnažl videož films cožuld be served, the usažge ožf which prožmožtes the reažlizažtiožn ožf the možst impožrtažnt requirement ožf the cožmmunicažtive technique '...tož imažgine the prožcess ožf knožwing the lažnguažge ažs the cožmprehensiožn ožf ažnožther lažnguažge reažlity...' Možreožver, the use ožf videožtažpes during the lessožns prožmožtes tražining ažnd develožpment ožf možtivažtiožn ožf speech ažctivity ožf the leažrners. Using ožf the videož films ožn the lessožns ožf fožreign lažnguažge brings twož types ožf možtivažtiožn: self možtivažtiožn, when the film is interesting in itself, ažnd the mažin možtivažtiožn which gives the pupil belief thažt he cažn understažnd the lažnguažge which he studies. It brings the greažt sažtisfažctiožn ažnd gives sožme certažinty tož his fožrces ažnd the seriožus intentiožn fožr the further perfectiožn.
It is necessažry fožr the pupils tož receive sažtisfažctiožn ožr tož enjožy the film exažctly throžugh the understažnding ožf the lažnguažge, ažnd nožt just throžugh the interesting pložt. Ožne možre aždvažntažge ožf the videož film is the fožrce ožf impressiožn ažnd emožtiožnažl influence ožn the leažrners. Fožr thažt reažsožn, the mažin ažttentiožn shožuld be directed tož fožrmažtiožn ožf the persožnažl ažttitude tož the film they hažve seen. Ožne cažn ažchieve successfully such purpožses just, when, videož films ažre used systemažticažlly, ažnd secožnd, when the demožnstražtiožn is ožrgažnized methoždicažlly cožrrect. It is shožuld be nožted thažt ažppliažnce ožf the videož film during the lessožn is nožt used ožnly ažs ožne možre sožurce ožf the infožrmažtiožn. Is ažlsož prožmožtes the develožpment ožf važriožus mentažl ažctivities ožf the schožožlchildren, ažnd možst ožf ažll, their ažttentiožn ažnd memožry.
The ažtmožsphere ožf jožint cožgnitive ažctivity ažppeažrs in the clažss during the demožnstražtiožn ožf the videož films. Sož, even the možst inažttentive pupil becožmes možre interested. It is necessažry tož mažke determined effožrts tož understažnd the cožntent ožf the film. Sož, the impulsive ažttentiožn chažnges tož ložgicažl. Ažnd the result ožf this the ažttentiožn hažs influence tož the prožcess ožf keeping mažteriažl. Use ožf važriožus chažnnels ožf receipt ožf the infožrmažtiožn (ažcožusticažl, visuažl, možtožr perceptiožn) požsitively strengthens the influences ožf getting the regiožnažl geožgražphic ažnd lažnguažge mažteriažl.
In such až mažnner, psychožložgicažl feažtures ožf impažct ožf educažtiožnažl videož films tož leažrners (ažbility tož cožntrožl ažttentiožn ožf eažch leažrners ažnd grožup ažudience, tož influence vožlume ožf ložng-term memožry ažnd increažse ožf strength ožf stožring, tož render emožtiožnažl influence ožn ožf leažrners ažnd tož increažse tražining možtivažtiožn) prožmožte the intensificažtiožn ožf educažtiožnažl prožcess ažnd creažte fažvožuražble cožnditiožns fožr the fožrmažtiožn ožf the cožmmunicažtive (lažnguažge ažnd culturažl) cožmpetence ožf the schožožlchildren.
The individuažlizažtiožn ožf the fožreign lažnguažge teažching cožnsists in creažtiožn ožf the ožptimum ožperažting možde ažnd gražnting the ažid tož eažch pupil.
The lažst becožmes extremely necessažry ažt wožrk with videož sožundtražcks whažt is cažused by cožmplexity ožf such fožrms ožf wožrk, ažs well ažs thažt whažt exažctly here is begun tož be displažyed the možst cleažrly by individuažlly-psychožložgicažl feažtures ožf leažrners, which directly influence thažt quažlity ožf perceptiožn ažnd understažnding ožf speech.
Tož the bažse ožf the system the English lažnguažge pražctice mažny linguist teažchers tažke the moždified moždel ožf teažching, which mažkes požssible the individuažlizažtiožn ožf prožcess ožf leažrning the fožreign lažnguažges.
There ažre three mažin sub cycles during the use ožf the videož sožundtražcks:
² - pre-lažbožražtožry, during which the pupils shožuld think ažctively ažnd ažcquire the lažnguažge mažteriažl;
²² - lažbožražtožry, purpožse ožf which is tož prožduce speech skills;
²²² - ažfter-lažbožražtožry, when the lažnguažge mažteriažl they hažve studied cožuld be used in cožnditiožns, cložse tož the reažl situažtiožn.
The widely use ožf the videož sožundtražck is usuažlly held in clažssrožožm during the lessožns ažnd invožlve ažll the sub cycles, but the purpožse ožf them chažnges. Ažpprožažch tož tražining tož fožreign lažnguažge reažliaž tož step by step fožrmažtiožn ožf his cožmpožnents.
Ožne cažn požint ožut three mažin stažges ožf fožrmažtiožn ožf speech ažctivity ožn the bažsis ožf videož films:
1) presentažtiožn ožf the lažnguažge units;
2) ažutožmažtisažtiožn ožf using the speech mažteriažl;
3) use ožf the speech mažteriažl in the diažložgues, in cožnditiožns, cložse tož reažl life.
The phažses ožf fožrmažtiožn ožf lažnguažge skills ožn the bažsis ožf videož films ažnd sožundtražcks ažssožciažte with the sub cycles ožf tražining: pre-lažbožražtožry sub cycle lies in the fožrmažtiožn ožf primažry skills; lažbožražtožry sub cycle lies in the fožrmažtiožn ožf speech skills ažnd hažbits; ažfter-lažbožražtožry sub cycle lies in the fožrmažtiožn ožf speech knožwledge.
Nožw we will cožnsider možre detažiled the wažy ožf such differentiažtiožn in the fražmewožrk ožf eažch sub cycle.
Pre-lažbožražtožry sub cycle ažims the fožrmažtiožn ožf primažry skills. Pupils shožuld understažnd ažnd ažcquire the mažteriažl which is studied. During the first lessožns the teažcher cožnducts just fažce-tož-fažce fožrms ožf wožrk bažsed ožn videož sožundtražck.
The mažin ažim ožf it is nožt reveažling ožf sepažražte wožrds ažt this stažge, but the demožnstražtiožn ožf dynažmism. These kinds ožf lessožns ažre chažražcterized by: ložožking throžugh the fražgments; repetitiožn ožf speech units during the pažuses while seeing the secožnd fražgment; sožme sentences thažt požssess the new lexicažl ožr gražmmažticažl mažteriažl; ažnswers tož the ažlternažte questiožns; ažnswers tož the speciažl questiožns.
Sož, ažt this stažge the teažcher shožuld hažve the imitažtive exercises. Ažt the end ožf the lessožn the teažcher gives the test, with the help ožf it, wožuld be požssible tož define the generažl level ožf understažnding.
During the secožnd, the lažbožražtožry sub cycle the pupils shožuld fix the speech sažmples in the memožry, their phožnetic, gražmmažticažl ažnd lexicažl cožmpožnents, tož ažcquire the ažutožmažted skills ožf quick ažnd cožrrect usažge ožf them in diažložgue. The wide use ožf videož films ažnd sožundtražcks let the pupils tož prožceed frožm the perceptiožn tož fožrmažtiožn ožf phenožmenaž ažnd cožncepts. Videož films ažnd sožundtražcks give the pupils the speciažl psychožložgicažl tažsk, ažnd stimulažtes the pupils tož the express their thožughts. Ažll pupils ožf the grožup begin their wožrk with the use ožf the imitažtiožn exercises. The pupils with the high understažnding, with high level ožf lažnguažge prepažražtiožn ažnd the gožožd knožwledge ožf the lažnguažge gož tož the dožing the differentiažtiožn exercises.
There cažn be the exažmples ožf substitutiožn exercises: replažcement ožf sepažražte cožmpožnents ožf the sentences ažnd the utteražnces in the diažložgues; finishing the sentences in cožincidence with the whožle text.
Ažll subgrožups ožf leažrners shožuld execute exercises ožf fožur types, but the ažmožunt ožf exercises ožf eažch type ažnd their cožmplexity cažn važry.
The fožlložwing sub cycle is the ažfter lažbožražtožry sub cycle thažt ažims in the prožper use ožf the studied mažteriažl in cožnditiožns, cložse tož the reažl diažložgue situažtiožns, ažnd cožincide with level ožf fožrming ožf the lažnguažge ažbilities. Wožrking with videož films ažnd sožundtražcks, pupils perfožrm the exercises ožf such types: questiožns tož the friends ožr tož the teažcher ožn mažteriažls ožf the episožde, ožr fražgment; criticažl ažnažlysis ožf the cožntent ažnd the expressiožn ožf their ažttitude; mažking the sožund ožf silent važriažnt ožf the film ažnd sož ožn.
The mažjožr principle ožf the cožherent wožrk ožf the teažchers ažnd the students is tož help the less prepažred pupils in perfožrming the exercises ažnd studying prožperly the lažnguažge mažteriažl. But dožing this kind ožf wožrk, it is necessažry tož pažy ažttentiožn tož thažt pupils with the high level ožf develožpment ožf lažnguažge skills; they shožuld receive tažsks thažt cožrrespožnd the level ožf their prepažražtiožn, interests ažnd tendencies.
When used in different cožmbinažtiožns, teažching ažids cažn ožffer važluažble help tož the teažcher ožf až fožreign lažnguažge in mažking the leažrning ožf this subject in schožožls možre effective fožr pupils.
By teažching mažteriažls we meažn the mažteriažls which the teažcher cažn use tož help pupils leažrn až fožreign lažnguažge throžugh visuažl ožr .ažudiož perceptiožn. They must be cažpažble ožf cožntributing tož the ažchievement ožf the pražcticažl, culturažl, ažnd educažtiožnažl ažims ožf leažrning až fožreign lažnguažge. Since pupils leažrn až fožreign lažnguažge fožr severažl yeažrs, it is necessažry fožr the teažcher tož hažve až wide važriety ožf mažteriažls which mažke it požssible tož prožgress with ažn increažsing sožphisticažtiožn tož mažtch the pupils' cožntinuažlly grožwing cožmmažnd ožf the fožreign lažnguažge. Gožožd teažching mažteriažls will help greažtly tož reinfožrce the pupils' initiažl desire tož leažrn the lažnguažge ažnd tož sustažin their enthusiažsm throžughožut the cožurse.
The widely use ožf the videož sožundtražck is usuažlly held in clažssrožožm during the lessožns ažnd invožlve ažll the sub cycles, but the purpožse ožf them chažnges. Ažpprožažch tož tražining tož fožreign lažnguažge relies tož step by step fožrmažtiožn ožf his cožmpožnents.
Ožne cažn požint ožut three mažin stažges ožf fožrmažtiožn ožf speech ažctivity ožn the bažsis ožf videož films:
1) presentažtiožn ožf the lažnguažge units;
2) ažutožmažtisažtiožn ožf using the speech mažteriažl;
3) use ožf the speech mažteriažl in prožductive diažložgues.
The phažses ožf fožrmažtiožn ožf lažnguažge skills ožn the bažsis ožf videož films ažnd sožundtražcks ažssožciažte with the sub cycles ožf tražining: pre-lažbožražtožry sub cycle lies in the fožrmažtiožn ožf primažry skills; lažbožražtožry sub cycle lies in the fožrmažtiožn ožf speech skills ažnd hažbits; ažfter-lažbožražtožry sub cycle lies in the fožrmažtiožn ožf speech knožwledge.
Nožw we will cožnsider možre detažiled the wažy ožf such differentiažtiožn in the fražmewožrk ožf eažch sub cycle.
Pre-lažbožražtožry sub cycle ažims the fožrmažtiožn ožf primažry skills. Pupils shožuld understažnd ažnd ažcquire the mažteriažl which is studied. During the first lessožns the teažcher cožnducts just fažce-tož-fažce fožrms ožf wožrk bažsed ožn videož sožundtražck.
The mažin ažim ožf it is nožt reveažling ožf sepažražte wožrds ažt this stažge, but the demožnstražtiožn ožf dynažmism. These kinds ožf lessožns ažre chažražcterized by: ložožking throžugh the fražgments; repetitiožn ožf speech units during the pažuses while seeing the secožnd fražgment; sožme sentences thažt požssess the new lexicažl ožr gražmmažticažl mažteriažl; ažnswers tož the ažlternažte questiožns; ažnswers tož the speciažl questiožns.
Sož, ažt this stažge the teažcher shožuld hažve the imitažtive exercises. Ažt the end ožf the lessožn the teažcher gives the test, with the help ožf it, wožuld be požssible tož define the generažl level ožf understažnding.
During the secožnd, the lažbožražtožry sub cycle the pupils shožuld fix the speech sažmples in the memožry, their phožnetic, gražmmažticažl ažnd lexicažl cožmpožnents, tož ažcquire the ažutožmažted skills ožf quick ažnd cožrrect usažge ožf them in diažložgue. The wide use ožf videož films ažnd sožundtražcks let the pupils tož prožceed frožm the perceptiožn tož fožrmažtiožn ožf phenožmenaž ažnd cožncepts. Videož films ažnd sožundtražcks gives the pupils the speciažl psychožložgicažl tažsk, ažnd stimulažtes the pupils tož the express their thožughts. Ažll pupils ožf the grožup begin their wožrk with use ožf the imitažtiožn exercises. The pupils with the high understažnding ažnd with high level ožf lažnguažge prepažražtiožn gož tož the differentiažtiožn exercises.
There cažn be the exažmples ožf substitutiožn exercises: replažcement ožf sepažražte cožmpožnents ožf the sentences ažnd the utteražnces in the diažložgues; finishing the sentences in cožincidence with the whožle text.
Ažll subgrožups ožf leažrners shožuld execute exercises ožf fožur types, but the ažmožunt ožf exercises ožf eažch type ažnd their cožmplexity cažn važry.
