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functions they perform in speech the word or a form is not associated with a speech task). Functionality is
determined primarily by adequate communication process, selection and organization of material. The
closer approach to the needs of communication is only possible when taking into account the linguistic tools
and the organization of material not around conversational topics and grammar phenomena, but around
situations and speech tasks. The unity of the lexical, grammatical and phonetic sides of speaking is also
needed.
4. The principle of novelty. The process of communication is characterized by a constant change of
the subject, circumstances, tasks, etc. The novelty provides the flexibility of language skills, without which
their transfer is impossible, and the development of verbal skills, in particular its dynamics (of
methodologically unprepared speech), ability to paraphrase (quality of productivity), the mechanism of
combining, initiativity of utterance, speech rate, and particularly the strategy and tactics of the speaker. This
requires a constant variation of the speech situation.
5. Personal orientation of communication. Faceless speech does not exist, it is always individual.
Every person is different from others in his ability to perform educational and speech activity, and his
characteristics as a individual: experience, the context of the work (each student has a set of activities, in
which he is engaged and which are the basis of his relationship with other people), a set of specific feelings
and emotions, their interests, their status in the team. Communicative learning involves all these personal
characteristics, because it is the only way of creating of communicative conditions: communicative
motivation, task orientation of speaking, formation of relationships, etc.
6. The situational principle. Situation as a principle in general means that all teaching speaking occurs
on the basis of situations and through situations. In addition, the definition of a "situation" in communicative
method substantially differs from the known definitions. According to the communicative method, we can
give the following definition of a "situation". A situation is a dynamic system of relations between those
who communicate which, due to its reflection in the mind creates the personal need for purposeful activity
and nourishes that activity.
The purpose of communication is that learning the communication was in the process of
communication, i.e., in adequate conditions. Consider these conditions:
The first is the consideration of the individuality of each student. Because every person is different in
their natural properties (abilities), and in the ability to perform educational and speech activity, in their
characteristics as individuals: personal experience, the context of the work (each student has a set of
activities, in which he is engaged and which are the basis of his relationship with other people), a set of
specific feelings and emotions (one has a sense of pride for his city, others not), their interests, their position
in the class. Communicative learning involves all these personal characteristics, because it is the only way of
creating of communicative conditions: communicative motivation, task orientation of speaking, formation
of relationships, etc.
The second – the communication appears in speech orientation of the learning process. It lies in the
fact that the path to practical acquisition of speaking as means of communication is through the very
practical use of the language. The more conversational the exercise is, the more useful it is. Therefore, the
linguistic exercises like "Put the nouns in the right case", "Make sentences using words," etc. should be
excluded from the teaching tools. All the exercises should give a student a specific speech task and carries
out the speech effect on the interlocutor. It is either conditionally-speech, or speech exercises. The problem,
therefore, is not the organization of the educational dialogues, but the organization of speech partnership.
The third - communication is manifested in the functionality of the teaching. Functionality, first of all,
determines the method of work for acquisition of lexical and grammatical sides of speaking. The
functionality assumes that both words and grammatical forms are absorbed immediately in the activity, on
the basis of its performance: the student performs a speech task - confirms the thought, doubt what was
heard, asks about something, compels the interlocutor to action, and in this process learns the necessary
words or grammatical forms.
The fourth - communication involves contextual communication. Contextual communication is the
correlation of any phrase with a communicating relationship, with the context of their activities.
The fifth - communication means there is a constant novelty of the learning process. The novelty is
the combination of permanent material, which, ultimately, eliminates arbitrary memorization (of dialogues,
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utterances, texts), causing great harm to the teaching of communication, and ensures the productivity of
speaking.
Based on the foregoing, we can conclude that the communication is required in the learning process,
because communication is used to make speaking conditions adequate, such as recognition of the
individuality of each student, display in speech orientation of the teaching process, display in the
functionality of teaching, situational communication, the constant novelty of the teaching process.
Improving the quality of foreign language teaching and the communicative development of the
students can be achieved through the use of gaming technology. Gaming technology provides the unity of
emotional and rational learning. The game is in line with the natural needs and desires of students and is a
unique tool of interested learning. A game does not replace traditional forms and methods of teaching, it
allows to achieve the goals and objectives of the lesson more effectively. At the same time, a game increases
the interest of students to classes, stimulates the growth of cognitive activity that allows students to receive
and assimilate large amounts of information, promotes the acquisition of skills of making correct decisions
in various situations. Game interactions includes informal communication and allows the participants to
reveal their personality, increase their self-esteem.
The importance of game activities in teaching a foreign language indicate many prominent
methodists. Thus, M. N. Skatkin notes that it is very important for a teacher to understand which
instructional objectives will contribute to this game, which mental processes it is intended for" [6].
According to E. I. Passov gaming activity has the following properties, as a means of teaching: motivation,
the absence of coercion, individualization, deeply personal activity; the development of mental functions
and abilities; teaching with enthusiasm [7]. A game is a teaching tool that activates mental activity of the
learners, helps to make the learning process more attractive and interesting, agitates and experiences you
that creates a powerful incentive to the acquisition of language. According to I. V. Nikishinoj the game
recreated the subject and social content of activities, relations systems modeling, adequate conditions of
identity formation [8]. I. E. Unt believed that a "good game" provides the highest efficiency of any activity
and promotes the harmonious development of personality [9].
Thus, the use of games in educational process helps to achieve many educational objectives: the
stimulation of motivation and interest in the subject area, in the general educational plan, the continuation of
topic studying; maintain and increase the value of previously learned information received in another form,
facts, system understanding, enhanced awareness of the various opportunities and challenges, consequences
in the implementation of specific plans or capabilities; developing skills of critical thinking and analysis,
decision making, independence, specific skills (synthesis, preparation of projects); change of attitudes, social
values (competition and cooperation), the perception of the interests of others; self-development or the
learning from other participants, the teacher's assessment of those same skills of others, the awareness of
own level of education, the acquisition of skills required in the game, leadership qualities. Through play the
psychological fatigue and the language barrier can be removed. It enables the teacher without excessive
agitation to check the understanding of the topic, to identify gaps in students ' knowledge in the acquisition
of practical skills. And most importantly, while conducting the game – to create a friendly atmosphere and a
situation of success for students that promotes the development of their cognitive interest, communication
and motivation.
References:
1 Scherba L. V. Teaching foreign languages in school. General questions of methodology. -
M.: Academy, 2002. -160 p.
2 Joe Sheils Communication in the modern languages classroom/ Strasbourg: Council of
Europe Press, 1993.
3 Kolker, J. M. Practical methodology of foreign language teaching - M., 2000.
4 Rakhmanina M. B. A typology of methods of teaching foreign languages. - M., 1998. –
210 p.
5 Zimnaya I. A. Psychology of teaching foreign languages in school. – M.: Education, 1999.
6 Skatkin M. N. Problems of modern didactics. – M.: Vlados, 1999. – 360 p.
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