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УДК 37.012:372.874
N. Stukalenko, R. Lavrick
Kokshetau State University named after Sh. Ualikhanov
Kokshetau, Kazakhstan
METHODICAL ASPECTS OF DEVELOPING COMMUNICATION OF STUDENTS IN
FOREIGN LANGUAGE TEACHING
This article explores the methodological aspects of the use of communicative method in
teaching a foreign language. The authors analyzed the ways of developing communication of
students in teaching a foreign language based on the communicative method, the ways of
perfection of the explored process in pedagogical innovation and teaching practice. The
peculiarities of teaching a foreign language taking into account specificity of the communicative
method and the possibilities of using game technologies for these purposes are revealed, the
methods of the development of communication and motivation of students in the context of
psychological culture of communication and new principles of the communicative approach are
discribed.
Keywords: foreign language teaching, the communicative method in teaching,
communication skills, communication skills teaching.
In the methodology of teaching foreign languages today, the active search for a method that would
give the ability to acquire a foreign language quickly takes place. Firstly, the pace of life is accelerating, and
secondly, knowledge of a foreign language is becoming increasingly necessary. In addition, with the
growing interdependence of countries increases the need for more in-depth learning of foreign languages,
enhancing cooperation in the field of culture and education. Education has become one of the most
important areas of activity. The need to establish alternative methods of language teaching has become a
priority. Teaching should become more functional, more pragmatic. The communicative function of
language became of prior importance, and contributed to the creation of a new method as a system of
language teaching. What is the communicative teaching method necessary for? What is speaking?
Speaking is a productive type of speech activity, through which oral verbal communication is carried
out. Speaking is the expression of ideas in order to solve the tasks of communication. This is a one man
activity, although it is included in communication and can’t exist outside of it, because communication is
always an interaction with other people [1]. The content of speaking is the expression of thoughts in oral
form. In the basis of speaking are pronunciation, vocabulary and grammar skills. In most methods of
teaching speaking is one of the most important areas of teaching. Depending on a greater or lesser role of
programming of a statement distinguish an active speech, a responding speech, and reproductive speech.
The psychological structure of the act of speaking consists of four phases [2]:
- incentive-motivational, which manifests the human need for communication under the influence of a
certain motive, and in the presence of a specific aim of speaking;
- analytical and synthetic, presented in the form of a collapsed mental actions on programming and
the formulation of thoughts (there is a mechanism of internal registration of a statement, providing a word
choice and grammatical prediction);
- executive-sound and intonational processing of a thought (at the initial stage of the learning the
transition of a program of a statement to is carried out through the native language;
- controlling, the task of which is to signal possible errors and facilitate their correction; control
implies that the speaker has standard, formed by the language practice and the comparing native speech to
the standard.
There are special exercises for teaching speaking, which are divided into preparatory and speech
exercises. Skills of unprepared speech, its reactivity, spontaneity, the subject is produced in the dialogue;
and skills of prepared speech with its imitativeness, consistency, order – in the monologue.
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J. M. Kolker focuses on the following point: "In recent decades traditional language teaching is
customary opposed to the communicative and intensive methods" [3].
M. B. Rakhmanina emphasizes the following: "the speech partnership depends largely on the
communicative behavior of the teacher that is also included in the aspect of speech aimed teaching and is
due to the activity nature of communication" [4]. In fact, at all stages of the learning of the material teaching
communication takes place. But there is a number of issues that require special teaching. Thus, for the
ability to communicate a special role plays: the ability to contact, put it to stop and resume; the ability to
pursue your own strategic line in communication, to realize it in tactics of behavior contrary to the strategies
of other communicating; the ability to take into account each time a new speech partner, changing roles of
partners, or the addressing aim of communication; the ability of the probabilistic forecasting of the behavior
of the speech partners, their statements, the outcomes of a given situation.
As N.A. Zimnaya said [5]: "the aim of secondary education should not be the language that is
appropriate to philological education in a special institution, and not the speech as a way of forming and
formulating thoughts, and not even a speech activity – speaking, reading, listening or writing, but these
types of speech activity as means of communication". With regard to speaking, that means that together
with paralinguistic (facial expressions, gestures) and proxemics (movement, pose) it serves as the means of
realization of oral forms of communication. Such a goal requires an appropriate method to achieve it. For
speaking, it is the communicative method. The above mentioned is a crucial starting position: to teach
speaking, without teaching communication, without creating the conditions of verbal communication on the
lessons is impossible.
The dominant idea of the communicative approach is communicative aim of all types of speech
activity – speaking, listening, reading and writing. Language as means of communication involves the
creation of an environment in which the acquisition of the language material would be natural, in the
process of communication, the course would be task-oriented, ensuring the achievement of educational
goals. The peculiarity of the communicative approach lies in the similarity of the learning process with the
real process of communication: the learning process simulates the process of communication, while
maintaining adequacy. The rejection of a comprehensive study of language aspects (phonetics, vocabulary,
grammar) does not lead to acquisition of rules and vocabulary in solving communicative tasks. Teaching
prepared clichés and phrases associated with specific situations, also does not lead to acquisition of a foreign
language, because it does not contribute to the conscious shaping of the language system. Only consistent
learning of the language system through the speech in the process of speech activity allows to create the
mechanisms of speech.
Consider the principles of communicative method of teaching.
1. The principle of speech orientation. A speech orientation of the educational process lies not so
much in the fact that the speech is pursued a practical purpose, but that the path to this goal is the very
practical use of the language. The practical speech orientation is not only the objective, but also unity. A
speech orientation involves speech influenced exercises, i.e. the degree, the measure of their similarity to
speech. All of them have to be not exercises in repetition, but in speaking when the speaker has a certain
task and when he carries out the speech effect on the interlocutor. The principle of speech orientation
involves the use of communicative and valuable speech material. The usage of each phrase must be justified
on grounds of communicative value to intended sphere of communication (the situation) and for this
category of students. Not the last role here plays a speech nature of a lesson.
2. The principle of individualization with the leading role of its personal aspect. Individualization
takes into account all the properties of a student as a personality: his skills, the ability to carry out verbal and
educational activity and mainly his personality. Individualization is the principal feasible means of creating
motivation and vigor. The attitude to the environment, which a person expresses in speech. And since this
relationship is always individual, the speech is individual too. When teaching a foreign speech, an individual
response is also possible if a speech task the student is facing meets his needs and interests as an individual.
Any statement of a student, where possible, should be naturally motivated.
3. The principle of functionality. Any speech unit performs in the communicational process certain
speech functions. Often after a course of study students knowing what the words and grammatical forms
are, cannot use it in speaking, because there is no transfer (filling words and forms in isolation from the
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