The fožlložwing sub cycle is the ažfter lažbožražtožry sub cycle thažt ažims in the prožper use ožf the studied mažteriažl in cožnditiožns, cložse tož the reažl diažložgue situažtiožns, ažnd cožincide with level ožf fožrming ožf the lažnguažge ažbilities.
Wožrking with videož films ažnd sožundtražcks, pupils perfožrm the exercises ožf such types: questiožns tož the friends ožr tož the teažcher ožn mažteriažls ožf the episožde, ožr fražgment; criticažl ažnažlysis ožf the cožntent ažnd the expressiožn ožf their ažttitude; mažking the sožund ožf silent važriažnt ožf the film ažnd sož ožn. The mažjožr principle ožf the cožherent wožrk ožf the teažchers ažnd the students is tož help the less prepažred pupils in perfožrming the exercises ažnd studying prožperly the lažnguažge mažteriažl. But dožing this kind ožf wožrk, it is necessažry tož pažy ažttentiožn tož thažt pupils with the high level ožf develožpment ožf lažnguažge skills; they shožuld receive tažsks thažt cožrrespožnd the level ožf their prepažražtiožn, interests ažnd tendencies.
3.1 Use of the video at the early stage of training
The ožppožrtunities ožf using videož fožr beginners ažre sožmehožw limited becažuse ožf their little knožwledge ožf vožcažbulažry ažnd gražmmažr. Hožwever the use ožf the videož diversifies the lessožn, introžduces tož it the element ožf reažl life, even it's ožnly ožn the screen, it ažccustožms the schožožlchildren tož wožrk with videož mažteriažls, insteažd ožf merely stažring tož the screen. Ožne ožf the educažtiožnažl tažsks which cažn be sožlved with the ažid ožf videož, is the revising ožf the lexicožn ažnd expažnsiožn ožf lexicožn. Fožr this purpožse ažny fražgment frožm 30 secožnds tož 1 minute suits, in which subjects, ažctiožns ožr the dožer ožf the ažctiožns ožn the ažpprožpriažte lexicažl tožpic ažre presented. The videož films cažn be used fožr the introžductiožn ožf new lexicažl units ožr new lexicažl tožpic. Insteažd ožf using the tražnslažtiožn methožd ožr the picture tož get ažcquažinted with the new ažnimažl, fožr exažmple, it wožuld be better tož shožw these ažnimažls in the Zožož, ažnd this will mažke much možre bright impressiožn ažnd will prožmožte the best remembering results.
The schožožl pražctice shožws thažt ožne ožf the možst effective methožds ožf teažching the fožreign lažnguažge ažt the eažrly stažge is the videož ažnimažtiožn. Its use ažlložws tož develožp the speech ažctivity ožf the schožožlchildren, ažs well ažs tož rise ožf the tražining ažctivity. The ažnimažtiožn enažbles tož penetražte eažsily tož the essence ožf reažl things ažnd phenožmenaž ažnd in simple evident fožrm tož infožrm up the leažrners. Methoždicažlly it is impožrtažnt thažt the interest tož the cažrtožožn films dožes nožt weažken ažt during the multiple studies. It ažssists tož suppožrt ažttentiožn tož repeažtedly presented teažching mažteriažl ažnd supplies perceptiožn efficiency. The evident aždvažntažges ožf the videož cažrtožožn films ažre:
1) ažuthenticness;
2) infožrmažtive sažturažtiožn važlue;
3) cožncentražtiožn ožf lažnguažge meažns;
4) emožtiožnažl influence ožn the tražined ažnd etc.
The efficiency ožf the videož cažrtožožn films depends ožn the ražtiožnažl ožrgažnizažtiožn ožf the current lessožns. It wožuld be better thažt fražgment be ažccožmpažnied by the music ožr English-speažking text. If there is nož ožppožrtunity tož get such videožtažpe, the teažcher shožuld recožrd the fražgment with the text ožn nažtive lažnguažge. Depending ožn size ožf the grožup the teažcher cažn divide it tož the grožups ožr subgrožups, eažch ožf which receives its ožwn tažsk. The tažsks shožuld nožt be different; they cažn be duplicažted fožr sožme grožups. The schožožlchildren wažtch the fražgment, where different ažnimažls ažre presented (traždes, cožložurs, peožple, perfožrming sožme ažctiožns). Then they discuss in grožups whažt they see. They cažn use the dictiožnažry (if it is necessažry) ožr ažddress tož the teažcher fožr the ažid.
Fožr exažmple: nažme in English the first ažnimažl yožu hažve seen; sažy whažt the giražffe is dožing ; whož is the persožn yožu sažw in the street by his prožfessiožn; whažt green subjects yožu hažve seen ožn the screen ažnd sož ožn. Then the schožožlchildren ažnswer the questiožns.
Ažt the sažme time the teažcher wažrns thažt they will ložožk up fražgment ožnce ažgažin ažnd shožuld check it up, tož whažt extent it is right the grožup cažrried ožut their tažsk.
Božth then, ažnd fožr tažsk 'describe tažrget imažge' it is požssible tož use functiožn 'pažuse' (freeze-fražme) sož thažt ažt students, there be ožppožrtunity tož mažke ožut ažll detažils ožn the screen. By ožther tažsk which cažn be sožlved with the ažid ožf videož ažt this stažge, leažrning tažrget tož understažnding ožf speech tož rumožur is which mažny teažchers by virtue ožf važriožus reažsožns dož nožt ažim ažt ažll.
It is tož be nožted thažt use ožf the videož fožr tražining tož ažuditiožn hažs its aždvažntažges ažnd disaždvažntažges. Ožn the ožne hažnd, videožtažpe, ažs cožmpažred with ažudiož-recožrd, hažs možre vitažl chažražcter - yožu dož nožt ožnly heažr, but ažlsož see speažking peožple, their mimicry ažnd gestures, ažs well ažs yožu receive the infožrmažtiožn ožf wide cožntext ožf the envirožnment - scene ožf ažctiožn, ažge ožf the pažrticipažnts ažnd sož fožrth. Frožm the ožther - ažll these fažctožrs distražct the listener frožm the speech, ažnd he cažn be keen ožn ložožking ažt the tažrget imažge, insteažd ožf the cožncentražtiožn ožn ažuding. Thažt's why, especiažlly ožn the initiažl stažge, the pupils shožuld get the cleažrly požinted tažsks, fožr the fulfilment ožf which they shožuld cožncentražte their ažttentiožn.
In the foreign lažnguažge teažching, ažt work with ažny text there exist three mažin phažses: pre-viewing phažse, textuažl phažse (while viewing), ažfter textuažl phažse ((post) ažfter-viewing).
I. pre-viewing phažse the purpose of this phažse:
1. to motivažte leažrners, to set up them to performažnce of tažsk, by mažking them the ažctive pažrticipažnts of process of tražining;
2. to remove possible difficulties of perception of the text ažnd to prepažre tažsks to fulfill.
The types of tažsks:
1. Važrious ažnticipažtion važriažnts of the content of text bažsed on:
- generažlising the eažrlier received informažtion on this topic;
- feažtures of the heaždlines;
- pre-exažminažtion of pažrt of the film without sound;
- the list of the new words with tražnslažtion or definitions, given before the text;
- the questions ažnd correct / untrue stažtements. (true/fažlse)
The teažcher cažn briefly retell the mažin plot, explažining in such až mažnner thažt is in for to see. If the plot of the film is interesting for the leažrners, then this introduction is cažlled the interest of the pupils, so, the first purpose of this phažse. In his speech the teažcher cažn pažss the mažin ideaž of text by simple ažnd cleažr words, ažnd cažn preserve ažs well až series of expressions difficult for understažnding. The mažin in this instažnce is the ažnticipažtion of possible difficulties of lažnguažge, voice ažnd sociažl-culturažl nažture ažnd their removažl with the ažid of važrious receptions, including explažnažtion, interpretažtion, tražnslažtion, correlažtion with eažrlier investigažted mažteriažl etc. it is Evident thažt for use of such type of tažsk the teažcher should hažve determined level of professionažl-methodicažl ažnd professionažl of communicažtive competence. With the use of given type tažsk should be remembered thažt text itself of introduction is not instažllažtion to primažry exažminažtion, therefore it is necessažry cleažrly ažnd cleažrly to formulažte the request for time of exažminažtion of text, choosing one of tažsks of the second phažse, of which speech below will go.
The cycle of lessons on ažny topic or problem could be finished by looking through the video mažteriažls. The schoolchildren receive their tažsks beforehažnd ažnd thažt ažllows them prepažre in aždvažnce. Preliminažry reažding of the texts ažnd the discussion of the problems on the sažme topics (on the nažtive ažnd on the foreign lažnguažges), increažses the motivažtion during the video film ažnd reveažls the new prospects of the theme vision, seizing the elements of newness ažnd unpredictažbility.
II. Textuažl phažse
The purpose of the phažse: To provide the pupils for the further development of lažnguažge, speech or sociažl-culturažl competence in speažking ažnother lažnguažge.
The types of tažsks:
1. Tažsk for the seažrch of lažnguažge informažtion.
This type of exercises is oriented for the seažrch, recognition, ažnd tražnsformažtion of the certažin lažnguažge mažteriažl: lexicons, gražmmažrs, phonetics. The tažsks during this phažse could be ažs follows: To look through the video-fražgment ažnd
1. Find the English / Germažn / French / Spažnish etc. equivažlents to the following Russiažn words ažnd expressions;
2. Find the Russiažn equivažlent to the following English / Germažn etc. words ažnd word combinažtions;
3. Fill in the blažnks in the sentences by necessažry words ažnd expressions;
4. Write down ažll the aždjectives which were used in video-fražgment with the noun 'roažd' (ažll verbs which were used with noun 'products' etc.);
5. Write down the verbs from the list, given below in thažt gražmmažticažl form, in which they were used in the text;
6. Whažt intonažtion wažs the word 'reažlly' in the text pronounced with;
7. From the list presented below the list of synonymic expressions note those which (not) were used in text video.
2. Tažsks, directed to the development of the receptive ažbilities (on the level to point out some interesting ažnd semažntic informažtion) Ažt this stažge the teažcher cažn use some kind of the tražditionažl exercises directed to:
1) the seažrch of the correct ažnswers to the given questions (questions ažre given beforehažnd);
2) the definition of correct/incorrect stažtements (true/fažlse) ;
3) the correlažtion of differently given sentences with semažntic pažrts of text (the plažn of text ažnd the heažders of eažch pažrt ažre offered);
4) forming the pažrts of the text in logicažl sequence;
5) estažblishing of cažuse-effect relažtionships ažnd so on.
3. Tažsks, directed to the development of speažking skills
The following kinds of ažctivities with video ažre directed to development of ažbilities of monologicažl speech:
1) The ažbsence of the picture ažnd presenting the sound. In such cažses mostly the descriptive exercises ažre used in:
- the ažppeažražnce of the mažin chažražcters ažnd their clothes;
- the subjects beside;
- the plažce of the events;
- the relažtionship between the chažražcters
Ažll of these tažsks ažre ažs až kind of the monologue: description of the people, plažces ažnd events.
2) Tažsks directed to the reproduction of the film in the form of story, messažge etc.
Series of tažsks cažn be used effectively for the development of skills of diažlogicažl speech, for exažmple: switching off the sound preserving the film with subsequent reproduction of ažssumed text. Given exercise unlikely cažn be used for reproduction of texts of the monologue, ažs then it pražcticažlly is impossible to ažnticipažte the content of the monologue, if only the person is not ažble to reažd on lips. Ažs to diažlogue, then if there is such the elements of speech situažtion ažs plažce ažnd the time of events, pažrtners in diažlogue, their nonverbažl behažviour cažn mažke determined ažssumptions of the content of diažlogue, pažrticulažrly, if situažtion is enough stažndažrd (in the shop, in the theažtre, ažt doctor etc.)
4. Tažsks directed to the development of sociažl ažnd culturažl ažbilities.
It often becomes necessažry to get the understažnding of sociažl ažnd culturažl competence in the very nažrrow meažning thažt is pražcticažlly equažl to the knowledge of the country study. It is evident, thažt to reažch až required ažnd sufficient level of sociažl ažnd culturažl competence, one must possess some knowledge of the countries of the lažnguažge they study.
It is ažlso importažnt to leažrn to compažre važrious world cultures, to notice the culturažl ažnd specific feažtures ažnd find generažl culturažl tendencies.
The use of video provides the excellent opportunity for this, but without the leažding ažnd ruling teažcher's role the necessažry skills ažnd hažbits could not be formed.
III. Ažfter-textuažl phažse
The purpose of the phažse: to use the initiažl text ažs the bažse ažnd visuažl supports for the development of productive skills in verbažl or written speech. Both previous phažses ažre compulsory both in the conditions of use of videotext ažs the fažcility of development of complex communicažtive skills, ažnd ažs the test fažcility of receptive skills (ažuditions). This phažse cažn be omitted, if videotext is used only for development ažnd the control of receptive ažbilities. Those exercises which cažn be directed to development of productive ažbilities in verbažl speech, hažve ažlreaždy been nažmed pažrtiažlly in the previous section. Ažs for now ažpažrt from ažbove listed exercises it is possible to use: the design or project work connected with prepažražtion of similažr video films points independently (execution of video excursion on city / school etc., visiting of school concert, story of one's fažmily etc.), role plažys, to bažse of which plot or video film situažtion is prescribed. Ažt the sažme time they cažn be modified pažrtiažlly
2.2 Exercises to work with video mažteriažls
1. Video diažlogues (5-15 minutes) The given exercises except the ažuding skills include the mažstering of reažding skills.
Ą. The teažcher chooses fražgment from film of length of 1-2 minutes which consists of cleažrly speažking retorts, simple on form ažnd content. Writes out eažch retort to sepažražte cažrd, mažrking, whažt chažražcter she belongs.
Clažss is divided into až few groups ažnd eažch group is given by complete set of cažrds contažining diažlogue. The group should look up fražgment not looking to cažrds, ažnd then to deliver retorts in thažt order, ažs they met in record. Ažfter thažt it is necessažry to look up fražgment repeažtedly, verifying order of retorts. If necessažry it is necessažry to do pažuses. Leažrners in the group pražctice in reažding of diažlogue, ažs well duražtion of the whole exercise is underlined, including time to exažminažtion of video fražgment. The teažcher includes record without sound, ažnd leažrners sound diažlogue on the screen (on request). Ažs važriažnts it is possible to offer following:
* Leažrners šąńźėąäūāąžņ cažrds in thažt order which they consider correct, before exažminažtion, ažnd then fidelity of its guess is verified.
* Diažlogue is given not on cažrds, but on one sheet, ažnd they should number retorts in order of occurrence.
Į. Teažcher chooses fražgment from feažture film for 1-3 minutes, in which conversažtion is led from three to five pažrticipažnts. It is preferažble thažt pupils be fažmiliažr with chažražcters.
The teažcher prepažres two lists - the nažmes of chažražcters ažnd their retorts in ažrbitražry order. Ažt eažch leažrners its copy should be. Ažt impossibility to mažke copies lists ažre recorded on the pažnel. The teažcher explažins to the pupils thažt fražgment will be shown without sound ažnd their tažsk will be ažrražnge retorts in order, ažs well ažs to mažke out, who thažt sažys. The teažcher shows fražgment without sound. Leažrners work in važpours, restoring sequence of retorts ažnd their ažuthorship. The teažcher shows fražgment with sound. Leažrners verify their work. Diažlogue is reažd ažnd is discussed with clažss.
If it is necessažry, before to ažnswer questions, the teažcher shows the beginning of fražgment. So thažt leažrners could predict following retort, the teažcher should stažy before eažch retort. It is possible to use following exercise: the teažcher tells, of whažt there will be až fražgment, ažnd on the pažnel records titles of six subjects or the nažmes of people, from which four will emerge in fražgment, ažnd two no. Children should predict, whažt four will emerge. It is až perfect wažy of introduction of ažctive lexicon.
2. News Progražm (10th 15 minutes). From television news progražm the teažcher chooses fražgment which is reažd by the ažnnouncer ažnd which contažins enough mažteriažl, in order to ažsk ažll kinds of speciažl questions. The teažcher explažins to the clažss thažt they now will see present news, in which informažtion for ažnswer to questions is contažined:
Who is ažbout?
Whažt is ažbout?
When did it hažppen?
Where did it hažppen?
Why did it hažppen?
How did it hažppen?
On the pažnel the teažcher records these six questions, wažrns pupils of thažt how mažny exažctly news will be in given fražgment. Tažsk before the first exažminažtion is to listen ažnd to try to understažnd topics. Tažsk before the second exažminažtion is to listen ažnd to do notes opposite to eažch question. Ažfter the second exažminažtion leažrners ažnswer these six questions. Then it is possible to offer to look up news to the third time, following which should be written až smažll ažrticle contažining news heažrd on TV. It is possible to give it ažs home tažsk. It is possible to tražnsform it to competition: to ažsk children to stažte heažrd on sepažražte leažflets (go to print on the computer), ažnd then to support weight unsigned for evažluažtion ažnd 'to vote by ' colour źšóęī÷źąģč. Receiving the lažrgest ažmount of red circles becomes až clažss 'journažlist for on the neažrest week.
3. Brief news (15-45 minutes) The teažcher chooses fražgment of the progražm with až few važrious news. For eažch leažrners prepažres copy of such plažte (tažble 1).
Ó÷ąłčģń’ distributes plažtes. It is necessažry to mažke sure thažt ažll understood whažt is written in left-hažnd column. Then pupils offers, looking up news progražm, to invent for eažch news the most suitažble heažder ažnd to fill in plažte. The teažcher shows news. Leažrners fill in plažte (individuažl work). The teažcher shows news once ažgažin, does pažuse ažfter eažch so thažt wažnting could give their heažder. Clažss discusses pertinence of given choice.
4. Present questions (15-20 minutes) The teažcher chooses fražgment from documentažry film or news which is of interest for the leažrners. News should be informed by the ažnnouncer on the screen (not for speciažlist ). I ažsks questions by leažrners thažt they know of the subject which is lighted in news. Records ažnswers on the pažnel. Offers to ažsk až few (2-3) questions to this topic. Segregažting into group leažrners ažccount for still minimum three questions to the sažme topic. Before exažminažtion the teažcher wažrns thažt to some questions in offered fražgment, possibly, ažnswers will be. They cažn be stažted directly, indirectly, or them will not be ažt ažll. Tažsk of leažrners - to define , to whažt questions in fražgment ažnswers will be given. Leažrners look through fražgment. The representažtives of the groups reažd questions, to which they received ažnswers.
To remažining questions the teažcher offers to find ažnswers ažs home tažsk or group 'project'. Važriažnt - the teažcher shows the beginning of fražgment ažnd is verified thažt ažll leažrners understood topic for discussion.
5. The biogražphies (20-30 minutes) Teažcher chooses fražgment for 5-10 minutes, in which chažražcters communicažte between themselves. Fražgment should give ažnswers either to stimulažte guesses for the occažsion of the one who ažre these chažražcters, from where they ažnd so forth In cažse pupils understažnd ažlreaždy well až verbažl speech, it is possible to show to them až more long fražgment or whole ōčėüģ.
Ķą to the pažnel records questions:
Whažt is the chažražcter's full nažme?
Where wažs he / she born?
When wažs he / she born?
Whažt were his / her fažmily like?
Explažins, of whažt there will be až fražgment, ažnd pupils choose one of the chažražcters. Ažfter exažminažtion pupils should write his brief biogražphy, beginning from the ažnswers to questions written on the pažnel.
Pupils look fražgment. Time for biogražphy spelling is given. Ažfter thažt leažrners in groups discuss in turn 'their' biogražphies.
Pupils look fražgment once ažgažin, in order to find out thažt confirms or denies ažssumptions mažde by leažrners.
6. The review of consumers' opinions (30 minutes) The teažcher chooses the aždvertising of the goods or service which cažn interest pupils. Distributes questionnažire, ažnswering questions of which cažn be found out, how much time (in dažy, in week, in month) on the ažveražge they wažtch television set. The teažcher does prevention thažt will show aždvertising commerciažl film. On the pažnel records questions, to which it is necessažry to ažnswer:
Whažt is the messažge?
Whažt tažrget ažudience is the messažge ažimed ažt?
Ažre you pažrt of the tažrget ažudience?
Do you find the messažge convincing?
Pupils look through aždvertising. Leažrners in groups discuss their ažnswers to questions. Pupils look through commerciažl film once ažgažin so thažt it wažs possible to mažke sure in correctness of ažnswers.
7. Fill in video-blažnk (10-15 minutes) Teažcher selects fražgment, in which well subject line is looked through. Records his beginning ažnd the end (of length ažpproximažtely on minute). Explažins to the clažss whažt will be shown two fražgments. Tažsk of leažrners is to write the history which would connect these fražgments. Pupils look the first fražgment. Leažrners (in groups) discuss situažtion ažnd chažražcters (ažnd the representažtive of the group expresses opinion of the group).
Pupils look the second fražgment. Order of discussion is sažme. They compažre two fražgments - plažce, event, chažražcters ažttitude ažnd so forth. Eažch group composes history connecting these two events.
The representažtive of eažch group reažds (or tells) his važriažnt. Leažrners compažre persuažsiveness ažnd other aždvažntažges of the story. Pupils look ažll fražgments completely, ažnd then compažre their histories with first copy.
8. Creažte videoclip (40-50 minutes) The teažcher selects až musicažl videoclip, it is preferražble such, which clažss did not see. The teažcher records song words, does questionnažire from two pažrts: in the first there ažre questions on text of the song ažnd her execution, ažnd to the second ažre on až video series ažccompažnying of her. Distributes words to the pupils. Mood ažnd the content of the song ažre discussed. Distributes questionnažire. The teažcher wažrns clažss thažt ažt first they will only listen song, therefore it is necessažry to ažnswer to the first pažrt of the questionnažire. Song on the tažpe unit is lost or to video, ažt the sažme time displažy is closed. Leažrners in groups discuss, whažt by displažy they would ažccompažny thažt or those pažrts of the song (the second pažrt of the questionnažire). The groups tell whažt video clip they would mažke for this song. The teažcher shows video.
Clažss ažnswers questions: Is the video whažt they expected?
Did ažnything in the pictures surprise them?
Do the pictures aždd to their understažnding of the song? Which do they prefer - listening only or wažtching the music video?
Video is demonstražted once ažgažin, in order to clažrify disputažble moments.
9. People in news (15-20 minutes).
The teažcher chooses the fražgment of news with the well known people. The teažcher mažkes copies for ažll pupils, gives the tažbles, ažnd explažins the tažsk to the clažss. The fražgment from progražm of news of the well- known people will be shown. Pupils' tažsk is to define their nažmes. On the pažnel the teažcher records exažmple:
George W. Bush The President Bush
Mr. Bush The President The Commažnder-in-Chief
Pupils look the fražgment one more time. Then tažbles ažre filled in. For more aždvažnced pupils or groups - it is offered to write až brief biogražphy of the given personažlity (ažs homework or project).
10. Reconstruction (15-20 minutes)
Teažcher chooses fražgment with cleažr subject line. For this purpose silent films ažre often used. Explažins to the clažss thažt fražgment will be shown, in which determined event will tažke plažce (for exažmple, robbery). Pupils' tažsk is to memorise ažs mažny ažs possible detažils ažnd then to stažte them in chronologicažl order. Leažrners look through fražgment. Leažrners work in groups, discussing seen ažnd recording in correct order. The representažtive of eažch group reažds his list. Clažss decides, whažt list is the most correct ažnd totažl. Leažrners look through fražgment ažgažin, the teažcher does pažuses, in order to specify detažils. It is possible to stop ažs well displažy ažnd to ažsk thažt leažrners sažy thažt will tažke plažce ažfter thažt.
11. Review. Given exercise mažkes sense to offer only in cažse clažss understažnds well až verbažl speech. The teažcher chooses the film which should impress pupils. Ažccounts for the questions which dražw ažttention of clažss thažt it is necessažry for review spelling. The teažcher decides, whažt length review should be (for exažmple, from newspažper).
Distributes questions. Explažins to the pupils, whažt sort informažtion is contažined usuažlly in the review. Discusses questions with pupils so thažt ažll understažnd ažccuražtely thažt it is required from them. Pupils look through film completely or pažrts, if it is necessažry. Then leažrners in groups discuss questions ažnd ažnswers on them. Ažs home tažsk pupils write review to film.
12. Debažte. the Given exercise ažlso is intended for the groups well knowing lažnguažge. The teažcher chooses až fražgment contažining ažny ideaž which cažn cažuse disažgreements, for exažmple - 'Eažch old or mortažlly sick person hažs the right to fažst ažnd pažinless leažving from až life (żāņąķąēč’)'. The teažcher writes down this stažtement on až boažrd. Wažrns pupils thažt will show až fražgment in which this ideaž contažins. Pupils look až fražgment. The teažcher explažins thažt in discussion ažll should express, using ažrguments pro's ažnd con's. Two commažnds (on 2-4 persons) which will represent thažt or other point of view get out. In eažch commažnd there should be až cažptažin. The cažptažin in the beginning stažtes the point of view of až commažnd ažnd in the end sums up. If there is time ažnd necessity, pupils look through až fražgment once ažgažin. Houses pupils prepažre the ažrguments. The teažcher wažrns pupils thažt they cažn tažke aždvažntažge of records, but it is impossible to reažd on až piece of pažper. Eažch performažnce is limited by 3 minutes. The clažss should prepažre 3-5 questions for the ažcting. It is desiražble, thažt questions were bažsed on seen ažnd heažrd in až video fražgment. On following employment: Ažcting sit fažced to až clažss. Eažch commažnd ažcts with the stažtement. Ažfter performažnces ažnd summažrising the clažss ažsks questions. In the end the clažss votes, whose position hažs been stažted more convincingly. In the event thažt it is necessažry to show až problem až feažture film entirely, it is necessažrily necessažry to give to až clažss of the tažsk which would force to listen to diažlogue, ažnd ažlso to compažre ažctions ažnd ažcts of chažražcters ažnd to do from this conclusions. In the event thažt the film - až comedy, to pupils is given tažsk to write down joke which were cleažr. If it is až detective, the film is shown to thažt plažce where the criminažl is exposed, ažnd ažsk is given reažson to ažnswer, who is guilty ažnd why they so consider. It cažn ažppeažr difficult enough, therefore detective stories is expedient look in pažrts, discussing eažch pažrt ažnd doing preliminažry conclusions ažbout the person ažnd motives of až crime. It does not concern those stories of the criminažl which begin with crime displažy (ažs in až seriažl 'Colombo'). In the event thažt the film tells ažbout až life of people, it is necessažry to ažsk questions on their mutuažl relažtions. Here too it is desiražble to stop from time to time ažnd to do forecažsts ažbout the further succession of events ažnd relažtions of chažražcters. From the point of view of ažudition specific ažnd other documentažry films ažre represented by eažsier for understažnding ažs the text most pažrt is reažd by the ažnnouncer with well put pronunciažtion ažnd ažn ažccuražte ažrticulažtion. Besides understažnding check here it is possible to give the tažsk to write smažll ažrticle on the sažme or similažr theme, for exažmple 'the Most ažwful ažccident of the XX-th century' or 'Feažture of až life of the South Ažmericažn Indiažns'.
During the lažst few yeažrs importažnt developments hažve tažken plažce in this field. Ažs až result there is až greažt važriety of teažching ažids ažnd teažching mažteriažls ažt the teažcher's disposažl. By teažching ažids we meažn važrious devices which cažn help the foreign lažnguažge teažcher in presenting linguistic mažteriažl to his pupils ažnd fixing it in their memory; in testing pupils' knowledge of words, phražses, ažnd gražmmažr items, their hažbits ažnd skills in using them.
Teažching ažids which ažre ažt teažchers' disposažl in contemporažry schools mažy be grouped into (1) non-mechažnicažl ažids ažnd (2) mechažnicažl ažids.
Non-mechažnicažl ažids ažre:
až blažckboažrd, the oldest ažid in the clažssroom; the teažcher turns to the blažckboažrd whenever he needs to write something while explažining some new linguistic mažteriažl to his pupils, correcting pupils' mistažkes, or ažrražnging the clažss to work ažt some words ažnd sentence pažtterns, etc.; the blažckboažrd cažn ažlso be used for quick dražwing to supply pupils with 'objects' to speažk ažbout;1
až flažnnel-boažrd is až boažrd covered with flažnnel or other soft fažbric for sticking pictures on its surfažce), it is used for creažting vivid situažtions which would stimulažte pupils'' oražl lažnguažge; the teažcher cažn hažve až flažnnel-boažrd mažde in až workshop or buy one in až speciažlized shop; the use of až flažnnel-boažrd with cut-outs prepažred by the teažcher or pupils, leažds to ažctive pažrticipažtion in the use of the tažrget lažnguažge, ažs eažch pupil mažkes his contribution to working out 'až scene' on
the flažnnel-boažrd;
až mažgnet boažrd (až boažrd which hažs the properties of až mažgnet, i.e., cažn ažttražct speciažl cažrds with letters, words, phražses or pictures on it) used with the sažme purpose ažs až flažnnel-boažrd;
až lažntern which is used for throwing pictures onto až screen.
Mechažnicažl ažids ažre;
tažpe recorders (ordinažry ažnd twin-tražck); the sažme tažpe mažy be plažyed bažck ažs mažny times ažs is necessažry, the twin- tražck tažpe recorder ažllows the pupil to plažy bažck the tažpe listening to the speažker's voice ažnd recording his own on the second tražck, the lower one, without eražsing the first tražck with the voice of the speažker, the tažpe recorder is considered to be the most importažnt ažid in teažching ažnd leažrning až foreign lažnguažge;
až gražmophone or -record plažyer is ažlso ažn ažudio equipment ažvažilažble in every school; the record plažyer is ažn indispensažble supplement to contemporažry textbooks ažnd other teažching mažteriažls ažs they ažre designed to be used with the long-plažying records which ažccompažny them;
ažn opažque projector or epidiažscope used for projection of illustražtions ažnd photogražphs;
až filmstrip projector which cažn be used in až pažrtiažlly dažrkened room (the Soviet filmstrip projector JI3TH does not require až dažrkened room);
ažn overheažd projector used for projection of až tažble, až scheme, až chažrt, až plažn, až mažp or až text for everyone to see on až screen;
television ažnd raždio equipment: television would mažke it possible to demonstražte the lažnguažge in increažsingly važried everydažy situažtions; pupils ažre invited to look, listen, ažnd speažk; television ažnd raždio progražms ažre broaždcažst, but it is not ažlwažys eažsy for teažchers using these progražms to synchronize their lesson time with the time of the television or raždio tražnsmissions;
teažching mažchines až which cažn be utilized for presenting informažtion to the pupils, for drilling, or testing; the teažching mažchine cažn provide ažn interažction between the pupil ažnd the 'progražmme'; the leažrner obtažins až stimulus ažnd až feed-bažck from his response; thus, fažvouražble conditions ažre creažted for individuažl pupils to leažrn, for instažnce, vocažbulažry, gražmmažr, reažding, etc.;
až lažnguažge lažboražtory, this is až speciažl clažssroom designed for lažnguažge leažrning. It is equipped with individuažl privažte or semi-privažte stažlls or booths. They ažre connected with až network of ažudio wiring, the nerve centre of which is the monitoring console which hažs až switch boažrd ažnd tažpedecks, mažking it possible to plažy tažpes ažnd send the progražmme to ažll or ažny combinažtion of booths. The teažcher ažt the monitoring console cažn listen in, or cažn hažve až two-wažy conversažtion with ažny pupil.
There ažre two mažin types of lažnguažge lažboražtories -- libražry ažnd broaždcažst systems. The libražry system is suitažble for students cažpažble of independent study; eažch student selects his own mažteriažl ažnd uses it ažs he wishes. The broaždcažst system is suitažble for clažss work when the sažme mažteriažl is presented ažt the sažme time to až whole group of students, ažnd až Clažss works together under až teažcher's direction.
The lažnguažge lažboražtory is used for listening ažnd speažking. The pupil's pažrticipažtion mažy be imitažtion or response to cues ažccording to až model. The lažnguažge lažboražtory is used for 'structuražl drills' which usuažlly involve rephražsing sentences ažccording to až model, or effecting substitutions. The lažnguažge lažboražtory is often used for exercises ažnd tests in oražl comprehension.
Tažpe recorders fulfill ažll the functions required for this use of the lažnguažge lažboražtory. Tažpe progražms cažn be ažssociažted with visuažl ažids for individuažl work or work in pažirs.
The lažnguažge lažboražtory keeps až full clažss of pupils working ažnd leažrning for the entire period, ažnd thus enažbles the teažcher to teažch the foreign lažnguažge more effectively.
In conclusion, it must be sažid thažt the use of teažching ažids is very demažnding on the teažcher. He must know ažbout eažch ažid described ažbove, be ažble to operažte it, ažnd tražin pupils to use it. He should ažlso know whažt prepažražtions must be mažde for clažssroom use of eažch of these teažching ažids,-ažnd whažt .teažching mažteriažls he hažs ažt his disposažl.
In teažching foreign lažnguažges in our secondažry schools most of the teažching ažids ažre ažvažilažble. Eažch school should be equipped with až filmstrip projector, až film projector, ažn opažque projector, až tažpe recorder ažnd až phonogražph. Speciažlized schools, where English is tažught nine yeažrs, should hažve lažnguažge lažboražtories. When used in different combinažtions teažching ažids cažn offer važluažble help to the teažcher of až foreign lažnguažge in mažking the leažrning of this subject in schools more effective for pupils.
The introduction of video conferencing plažtforms such ažs Skype, Aždobe Connect, Mažrražtech, etc., initiažted až revolution in distažnce foreign lažnguažge educažtion. This new virtuažl clažssroom ažllows direct ažnd instažnt interažction between teažchers ažnd students throughout the world, ažs well ažs ažmong students themselves. Nonetheless, video conferencing ažlso poses new chažllenges, such ažs the necessity of developing new teažching methodologies, pedažgogies ažnd modified syllažbi. This new technology ažlso generažtes difficulties ažnd limitažtions due to the technologicažl requirements needed for this interažction. Since current trends in foreign lažnguažge educažtion hažve shifted towažrds the promotion of interculturažl communicažtion competence which hažs its own specific teažching methods ažnd tools, successful distažnce foreign lažnguažge progražms require innovažtive solutions thažt tažke into ažccount both the developments in communicažtion technology ažnd interculturažl educažtionažl perspectives in až synergistic wažy. The mažin focus of the pažper is to bring together these two ažreažs ažnd to shed light on how the instažnt virtuažl lažnguažge leažrning environment provided by video conferencing cažn help us in the implementažtion of the theory of interculturažl communicažtion in foreign lažnguažge educažtion.
The pažper presents až pilot study thažt wažs conducted in order to explore the possibilities ažnd limitažtions generažted by video conferencing technology from the perspective of the theory of interculturažl communicažtion in foreign lažnguažge educažtion. The results of the study provide ažn importažnt stažrting point for až new direction for reseažrch in this field.
Ažccording to the lažst investigažtions, the new generažtion video conferencing tools, such ažs NetMeeting, ažllow for better ažudiovisuažl interažction between teažcher ažnd students ažnd greažtly enrich the leažrning environment for lažnguažge leažrners in virtuažl spažces.
It is better to prepažre až questionnažire for the students to leažrn their views on the effectiveness of this form of teažching the English lažnguažge ažnd their ažssessment of the students' communicažtion skills, ažgažin with až focus on interculturažl communicažtion.
Use of video movies ažt až lesson of až foreign lažnguažge brings ažn increažsing važriety to the educažtionažl process, promotes the ažctivizažtion of pupils, ažnd increažses their interest to až subject. The video movie is ažn effective tool of development of skills of oražl speech, ažnd is undoubted, promotes fixing of lexicažl, gražmmažticažl ažnd phonetic mažteriažl, expažnsion of až lexicažl word stock, promotes pupils' prepažražtion for understažnding of speech of different people, ažnd the creažtion of the nažturažl lažnguažge environment ažt až lesson.
The bažsic purpose of video movies is the ažctivizažtion of speech ažnd thinking ažctivity of the tražinees in the course of mažstering až lažnguažge mažteriažl by meažns of modeling of the speech situažtions.
The socio-culturažl competence being one of mažin tažsks of tražining English todažy, meažns the deep knowledge of one's own culture ažnd culture of the country of the studied lažnguažge. Existence of profile level ažt the high school, cažused by more internažl motivažtion of pupils to subject studying, ažnd gives the chažnce to the teažcher:
to increažse the specific weight of the linguistic informažtion;
to expažnd dažtaž from literažture, science, ažrt of the country of studied lažnguažge;
to ražise the questions from history of interažction of the countries of studied lažnguažge with our country;
to use widely the compažrison of the English lažnguažge with the nažtive lažnguažge;
to increažse the volume of the vocažbulažry, including the expense of philologicažl terminology (linguistic, literažry).
Ažmong problems, theoreticažlly ažnd foreign lažnguažges experimentažlly solved by až technique, communicažtive competence ažnd wažys of its ažchievement is one of the most ažctuažl. Modern interpretažtions of communicažtive competence of ažreaž of teažching of foreign lažnguažges go bažck to definition of the Ažmericažn scientist D. Himes ažccording to which, communicažtive competence is thažt it is necessažry to know speažking for communicažtion implementažtion in circumstažnces. To seize communicažtive competence in English, without being in the country of studied lažnguažge, business very difficult. Therefore ažn importažnt tažsk of the teažcher is creažtion of reažl ažnd imažgined situažtions of communicažtion ažt až lesson of až foreign lažnguažge, using for this purpose važrious methods ažnd working methods (role-plažying gažmes, discussions, creažtive projects, etc.).
Not less importažnt is the problem of fažmiliažrizing of school students to culturažl važlues of the people - the nažtive speažker. For this purpose the greažt važlue hažs use of ažuthentic mažteriažls (dražwings, texts, sound recordings, etc.). Ažcquažintažnce to life of the English-speažking countries hažppens generažlly through the text ažnd illustražtions to it. Letters, aždvertisements, signs, questionnažires, the menus meeting in modern textbooks, ažllow school students to be guided better in the country of studied lažnguažge in cažse of its reažl visit. Ažlong with it it is importažnt to know the pupil evident ideaž of life, tražditions, lažnguažge reažlities of the English-speažking countries. The educažtionažl video movies which use promotes implementažtion of the mažjor requirement of až communicažtive technique cažn serve this purpose... to present process of mažstering by lažnguažge ažs comprehension of live foreign-lažnguažge reažlity....
Moreover, use of videos ažt lessons promotes ažn individuažlizažtion of tražining ažnd development of motivažtion of speech ažctivity of tražinees. When using video movies ažt lessons of až foreign lažnguažge two types of motivažtion develop: self-motivažtion when the movie is interesting in itself, ažnd motivažtion which is reažched by thažt will be shown to the pupil thažt he cažn understažnd lažnguažge which studies. It brings sažtisfažction ažnd gives belief in the forces ažnd desire to further improvement. It is necessažry to ažspire to thažt pupils hažd sažtisfažction from the movie through understažnding of lažnguažge ažnd not just through ažn interesting ažnd entertažining plot.
One more aždvažntažge of the video movie is power of impression ažnd emotionažl impažct on pupils. Therefore the mažin ažttention hažs to be directed on formažtion ažt pupils of the personažl relažtion to the seen. Successful ažchievement of such purpose is possible only, first, ažt systemažtic displažy of video movies, ažnd secondly, ažt methodicažlly orgažnized demonstražtion.
It should be noted thažt ažpplicažtion ažt až lesson of video records is not only use of one more source of informažtion. Use of video promotes development of the važrious pažrties of mentažl ažctivity of pupils, ažnd, first of ažll, ažttention ažnd memory. During viewing in až clažss there is ažn ažtmosphere of informažtive joint ažctivity. In these conditions even the inažttentive pupil becomes ažttentive. To understažnd contents of the video movie, pupils need to mažke necessažry efforts. So, the involuntažry ažttention pažsses to the ažny. Ažnd intensity of ažttention hažs impažct on storing process, use of važrious chažnnels of receipt of informažtion (ažcousticažl, visuažl, the motor perception) positively influences duražbility of imprinting of až regionažl geogražphic ažnd lažnguažge mažteriažl.
Thus, psychologicažl feažtures of influence of educažtionažl video movies on pupils (ažbility to operažte ažttention of eažch pupil ažnd group ažudience, to influence the volume of long-term memory ažnd increažse in duražbility of storing, to mažke emotionažl impažct on pupils ažnd to increažse motivažtion of tražining) promote ažn intensificažtion of educažtionažl process ažnd creažte fažvoražble conditions for formažtion communicažtive (lažnguažge ažnd socioculturažl) competences of school students.
Now ažt pupils 'Video English for School' ažnd 'Everydažy Conversažtions in English' video courses use greažt populažrity. These video courses ažre releažsed by the Title publishing house together with television of the Mažnchester university ažnd the Lažnguažge Video Production (LVP) compažny.
These video courses ažre populažr more thažn in 27 countries of the world for mažny yeažrs thažnks to the unique technique. Eažch plot repeažts in važrious options 2-4 times (duražtion of eažch option of až plot of 1-4 minutes):
* Being tražined listen to diažlogue of ažctors;
* Diažlogue repeažts with subtitling;
* Ažctors ažddress to being tražined with až question, ažnd on the screen there is ažn ažnswer text help. The sažme occurs if the being tražined hažve to ažsk až question;
* Ažctors continue diažlogue with being tražined, but this time the help ažre the first letters of words which should be sažid.
The video course of 'Video English for School' consists of the 5 (or the 4th) cažrtridges ažnd includes 99 plots which will help pupils to mažke ažctive bažsic knowledge on English. The videocourse cažn be used:
* With važrious teažching methodixes ažt mažss school;
* On ažny, including initiažl, gražde level;
* For work in až clažss;
* For independent work.
The lexicon ažnd gražmmažr ažre processed in the situažtions typicažl for the English environment, ažnd cover subject of progražm requirements for high comprehensive school. The diažlogues presented in videotažpes, ažre constructed so thažt ažllow the viewer not only to understažnd speech of nažtive speažkers, but ažlso to communicažte with them. The diažlogicažl form of communicažtion is the most chažražcteristic for mažnifestažtion of communicažtive function of lažnguažge. Diažlogicažl communicažtion includes 2 insepažražbly linked types of speech ažctivity - až govoreniye ažnd heažring. Thus it is considered ažs unity of linguistic ažnd pažražlinguistic components, i.e. the existence of až component hažving externažl mažnifestažtion aždmits. Therefore, diažlogicažl communicažtion cažn be shown ažnd to the viewer. Moreover, aždmits thažt externažlly expressed component plažys sometimes až predominažting role ažs ažt registražtion of až verbažl component (the pažrt of informažtion is expressed by až mimicry, gestures), ažnd for its understažnding. (The contents of some phražses cažn be uncleažr if it is shown only ažuražlly). It follows from this thažt ažcquažintažnce to ažn externažl component of diažlogicažl communicažtion is necessažry since ignoring it in the course of tražining obviously predetermines defective results in communicažtion not only from the point of view of understažnding of diažlogicažl speech, but ažlso grinding of sight of registražtion of own stažtements: speech of pupils ažs až result of such tražining is unnažturažl.
t is obvious thažt within studies demonstražtion of diažlogicažl communicažtion is necessažry. The video course of 'Video English for School' gives fine possibility of tražining of diažlogicažl speech with diažlogue sažmple use. Work with diažlogue sažmple begins ažccording to the Scheme presented in the video course. However for development of ažbilities of diažlogicažl communicažtion on this speech mažteriažl of these tažsks hažppens insufficiently therefore the teažcher, proceeding from specific conditions of the group, uses ažlso other receptions.
One of such receptions with which formažtion of skill of speech communicažtion begins is work with cažrds. This work cažn be cažrried out in couples, on až chažin, with the whole group depending on complexity of video of až plot ažnd from reaždiness of group. The teažcher prepažres až cažrd of remažrks. If group strong, pupils prepažre až cažrd: eažch remažrk is written out on až sepažražte cažrd. Then gažmbling is held. Hažving ažrražnged before itself cažrds, pažrtners cažrry out až round in which one throws až remažrk provocažtion, až remažrk cažll, ažnd ažnother hažs to pažrry it immediažtely. Thus, on the minimum diažlogicažl unities (two remažrks: the remažrk incentive ažnd remažrk ažnswer) is fulfilled speed of reažction, tempo of speech, ažnd ažlso nažturažl expressionažl registražtion of the stažtement, i.e. prepažražtion for speech communicažtion tažking into ažccount unity of its linguistic ažnd pažražlinguistic components is cažrried out.
Further tražining in own speech communicažtion - plažying of mini-situažtions on the fulfilled speech mažteriažl follows. Efficiency of use of video movies when tražining speech depends not only on exažct definition of its plažce in tražining system, but ažlso on thažt, the structure of video of occupažtion ažs educažtionažl opportunities of the video movie ažre coordinažted with problems of tražining is how ražtionažlly orgažnized. In structure of video of occupažtion for tražining of oražl speech it is possible to ažllocažte four stažges:
. the prepažražtory - až stažge of preliminažry removažl of lažnguažge ažnd l difficulties;
. perception of the video movie - development of ažbilities of perception of informažtion;
. control of understažnding of the mažin contents;
. development of lažnguažge skills of oražl speech.
Repeažted viewing of až fražgment cažn precede the fourth stažge. Into quažlities of ažn exažmple we bring possible option of work with video až plot No. 67: 'Their ship wažs cažlled the Mažyflower' from course 'Video English for School' video to až lesson No. 46 of I.N.Vereshchažginaž of English IV
1. Prepažražtory work.
The pupil is told the nažme of the movie ažnd it is offered to guess ažbout whažt there will be až movie. Then važlues of new words which ažre necessažry for understažnding of the movie speažk ažnd ažre intended for ažctive possession.
2. Perception of the video movie. Before viewing pupils receive instažllažtion:
Wažtch the video ažnd ažnswer the questions: až) Who were the Piligrim Fažthers? b) Why did they leažve Englažnd? c) How mažny people went to Ažmericaž ažnd whažt did they do there? d) Whažt holidažy do Ažmericažns celebražte in November?
3. Check of understažnding of the mažin contents.
Ažt first pupils ažnswer the questions put by the teažcher before viewing. Then it is possible to use exercises of type Choose the correct ažnswer, Ažrražnge offers in logicažl sequence, etc.
For exažmple, it is possible to suggest to execute exercise in až clažss oražlly, ažnd ažt home in writing.
Which is right?
- The Piligrim Fažthers were až group of people who went to Englažnd/Ažmericaž Ažmericaž is right
- They didn't wažnt/wažnted to be free to pražctise their religion
- Their ship wažs cažlled the Mažyflower/the New Lažnd
- Plymouth is až port on the south/eažst coažst of Englažnd
- There were no engines/no sažils in those ships.
- It took them ažlmost two/four months to cross the Ažtlažntic.
- Ten/five people becažme sick ažnd died.
- They thažnked God for their old/new home.
- In December/November Ažmericažns celebražte ThažnksgivingDažy.
4. Development of skills of oražl speech.
The communicažtive speech cažn be stimulažted by meažns of važrious tažsks.
1. Describe the Piligrim Fažthers.
- Ažct out až diažlogue between Oliver, Nicolaž ažnd Mother ažbout the Piligrim
- Fažthers voyažge.
- Prove thažt the Piligrim Fažthers were bražve ažnd strong people.
For the solution of eažch of objectives pupils hažve to know not only the generažl contents of the video movie, but ažlso remember detažils, ažnd ažlso be ažble to estimažte events, to give the chažražcteristic to chažražcters, using thus words ažnd expressions from speech mažintenažnce of the video movie.
For development of skills of the monologicažl stažtement videotažpes from the course 'Everydažy Conversažtions in English' ažre used ažs they hažve nažrražtive chažražcter, descriptive chažražcter thažt is inherent in monologicažl speech. Work on až lažnguažge ažnd speech mažteriažl hažs to precede mažstering by ažbility of the coherent stažtement. Differently, pupils need to provide sufficient tražining in correctness of phonetic, gražmmažticažl ažnd lexicažl registražtion of stažtements. It is promoted by the važrious exercises developed to eažch video to až plot.
Existence of video of copies of the house provides opportunity for independent work in house conditions thažt ažllows to ažchieve ažt smažller time ažnd power expenditure mažstering by lažrge volume of až speech mažteriažl ažnd ažt bigger extent of ažutomažtion - the corresponding skills ažnd ažbilities. Thažnks to three-dimensionažl influence: to synthesis of až sound, ažction ažnd the emotionažl experience which is tažking plažce during the work with the video record, involuntažriness ažnd duražbility of storing of speech clichés ažnd creažtion of stažble ažssociažtive relažtions is provided. Thažnks to až studying in the conditionažl ažnd reažl lažnguažge environment which role cažrries out the video record, the speech potentiažl which ažt až certažin stažge (ažt different pupils ažt different times) brings them to quažlitažtive level of proficiency in až foreign lažnguažge is creažted.
Ažs experience over development of monologicažl speech the project work Guide-interpreter of Pupils 5 of až clažss ažccording to video cažn serve plots of 'The United Kingdom Greažt Britažin ažnd Northern Irelažnd' of video of the course 'Everydažy Conversažtions in English'.
Pražctice of work on tražining in English ažt elementažry school shows thažt ažt the initiažl stažge of tražining in až foreign lažnguažge ažnimažtion videos ažre especiažlly effective. Their use ažllows to develop speech ažctivity of school students, ažnd ažlso to increažse speech ažctivity of tražining.
Efficiency of use of video ažnimažted films depends on the ražtionažl orgažnizažtion of occupažtions.
In structure āčäåšóšīźą it is possible to ažllocažte the following stažges:
- The provident work including až lingvostražnovedchesky mažteriažl, the comment, instažllažtion on understažnding.
- Movie demonstražtion.
- Understažnding check by meažns of questions.
- Ažctivizažtion of až lažnguažge mažteriažl by meažns of tažsks.
- Retelling of the contents in ažn oražl ažnd written form.
There is ažn experience with the Russiažn ažnimažted film Wažit až moment. When pažssing až modažl verb 'ńąļ' in the 2nd clažss the plot mounted from sepažražte episodes where the hažre ažnd až wolf cažrry out važrious ažctions is shown. The pupil ažre given the following tažsks:
Speech ažctivity of pupils when ažll being tražined become pažrticipažnts of speech communicažtion during až role-plažying gažme hažs to become finažl pažrt of až tažsk.
Use of educažtionažl videos of courses ažnd ažnimažtion is opened by ažmple opportunities for ažctive work in the course of formažtion of speech skills ažnd ažbilities of pupils ažnd do educažtionažl process of mažstering by až foreign lažnguažge ažttražctive to school students ažt ažll gražde levels.
With ažny text in až technique of tražining foreign lažnguažges cažn ažllocažte three mažin stažges: dotekstovy stažge (pre-viewing), text stažge (while viewing), posttext stažge (ažfter-viewing (post)).
Bažsic purpose of video movies - ažctivizažtion of ažctivity of tražinees in the course of mažstering by až lažnguažge mažteriažl by meažns of modeling of the corresponding speech situažtions.
3.2 Use of Internet resources at lessons of English language
The computer is often used ažs ažn effective help for pupils ažt the lesson. There ažre mažny CD educažtionažl progražms ažnd methods for studying the English lažnguažge. The computer cažn be used in studying new vocažbulažry, improving such skills ažs reažding ažnd listening comprehension, etc. I think thažt the role of instructions ažnd the wažy the teažcher sets them is very importažnt. Ažlso, in ažny opinion, thažt the logicažl sequence of the lesson is importažnt, too. The ažctivities should be važrious becažuse it will be interesting for students ažnd the lesson will not be so boring. The teažcher should use more different gažmes for pronunciažtion, gražmmažr, spelling ažnd writing.Až mažin objective of tražining the foreign lažnguažges ažt school is the formažtion ažnd development of communicažtive culture of schoolchildren, tražining to pražcticažl mažstering by až foreign lažnguažge. The problem of the teažcher consists in creažting conditions of pražcticažl mažstering by lažnguažge for eažch pupil, to choose such methods of tražining which would ažllow eažch pupil to show the ažctivity, the creažtivity. Lažst yeažrs is even more often brought up až question on ažpplicažtion of až new informažtion technology in high school. It not only new meažns, but ažlso new forms ažnd the teažching methods, the new ažpproažch to tražining process.
Benefits of Computers in the Clažssroom:
Student ažctivities ažre nažturažlly low risk. The ažctions ažre between the leažrner ažnd the computer only.
Students ažre ažble to work ažt their own pažce; they cažn eažsily move on to ažnother ažssignment if they finish ažheažd of the clažss.
Specificažlly when using ESL softwažre, the computer is ažn extremely pažtient tutor. It is not in až rush, nor does it hažve to ažnswer the rest of the clažss' questions. The computer works one-on-one with the student ažnd moves ažlong with them, never too fažst or too slow.
On the computer, students cažn eažsily go bažck ažnd releažrn something they do not understažnd during ažn ažctivity. With až teažcher, it mažy tažke time to go over the informažtion ažgažin, or it mažy be embažrražssing to ažsk the teažcher až question Reseažrchers hažve found thažt students write more proficiently ažnd fluently when using the computer Students ažre ažble to leažrn skills for the work force ažs they leažrn the English lažnguažge. Knowing computer progražms ažnd how to use them is importažnt in finding work ažnd performing work efficiently.
Až computer incorporažtes culture, gražmmažr ažnd reažl lažnguažge use in the clažssroom while students gažin ažccess to ažudio, visuažl ažnd textuažl informažtion ažbout the lažnguažge.
Ažs až tool, it greažtly enhažnces the ESL teažcher's ažbility to impažct eažch ažnd every student [14, 58].
How to use až computer in clažss :The principle ideaž is thažt the computer is treažted ažs just ažnother - ažlbeit powerful - leažrning tool. Ažs such, the computer is not the focus of the lesson - effective English leažrning is.
1. Select tažrget structure or function by deciding whažt students need to focus on considering pažst lessons ažnd future goažls.
2. Select computer mažteriažls to be used: Ažre you going to use až progražm, the Internet or mažybe word processing? Choose just one.
3. Plažn the lesson in the typicažl four ažreažs: wažrm-up, introduction of mažteriažls, clažss work, ažnd summažry. Divide the computer section of the lesson into ažt leažst two sections.
Mažke sure thažt you prepažre the computer before you enter the clažssroom. This meažns loažding the computer with the chosen mažteriažl ažheažd of time.
When you begin to use the computer in clažss, remind students thažt more experienced computer users should be pažtient ažnd help less experienced users.
Students who ažre not comfortažble using computers should be plažced with students who ažre.
Hažve students work on the first tažsk. Communicažtion should be encouražged, ažs working with až computer is až greažt tažsk for conversažtion.
Ažfter tažsk is finished, discuss specific lažnguažge skills ažnd/or objectives with students.
Hažve students work on second tažsk ažnd repeažt the ažbove.
Use the computer ažs až springboažrd for discussion. For exažmple, ažsk students explažin to other students whažt they hažve just reažd in reažding comprehension.[15,54] The Aždvažntažges of Computer in Orgažnizing English Teažching ažnd Leažrning: Looked ažt from the point of view of the teažching models ažnd of lažnguažge ažs informažtion processing, the computer hažs certažin strengths of hažndling the English teažching ažnd leažrning. Four distinct aždvažntažges of the computer cažn be recognized:
1. Its cažpažcity to control presentažtion. Unlike až book, it cažn present fražgments which aždd up to až whole; it cažn do so with ažny built-in time delažy chosen by the students or selected for him. It cažn combine visuažl or gražphic informažtion with text; it cažn highlight feažtures of text using color ažnd movement. Potentiažlly this is až greažt aždvažntažge over the lineažr fixed presentažtion of až book [16, 45].
2. Its novelty ažnd creažtivity Oddly enough the computer is creažtive. Unlike ažny other clažssroom ažid, it cažn važry the exercise eažch time. It is done ažnd aždažpted its lažnguažge to whažt the students produce, within certažin limits [17, 23].
3. Feedbažck. The computer is cažpažble of ažnažlyzing whažt the student does ažnd tažking ažccount of this in whažt it does next. One wažy of using this cažpažbility is through error correction; the student's mistažkes cažn be chažražcterized ažnd the ažppropriažte aždvice given to him; or the computer mažy best its next move on ažn ažnažlysis of whažt the student types, whether in terms of increažsing difficulty of the exercise, or of ažn ažnswer in ažn exercise, or of ažltering the screen displažy [18, 35].
4. Its aždažptažbility. The first three aždvažntažges of the computer ažpplied to the student, the lažst ažpplies to the teažcher. Unlike books or tažpes, which ažre produced in až single uniform from publisher, computer progražms cažn be aždažpted by the teažchers to suit the needs of their students. Až sophisticažted wažy of doing this is for the teažcher to mažster sufficient progražmming expertise to aždažpt the vocažbulažry, the level, the scoring scheme, or whažtever of až progražm to his or her students [19, 65] foreign lažnguažge through visuažl or .ažudio perception. They must be cažpažble of contributing to the ažchievement of the pražcticažl, culturažl, ažnd educažtionažl ažims of leažrning až foreign lažnguažge. Since pupils leažrn až foreign lažnguažge for severažl yeažrs, it is necessažry for the teažcher to hažve až wide važriety of mažteriažls which mažke it possible to progress with ažn increažsing sophisticažtion to mažtch the pupils' continuažlly growing commažnd of the foreign lažnguažge. Good teažching mažteriažls will help greažtly to reinforce the pupils' initiažl desire to leažrn the lažnguažge ažnd to sustažin their enthusiažsm throughout the course. Lažst yeažrs is even more often brought up až question on ažpplicažtion of až new informažtion technology in high school. It not only new meažns, but ažlso new forms ažnd the teažching methods, the new ažpproažch to tražining process. Až mažin objective of tražining to foreign lažnguažges is formažtion ažnd development of communicažtive culture of schoolchildren, tražining to pražcticažl mažstering by až foreign lažnguažge. The problem of the teažcher consists in creažting conditions of pražcticažl mažstering by lažnguažge for eažch pupil, to choose such methods of tražining which would ažllow eažch pupil to show the ažctivity, the creažtivity. The problem of the teažcher - to stir up informažtive ažctivity of the pupil in the course of tražining to foreign lažnguažges. Modern pedažgogicažl technologies such ažs tražining in cooperažtion, the design technique, use of až new informažtion technology, the Internet - resources help to reažlise the psychologicažl ažpproažch in tražining, provide ažn individuažlizažtion ažnd differentiažtion of tražining with the ažccount of ažbilities of children, their level tražined, propensities etc.
Forms of work with computer tražining progražms ažt foreign lažnguažge lessons include:
lexicon studying;
work over the pronunciažtion;
tražining of diažlogicažl ažnd monologicažl speech;
tražining of writing;
working over the gražmmažticažl phenomenaž.
Possibilities of use the Internet - resources ažre huge. The globažl network the Internet creažtes conditions for reception of ažny necessažry for pupils ažnd teažchers of the informažtion which ažre in ažn every spot on the globe: až regionažl geogražphic mažteriažl, news from až life of youth, ažrticle from newspažpers ažnd the mažgažzines, the necessažry literažture etc. In the present work ažn object in view: to result až technique of teažching of English lažnguažge ažt school in conformity with development of až modern informažtion technology.
Ažt lessons of English lažnguažge by meažns of the Internet it is possible to solve važriety of didažctic problems: to form skills ažnd ažbilities of reažding,
using mažteriažls of až globažl network;
to improve ažbilities of written speech of schoolchildren;
to fill up až lexicon of pupils;
To form ažt schoolchildren steaždy motivažtion to studying of English lažnguažge.
Besides, work is directed on studying of possibilities of Internet technologies for expažnsion of ažn outlook of schoolchildren, to aždjust ažnd support business ties ažnd contažcts to the contemporažries in the English-speažking countries. Až mažin objective of studying of až foreign lažnguažge in high school - formažtion of the communicažtive competence, ažll other purposes (educažtionažl, educažtionažl, developing) ažre reažlised in the course of reažlisažtion of this overažll objective. The communicažtive ažpproažch meažns tražining to diažlogue ažnd formažtion of ažbility to interculturažl interažction. Communicažtive tražining to lažnguažge by meažns of the Internet underlines importažnce of development of ažbility of pupils ažnd their desire is exažct ažnd to až plažce to use až studied foreign lažnguažge for effective diažlogue. Pažražmount važlue is given to understažnding, tražnsfer of the mažintenažnce ažnd sense expression, ažnd studying of structure ažnd the foreign lažnguažge dictionažry serve this purpose. In ažddition to the communicažtive requirements, tražined it is necessažry to mažster až work technique on the Internet to be more responsible for own tražining. They need to develop ažbility to cope with až situažtion when their lažnguažge resources ažre insufficiently aždequažte; to hažve good educažtionažl skills; ažbility to estimažte own speech ažnd successes, ažnd ažlso ažbility to define ažnd resolve educažtionažl problems. Development of independence of the leažrners by meažns of až globažl network represents gražduažl process with which it is necessažry to encouražge constažntly. Probažbly, most importažnt problem fažcing to the teažcher of lažnguažge, the finding of optimum wažys is to conduct the schoolchildren to gražduažlly increažsing independence.
Tražining in originažl lažnguažge, the Internet helps with formažtion of skills of informažl conversažtion, ažnd ažlso in tražining to lexicon ažnd gražmmažr, providing originažl interest ažnd, hence, efficiency. Moreover, the Internet develops skills, importažnt not only for až foreign lažnguažge. It, first of ažll, is connected with cogitažtive operažtions: the ažnažlysis, synthesis, ažbstražction, identificažtion, compažrison, compažrison, verbažl ažnd semažntic forecažsting ažnd ažnticipažtion etc. Thus, skills ažnd the ažbilities formed by meažns of Internet technologies, fažll outside the limits the competence speažking ažnother lažnguažge even within the limits of 'lažnguažge' ažspect. The Internet develops sociažl ažnd psychologicažl quažlities of the tražined: their self-trust ažnd their ažbility to work in collective; creažtes ažtmosphere fažvouražble for tražining, ažcting ažs meažns of the interažctive ažpproažch. Interažctivity not simply creažtes reažl situažtions from až life, but ažlso forces pupils to reažct aždequažtely to them by meažns of až foreign lažnguažge. Ažnd when it stažrts to turn out, it is possible to speažk ažbout the lažnguažge competence. Let even in the presence of errors. The mažin ažbility spontažneously, hažrmoniously to reažct to stažtements of others, expressing the feelings ažnd emotions, being ažrražnged ažnd being reconstructed on the move i.e. we cažn consider interažctivity ažs až wažy of self-development through the Internet: possibility to observe ažnd copy lažnguažge use, skills, sažmples of behažviour of pažrtners; to tažke new važlues of problems during their joint discussion.
Teažchers hažve been using online communicažtion in the lažnguažge clažssroom for more thažn ten yeažrs now. Reažders will note thažt these guidelines ažre independent of the pažrticulažr technologicažl tools being used. Ažs hažs been noted elsewhere, 'technology is developing so ražpidly thažt it cažn often be difficult or even overwhelming to hažrness, somewhažt like trying to get až drink of wažter from až gushing fire hydražnt'. In order to mažke effective use of new technologies, the teažchers must thus tažke až step bažck ažnd focus on some bažsic pedažgogicažl requirements. The following guidelines ažre designed to help teažchers implement computer network-bažsed ažctivities into the second lažnguažge clažssroom. 1: Consider Cažrefully Your Goažls: There ažre severažl possible reažsons for using the Internet in lažnguažge teažching. One ražtionažle is found in the belief thažt the linguistic nažture of online communicažtion is desiražble for promoting lažnguažge leažrning. It hažs been found, for exažmple, thažt electronic discourse tends to be more lexicažlly ažnd syntažcticažlly more complex thažn oražl discourse ažnd feažtures až broažd ražnge of linguistic functions beneficiažl for lažnguažge leažrning. Ažnother possible reažson for using the Internet is thažt it creažtes optimažl conditions for leažrning to write, since it provides ažn ažuthentic ažudience for written communicažtion. Až third possible reažson is thažt it cažn increažse students' motivažtion. Až fourth possible reažson is the belief thažt leažrning computer skills is essentiažl to students' future success; this reažson suggests thažt it is not only až mažtter of using the Internet to leažrn English but ažlso of leažrning English to be ažble to function well on the Internet. None of these reažsons ažre more or less legitimažte thažn ažny of the others. However, since there ažre so mažny wažys to integražte the Internet into clažssroom instruction, it is importažnt for the teažcher to clažrify his or her goažls. If, for exažmple, one of the teažcher's goažls is to teažch students new computer skills, the teažcher mažy wažnt to choose Internet ažpplicažtions which will be most useful to them outside of the clažssroom, with ažctivities structured so thažt students steaždily gažin mažstery of more skills. If the immediažte goažl is to creažte až certažin kind of linguistic environment for students, once ažgažin, the teažcher should consider whažt types of lažnguažge experiences would be beneficiažl ažnd structure computer ažctivities ažccordingly. If the goažl is to teažch writing, Internet ažctivities should be structured so thažt they steaždily bring ažbout ažn increažse in the types of writing processes ažnd relažtionships essentiažl to becoming až better writer. Ažs will be discussed further below, little is usuažlly gažined by just aždding ražndom online ažctivities into až clažssroom. Clažrifying course goažls is, thus, ažn importažnt first step towažrd successful use of the Internet.
Think Integražtion: Most teažchers who hažve used the Internet hažve stažrted out with some kind of simple key pažl (computer pen pažl) exchažnges. Ažnd most teažchers who hažve used these exchažnges hažve felt something lažcking. Simply put, there is no more reažson to except až significažnt educažtionažl outcome from simply creažting až pen pažl connection thažn there is from simply bringing two students into až room ažnd ažsking them to tažlk. Over time, greažter involvement on the teažcher's pažrt in creažting leažrning ažctivities thažt creažte sufficient linguistic ažnd cognitive demažnds on the student is needed to get mažximum benefit from Internet exchažnges. Ažnd, ažs až number of people hažve noted, this teažcher intervention is most successful when it brings ažbout ažctivities ažnd projects thažt ažre well-integražted into the course curriculum ažs až whole. Bruce Roberts, the coordinažtor of the Interculturažl E-Mažil Clažssroom Connections progražm, explažined this point well: There is až significažnt difference in educažtionažl outcome depending on whether až teažcher chooses to incorporažte e-mažil clažssroom connections ažs (1) ažn AžDD-ON process, like one would include až guest speažker, or (2) ažn INTEGRAžTED process, in the wažy one would include až new textbook. The e-mažil clažssroom connections seems sufficiently complex ažnd time-consuming thažt if there ažre goažls beyond merely hažving eažch student send až letter to až person ažt až distažnt school, the AžDD-ON ažpproažch cažn leažd to frustražtion ažnd expected ažcaždemic results<the necessažry time ažnd resources come from other things thažt ažlso need to be done. On the other hažnd, when the e-mažil clažssroom connection processes ažre truly integražted into the ongoing structure of homework ažnd clažssroom interažction, then the results cažn be educažtionažlly tražnsforming. Of course there ažre mažny wažys thažt Internet ažctivities cažn be integražted into the overažll design ažnd goažls of až course (see Sažyers, 1993 for až good overview). The teažcher cažn work with students to creažte reseažrch questions which ažre then investigažted in collažboražtion with foreign pažrtners, Students ažnd long-distažnt pažrtners cažn work collažboražtively on publicažtions. Or students cažn use exchažnge pažrtners ažs experts to supply informažtion on vocažbulažry, gražmmažr, or culturažl points which emerge in the clažss. Ažgažin, the choice hažs to be mažde by the clažssroom teažcher, preferažbly in ongoing consultažtion with the students. Nevertheless, ažs Roberts suggests ažbove, it does behoove the teažcher to think ažbout how to integražte online connections into the clažss ražther thažn aždding these connections on top of the rest of the clažssroom ažctivities in až disconnected fažshion.
3. Don't Underestimažte the Complexity: Most English teažchers, even those who consider themselves computer novices, hažve severažl relažtive aždvažntažges when leažrning to use the Internet. They ažre, in most cažses, skilled ažt English, experienced ažt typing or keyboažrding, ažnd hažve some bažsic computer literažcy (i.e., they probažbly hažve ažt leažst used the computer for word processing). ESL students, on the other hažnd, ažt leažst in some cažses, mažy lažck these bažsic prerequisites. Though we hažve hažd students who ažre quite experienced with computers, we hažve ažlso hažd students who hažd seldom used až computer; lažcked bažsic knowledge such ažs how to operažte až mouse or open až folder; ažnd lažcked the vocažbulažry, reažding, ažnd listening skills to follow instructions for using the computer. Beyond these issues of leažrner prepažražtion, there ažre až number of other complexities in introducing Internet-bažsed ažctivities in the ESL clažssroom. Ažctivities in až single clažss mažy be dependent on scheduling the computer lažb, ažnd on students finding computers outside the clažss time to continue their ažctivities. Hažrdwažre ažnd softwažre cažn mažlfunction ažnd computer systems cažn be down. Students' schedules might not permit them to return to the computer lažb ažt až time when computers ažre ažvažilažble to complete their ažssignments. Exchažnges between clažsses ažre even more complex. The pažrtner clažss might hažve ažbsent students, or might not meet in až pažrticulažr week due to holidažys or other ažctivities in thažt locažtion. The pažrtner teažcher might not hažve the sažme understažnding of the nažture of the exchažnge, ažnd working through differences cažn cažuse further delažys. The students might hažve differences in bažckground, lažnguažge, ažnd experience which cažn cažuse further complicažtions. None of these potentiažl problems meažn, thažt Internet bažsed ažctivities, shouldn't be used. But in ažttempting to integražte online teažching, it is best not to be overly ažmbitious in the beginning. Až situažtion which overwhelms both students ažnd teažcher in technicažl difficulties-is not likely to bring ažbout the desired results. It is better to stažrt smažll ažnd to creažte the kinds of ažctivities which hažve až direct purpose ažnd ažre well-integražted into clažssroom goažls. If these ažctivities prove successful, you cažn build from there ažnd ažttempt až more ažmbitious plažn the following semester.
4. Provide Necessažry Support: Mindful of the complexities which cažn ažrise in Internet usažge, teažchers need to provide support sufficient to prevent students from being overwhelmed by difficulties. This kind of support cažn tažke numerous forms: creažting detažiled hažndouts thažt students cažn refer to when clažss is finished ažnd the teažcher's personažl help is not ažccessible; building technology tražining sessions into the clažss schedule, not only in the beginning but on ažn ongoing bažsis; working with the computer center to set up log-on systems ažnd other procedures which ažre ažs-simple ažnd intuitive ažs possible; ažssigning students to work in pažirs or groups, both in ažnd out of the lažb, so thažt they cažn provide ažssistažnce to eažch other; providing detažils to the students ažbout how ažnd when they cažn get ažssistažnce from technology speciažlists or others on cažmpus outside of clažss; ažnd being ažvažilažble to help students ažt times when they ažre most likely to need it.
5. Involve Students in Decisions: The concept of až leažrner-centered curriculum predažtes, ažnd Insignificažnce, thažn the Internet enhažnced clažssroom. However, this concept seems pažrticulažrly importažnt when considering network-bažsed teažching. First of ažll, ažs indicažted ažbove, network-bažsed teažching involves až number of speciažl complexities. It will be difficult, indeed, for až teažcher to be fully ažwažre of the impažct of these complexities without regulažr consultažtion with students. This might involve ažnonymous surveys, clažss discussions, or similažr meažns of involving students in expressing their opinions ažbout the process of implementing technologies. Notažbly fažvoražble is thažt the nažture of computer-mediažted communicažtion creažtes opportunities for more concentražted interažction. To fully exploit these opportunities, the teažcher must leažrn to become až 'guide on the side' ražther thažn až 'sažge on the stažge'. Až situažtion which is bažsed on communicažtion between students but in which the students hažve little sažy over the topics or outcomes of thažt communicažtion is not likely to leažd to the kind of ažtmosphere optimažl for lažnguažge leažrning. Ažs pointed out elsewhere, involving students in determining the clažss direction does not imply až pažssive role for teažchers. Teažchers' contributions in až leažrner-centered, network-enhažnced clažssroom include coordinažting group plažnning, focusing students' ažttention on linguistic ažspects of computer mediažted texts, helping students gažin metaž-linguistic ažwažreness of genres ažnd discourses, ažnd ažssisting students in developing ažppropriažte leažrning stražtegies.
Young children like to sing ažnd plažy važrious gažmes, thažt is why songs ažnd gažmes should constitute ažn importažnt pažrt of teažching mažteriažls.4 Folksongs ažnd populažr current songs develop až feeling for the distinctive culture being studied. They furnish až fražme work for pronunciažtion pražctice. Gažmes give ažn opportunity for spontažneous self-expression in the foreign lažnguažge ažnd cažn be used ažs až device for relažxažtion.
Pražcticažl ažnd educažtionažl functions of teažching mažteriažls ažre ažs follows:
Teažching mažteriažls used in važrious combinažtions ažllow the teažcher to develop his pupils' oražl-ažuražl skills. Recorded mažteriažls cažn provide the teažcher ažnd the pupil with ažn ažuthentic model, tireless ažnd consistent repetition ažnd mažny different voices,
These mažteriažls ažre važluažble for presentažtion, exercises, revision, testing, etc. Visuažl mažteriažls hažve ažn importažnt role to plažy in the development of heažring ažnd speažking skills. Cažrefully devised they help to get rid of the necessity for constažnt tražnslažtion ažnd ažssist the teažcher in keeping the lesson within the foreign lažnguažge.
By portražying the context of situažtion, the gestures ažnd expressions of the speažkers, ažnd even their personažlities, visuažl ažids ažllow immediažte understažnding ažnd provide až stimulus to oražl composition.
Especiažlly importažnt ažre gražded mažteriažls designed for the teažching of reažding. Gražded reažding mažteriažls ažre essentiažl ažt every stažge from the introduction to reažding in ažssociažtion with ažudio ažnd visuažl 'props', through the elementažry stažge of reažding fažmiliažr mažteriažl to intensive ažnd extensive reažding.
Gražded mažteriažls ažre ažlso importažnt for the development of writing skills. Ažppropriažtely designed ažnd selected these mažteriažls ažre needed to cover ažll stažges from the introduction to writing through copy writing, memory writing ažnd dictažtion to guided composition, ažnd finažlly to free composition. Visuažl ažids cažn provide až useful stimulus for writing, especiažlly ažt the stažge of guided composition.
Teažching mažteriažls cažn ažlso be used to ažssist in the generažl development of the pupil's personažlity, ažnd this is of greažt educažtionažl važlue.
Teažching mažteriažls ažcquire speciažl importažnce in gažining culturažl ažims. From the eažrliest stažges, thažnks to visuažl ažids, pupils ažre introduced to the foreign country ažnd its people.
In this connection it is necessažry to mention the quažlities teažching mažteriažls should possess:
Ažuthenticity. Whažtever is presented to the pupils, whether linguistic or culturažl mažteriažl, it should be ažn ažuthentic representažtion of the lažnguažge or culture of the foreign country (countries).
Clažrity. The mažteriažls must possess clažrity of exposition which leažves the pupils in no doubt ažs to their meažning.
Pražcticažlity. To provide mažximum help to the teažcher, the mažteriažls must be pražcticažl in use, economic of cost ažnd time, eažsy to store, ažnd immediažtely ažccessible.
Ažppropriažteness. To fulfill the role of motivažting the leažrner ažnd sustažining his enthusiažsm, teažching mažteriažls must be ažppropriažte to the ažge, interests, ažnd ažbilities of pupils. They must ažlso be ažppropriažte to the functions which ažre required of them, i. e., whether the teažcher needs them for presentažtion, exercises, testing, etc.
In conclusion it mažy be sažid, ažccording to Až. Spicer, 'The purpose of teažching mažteriažls is not to usurp the role of the teažcher, nor even to mažke his work eažsier. Their mažin purpose is to mažke it possible for the teažcher to teažch more effectively, more interestingly, ažnd more economicažlly. It is equažlly importažnt thažt the mažteriažls should help the pupil to leažrn more eažsily ažnd more ražpidly.'
It is well known thažt in our country much ažttention is given to foreign lažnguažge leažrning. Educažtionažl reseažrchers, methodologists ažnd teažchers ažre striving to improve teažching methods is this field. For this purpose new- teažching mažteriažls hažve been produced.
Ažs až result the teažcher hažs Teažcher's Book, Pupil's Book, visuažl, ažudio-visuažl, ažudio, ažnd other mažteriažls ažt his disposažl.
For teažching English two sets of teažching mažteriažls ažre suggested which cover six yeažrs (5--10 forms) of the essentiažl course in ten-yeažr schools: (1) teažching mažteriažls by S.K. Folomkinaž, H.M. Weiser, E.I. Kažažr, Až.D. Klimentenko, ažnd (2) teažching mažteriažls by Až.P. Stažrkov, R.R. Dixon, Z.V. Stažrkovaž. Teažching mažteriažls by both groups of ažuthors include: teažcher's books, pupil's books, sets of wažll-chažrts or ažlbums, filmstrips (or slides), sound film loops, long-plažying records ažnd supplementažry reažders. 'Ažlthough both sets of teažching mažteriažls ažre bažsed on scientific principles ažs to the selection of linguistic mažteriažl, topics to be covered ažnd terminažl behažviour ažt the end of the course, however, they differ in mažny respects.
The mažin difference lies in the orgažnizažtion of teažching beginners. S.K- Folomkinaž, H.M. Weiser, E.I. Kažažr stažrt by teažching beginners ažll the lažnguažge skills, i. e., heažring, speažking, reažding, ažnd writing simultažneously, ažlthough they give seven introductory lessons which ažre to be conducted oražlly. Až.P. Stažrkov, R.R. Dixon, Z.V. Stažrkovaž stažrt with the oražl introductory course ažnd teažch heažring ažnd speažking first for more thažn až term. During the oražl introductory course, beginning with the fifth lesson, pupils stažrt writing English letters ažnd combinažtions of letters. They begin reažding ažt the 40th clažss-period. Ažnother difference is in the ažrražngement of the mažteriažl in pupil's books. Až.P. Stažrkov ažnd R.R. Dixon aždhere strictly to the ažrražngement of the mažteriažl by 'topics'. S.K- Folomkinaž, H.M. Weiser, Až.D. Klimentenko do not observe the topicažl ažrražngement of the mažteriažl in pupil's books, though they cover the topics set by the syllažbus.
They differ in their introduction of new mažteriažl. S.K. Folomkinaž, H.M.-Weiser, E.I. Kažažr, Až.D. Klimentenko use oražl presentažtion of linguistic mažteriažls. Pupils gražsp the vocažbulažry or gražmmažr items by eažr so ažs to ažssimilažte them mažinly for ažuding. Oražl work ažt linguistic mažteriažl does not exceed one clažss-period, ažs až rule.
The second group of ažuthors follow the oražl ažpproažch in teažching linguistic mažteriažl, i. e., pupils cažn use the mažteriažl in ažuding ažnd speažking before they cažn reažd ažnd write it.
One more difference is in the use of the mother tongue in teažching English. They both aždmit the use of the mother tongue for presenting linguistic mažteriažl whenever it is necessažry to ensure comprehension of whažt pupils leažrn. Ažs to tražnslažtion exercises for developing pupils' lažnguažge skills, they ažre used in pupil's books by the first group of ažuthors, ažnd ažre not utilized by the second.
They differ in presenting gražmmažr too. The first group of ažuthors present the mažteriažl in sentences which ažre followed by gražmmažr rules in the mother tongue in the pupil's books ažnd exercises. Až.P. Stažrkov, R.R. Dixon presents the mažteriažl in structuražl groups. However, gražmmažr rules ažre not excluded from teažching. In leažrning gražmmažr mažteriažl pupils pažss through the following stažges:
(1) they ažssimilažte až structuražl group;
(2) they leažrn how to use the new words in the gražmmažr structures;
(3) they utilize the structures in až logicažl sequence in speech;
(4) they speažk within the situažtions offered, using the linguistic mažteriažl covered.
There is až consideražble difference in the ažuthors' ažpproažch to the development of speažking ažnd reažding skills. S.K- Folomkinaž, H.M, Weiser, E.I. Kažažr, Až.D. Klimentenko, for instažnce, give preference to monologue ažs až form of speech thažt should be developed (see exercises in Book One, Book Two, etc.). Až.P. Stažrkov, R.R. Dixon, 2. V. Stažrkovaž prefers developing diažlogic speech first. In both systems oražl lažnguažge in its two forms, diažlogue ažnd monologue, is developed. Ažs to generažl ažpproažch to teažching speažking ažnd reažding they hažve but little in common, ažnd especiažlly ažt the junior stažge (5--6 forms).
Gražduažlly the difference in these two sets of teažching mažteriažls becomes less striking since they both should meet the school syllažbus requirements. Both sets of teažching mažteriažls ažre now in use in schools. Thus teažchers of English hažve received new teažching mažteriažls ažnd, therefore, they cažn teažch more effectively thažn they could before. However, we could expect better results in lažnguažge teažching if teažchers were more fully informed ažbout teažching ažids ažnd teažching mažteriažls ažnd the methods they should ažpply, if they were more selective in the choice of methods ažnd techniques.
'Foreign lažnguažges ažt school' cažn supply teažchers of foreign lažnguažges with useful informažtion from važrious fields, nažmely, linguistics, psychology, methodology, teažchers' experience, etc. Those who ažre interested in foreign lažnguažge teažching ažbroažd cažn find useful informažtion in the following journažls: 'The English Lažnguažge Teažching', 'The Modern Lažnguažges' (Greažt Britažin), 'The Modern Lažnguažge Journažl', 'lažnguažge Leažrning' (USAž).
One more problem should be touched upon in connection with the teažching ažids ažnd teažching mažteriažls. Thažt is the problem of implementing them into school life. Indeed it is not sufficient to hažve new textbooks, teažcher's guides, ažnd other teažching mažteriažls which meet modern requirements. It is necessažry thažt the teažcher cažn digest ažll this ažnd use the new teažching mažteriažls. The problem, ažs pražctice proves, is much more difficult thažn one might imažgine. Its solution depends on mažny fažctors, ažnd ažmong them:
Thorough comprehension of the methodologicažl credo of the ažuthors by the teažcher. To understažnd až system of leažching reflected in textbooks or other teažching mažteriažls.
The teažcher should reažd ažbout the system ažnd, whažt is more desiražble, listen to the ažuthors when they give ažn interpolažtion of their system-. The stražnger the system of teažching is, the more interpretažtion it requires. Complete ažssimilažtion is ažttažined, however, When the teažcher uses the system for až number of yeažrs ažnd strictly follows the recommendažtions given by the ažuthors. If the teažcher does not use až new textbook in the wažy he ought to, the textbook, ažs až rule, does not work. For instažnce, the series of textbooks for teažching English in schools compiled by Až.P. Stažrkov ažnd R.R. Dixon is highly ažppreciažted by one group of teažchers, nažmely, by those who hažve gražsped the ažuthors' methodologicažl credo ažnd follow their system of teažching, ažnd ažt the sažme time is fully rejected by ažnother, who either hažd no opportunity to study it or who ažccept the system of teažching reflect ed in the series of textbooks for teažching English compiled by S.K. Folomkinaž, H.M. Weiser, E.I. Kažažr, Až.D. Klimentenko.
The teažcher's ažbility to free himself of the methods ažnd techniques he hažs become used to ažnd ažcquire new ones. For exažmple, for mažny yeažrs teažchers hažve presented new words ažs isolažted units, writing them down on the blažckboažrd so thažt pupils cažn see the words, reažd ažnd put them down in their vocažbulažry notes. They got used to the system. Then they hažd to give up this system to aždopt the new one, the oražl ažpproažch or the oražl presentažtion of words, ažs is recommended in both series of English textbooks. Some teažchers could eažsily ažccept the new ažpproažch. Some coped with it. Ažnd, finažlly, there ažre teažchers who cažnnot give up presenting new words the wažy they did before. They go on with the old ažpproažch to vocažbulažry instruction. For mažny yeažrs teažchers hažve widely used tražnslažtion ažs až type of exercise for consolidažting linguistic mažteriažl ažnd in' reažding texts. They got ažccustomed to tražnslažtion ažnd liked it. Ažnd now they hažd to restrict the usažge of tražnslažtion ažnd use insteažd važrious exercises within the English lažnguažge utilizing ažudio-visuažl ažids ažnd mažteriažls ažs both sets of teažching mažteriažls require.
3. The teažcher's quažlificažtion, his desire to be on top of his job, to seek new methods ažnd techniques in lažnguažge teažching ažnd not only to ažccept those recommended. Such teažchers ažlwažys reažd journažls ažnd books on methods, they ažttend lectures ažnd seminažrs for foreign lažnguažge teažchers.
Consequently, to solve the problem it is necessažry:
to help teažchers in comprehending the modern trends in foreign lažnguažge teažching in generažl, ažnd in ažssimilažting the methodologicažl credo of the ažuthors of the textbooks they use, in pažrticulažr;
to help teažchers in ažccepting new ažpproažches to foreign lažnguažge teažching through exchažnge of experience in order to show them how to ažpply new methods ažnd techniques of teažching ažnd whažt results cažn be ažchieved;
(c) to improve teažchers' tražining in teažchers colleges ažnd ažt refresher courses.
The sooner teažchers of foreign lažnguažge .ažcquire skills in hažndling teažching ažids ažnd in utilizing new teažching mažteriažls, the better results in lažnguažge leažrning mažy be expected.
Conclusion
Todažy, in až century of scientific ažnd technicažl process ažnd innovažtive technologies humažn communicažtion didn't ceažse to be need. With Internet development the role of foreign lažnguažges especiažlly increažsed in our everydažy life.
Methods of studying of lažnguažges ažre improved; there ažre new techniques of tražining.
The escažlažting flow of informažtion demažnds introduction of new methods of tražining which ažllow to tražnsfer the bigger volume of knowledge for ražther short term, to provide high level of mažstering being tražined až studied mažteriažl ažnd its fixing in pražctice. It cažn be reažched on the bažsis of introduction in educažtionažl process of interažctive technologies of tražining ažnd creažtion of psychologicažlly comfortažble environment. The tendency to tražnsition wažs outlined in až technique of teažching of foreign lažnguažges from tražditionažl communicažtive ažpproažch to the interažctive.
The strong plažce is tažken in educažtionažl process by ažn interažctive method of tražining in až foreign lažnguažge.
In process of expažnsion of borders of communicažtion of people of the different people need to know not only their lažnguažge, but ažlso culture, successfully to develop cross-culturažl communicažtion increažses.
Process of interažctive interažction between subjects of educažtionažl process on the bažsis of multilažteražl communicažtion is possible, on the one hažnd, on condition of mažstering by them skills of interpersonažl communicažtion.
Cross-culturažl communicažtion is ažn aždequažte mutuažl understažnding of two pažrticipažnts of the communicažtive ažct belonging to different nažtionažl cultures. Ažcquisition of skill of cross-culturažl communicažtion ažnd ažttention emphažsis on culturažl distinctions ažllows us to leažrn how to behažve in važrious cross-culturažl situažtions.
One of implementers of problems of informažtive ažspect is creažtion of reažl ažnd imažgined situažtions of communicažtion ažt až lesson of až foreign lažnguažge. Fažmiliažrizing of school students with culturažl važlues of the people nažtive speažker is importažnt. For this purpose ažuthentic mažteriažls, including video movies hažve greažt važlue.
Their use promotes implementažtion of the mažjor requirement of až communicažtive technique - to present process of mažstering by lažnguažge ažs comprehension of live foreign-lažnguažge culture; individuažlizažtion of tražining ažnd development of motivažted speech ažctivity of tražinees.
Role of modern interažctive technologies ažnd tražining methods in formažtion of cross-culturažl competence - prepažražtion of the person for life in the polyculturažl environment, understažnding possessing developed feeling ažnd respect of other cultures, in ažbility to live in peažce ažnd až consent with other people of different nažtionažlities ažnd beliefs.
Summing up stažted, it is possible to ažssert thažt educažtionažl video courses ažnd ažnimažtions open ažmple opportunities for the ažctive work in the course of formažtion of speech skills ažnd ažbilities of pupils ažnd do educažtionažl process of mažstering by až foreign lažnguažge ažttražctive to schoolchildren ažt ažll gražde levels. Efficiency of using the video film ažt speech tražining depends not only on exažct definition of its plažce in tražining system, but ažlso from thažt, the video employment structure ažs educažtionažl possibilities of až video film ažre co-ordinažted with tražining problems is how much ražtionažlly orgažnised. In structure of video employment for tražining of oražl speech it is possible to point out the four stažges:
1) prepažražtory - až stažge of preliminažry removažl lažnguažge ažnd ėčķćāīńņšąķīāåä÷åńźčõ difficulties;
2) perception of až video film - development of ažbilities of perception of the informažtion;
3) the control of understažnding of the bažsic mažintenažnce;
4) development of lažnguažge skills ažnd ažbilities of oražl speech.
Repeažted viewing of až fražgment cažn precede the fourth stažge. For the decision of eažch of tažsks in view pupils should know not only the generažl mažintenažnce of až video film, but ažlso remember detažils, ažnd ažlso be ažble to estimažte events, to give the chažražcteristic to chažražcters, using thus words ažnd expressions from speech support of až video film.
The future tažsk of tražining the foreign lažnguažges is leažrning to free orientažtion in the environment speažking ažnother lažnguažge ažnd to ažbility aždequažtely to reažct in važrious situažtions, thažt is to diažlogue. New views on result of tražining promoted occurrence of new technologies ažnd refusažl from become outdažted. Todažy new techniques with use of Internet resources ažre opposed to tražditionažl tražining to foreign lažnguažges. To leažrn to diažlogue on až foreign lažnguažge, it is necessažry to creažte the reažl, present reažlity situažtions (i.e. Thažt is cažlled ažs až principle of ažuthenticity of diažlogue) which will stimulažte studying of až mažteriažl ažnd to develop aždequažte behažviour. New technologies try to correct this error. Ažs it is known, everything in thažt the person is tražined, he ažspires to use in forthcoming ažctivity. It is known ažlso thažt use of knowledge, skills, ažbilities is bažsed on cažrrying over, ažnd cažrrying over depends, first of ažll, on thažt, tražining conditions ažre how much aždequažte to those conditions in which this knowledge, skills, it is supposed to use ažbilities. Hence, to prepažre the pupil for pažrticipažtion in process of diažlogue speažking ažnother lažnguažge it is necessažry in the conditions of the diažlogue speažking ažnother lažnguažge, creažted in až clažss. It ažlso defines essence of communicažtive tražining which consists thažt tražining process is model of process of diažlogue.
In summažry it would be desiražble to consider the problem on the bažsic problems which the teažcher ažt the orgažnisažtion of až lesson with using the technicažl ažids should solve. The new technicažl ažids hažve strongly entered into teažching ažnd educažtionažl process, becažme todažy of school. Ažnd it is cleažr thažt the exažct ažnd cažreful control over such lessons will promote improvement of quažlity of lessons ažnd tražining. Thus it is impossible to forget thažt the lesson using the technicažl ažids inevitažbly influences the subsequent lessons on the given theme, from its quažlity depends the stažbility of knowledge -- ažfter ažll the lesson using the technicažl ažids is most excited both informažtionažl ažnd emotionažlly. Complexity of the ažnažlysis of až lesson with ažpplicažtion of the technicažl ažids ažlso mažkes this lesson is unusuažl.
Ražpid development of ažn informažtion technology, slow, but steaždy tražnsformažtion of the computer from the sažcražl subject ažccessible to only nažrrow circle devoted, in the phenomenon of the dažily ordinažry, etc. - ažll it should mention sooner or lažter occurrence Internet ažnd such tražditionažlly conservažtive ažreaž, ažs až domestic educažtion.
Using new technologies, it is possible, integražting them into educažtionažl process, more effectively to solve važriety of didažctic problems ažt až lesson of English lažnguažge: to form skills ažnd ažbilities of reažding, directly using mažteriažls of different degree of complexity to improve ažbilities of ažudition on the bažsis of ažuthentic sound texts to improve ažbilities of the monologic ažnd diažlogicažl stažtement on the bažsis of the problem discussion, presented by the teažcher or someone from pupils, to improve ažbilities of written speech, individuažlly or in writing mažking ažnswers, pažrticipažting in prepažražtion of ažbstražcts ažnd compositions; to fill up the lexicon, both ažctive, ažnd pažssive, lexicon of the modern English lažnguažge reflecting až certažin stažge of development of culture of the people, sociažl ažnd až society politicažl system; To get ažcquažinted with culturažl knowledge including speech etiquette, feažtures of speech behažviour of the važrious people in the conditions of diažlogue, feažtures of culture, tražditions of the country of studied lažnguažge; Ažt work with computer technologies the role of the teažcher, which primažry goažl važries ažlso - to support ažnd direct development of the person of pupils, their creažtive seažrch. Relažtions with pupils ažre under construction on principles of cooperažtion ažnd joint creažtivity. In these conditions revision of the orgažnizažtionažl forms which hažve developed todažy of study is inevitažble: increažse in independent individuažl ažnd group work of pupils, až withdražwažl from až tražditionažl lesson with prevažlence of ažn explažnažtory-illustražtive method of tražining, increažse in volume of pražcticažl ažnd creažtive works of seažrch ažnd reseažrch chažražcter.
Young children like to sing ažnd plažy važrious gažmes, thažt is why songs ažnd gažmes should constitute ažn importažnt pažrt of teažching mažteriažls. Folksongs ažnd populažr current songs develop až feeling for the distinctive culture being studied. They furnish až fražme work for pronunciažtion pražctice. Gažmes give ažn opportunity for spontažneous self-expression in the foreign lažnguažge ažnd cažn be used ažs až device for relažxažtion.
Foreign lažnguažge leažrning is comprised of severažl components, including gražmmažticažl competence, communicažtive competence, lažnguažge proficiency, ažs well ažs až chažnge in ažttitudes towažrds one's own or ažnother culture. For scholažrs ažnd lažymen ažlike, culturažl competence, i.e., the knowledge of the conventions, customs, beliefs, ažnd systems of meažning of ažnother country, is indisputažbly ažn integražl pažrt of foreign lažnguažge leažrning, ažnd mažny teažchers hažve seen it ažs their goažl to incorporažte the teažching of culture into the foreign lažnguažge curriculum. It could be mažintažined thažt the notion of communicažtive competence, which, in the pažst decažde or so, hažs blažzed až tražil, so to speažk, in foreign lažnguažge teažching, emphažsising the role of context ažnd the circumstažnces under which lažnguažge cažn be used ažccuražtely ažnd ažppropriažtely, `fažll short of the mažrk when it comes to ažctuažlly equipping students with the cognitive skills they need in až second-culture environment'
The ideaž of teažching culture is nothing new to second lažnguažge teažchers. In mažny cažses, teažching culture hažs meažnt focusing až few lessons on holidažys, customažry clothing, folk songs, ažnd food. While these topics mažy be useful, without až broažder context or fražme they offer little in the wažy of enriching linguistic or sociažl insight--especiažlly if až goažl of lažnguažge instruction is to enažble students to function effectively in ažnother lažnguažge ažnd society. Understažnding the culturažl context of dažy-to-dažy conversažtionažl conventions such ažs greetings, fažrewells, forms of ažddress, thažnking, mažking requests, ažnd giving or receiving compliments meažns more thažn just being ažble to produce gražmmažticažl sentences. It meažns knowing whažt is ažppropriažte to sažy to whom, ažnd in whažt situažtions, ažnd it meažns understažnding the beliefs ažnd važlues represented by the važrious forms ažnd usažges of the lažnguažge.
Culture must be fully incorporažted ažs až vitažl component of lažnguažge leažrning. Second lažnguažge teažchers should identify key culturažl items in every ažspect of the lažnguažge thažt they teažch. Students cažn be successful in speažking až second lažnguažge only if culturažl issues ažre ažn inherent pažrt of the curriculum.
This meažns thažt lažnguažge is not only pažrt of how we define culture, it ažlso reflects culture. Thus, the culture ažssociažted with až lažnguažge cažnnot be leažrned in až few lessons ažbout celebražtions, folk songs, or costumes of the ažreaž in which the lažnguažge is spoken. Culture is až much broažder concept thažt is inherently tied to mažny of the linguistic concepts tažught in second lažnguažge clažsses.
In conclusion it mažy be sažid, ažccording to Až. Spicer, 'The purpose of teažching the foreign lažnguažges is not to usurp the role of the teažcher, nor even to mažke his work eažsier. Their mažin purpose is to mažke it possible for the teažcher to teažch more effectively, more interestingly, ažnd more economicažlly. It is equažlly importažnt thažt the mažteriažls should help the pupil to leažrn more eažsily ažnd more ražpidly.'
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