Абай атындағы ҚазҰПУ-нің Хабаршысы, «Филология ғылымдары» сериясы №4(62) 2017 ж.
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process of memorizing necessary material. The third stage is a stage of quasi-communication. It is
characterized by implementing images, videos and speech paradigms. Quasi-communication stage
presupposes the modeling of typical communicative situations. In other words, students are being prepared to
free, spontaneous communication by role-playing typical communicative acts with the help of speech
clichés. During this stage, students train both monologue and dialogue speech; the communicative tasks are
conveyed by means of images and video tracks. Students are offered to watch the video and afterwards,
teacher provides them with a set of communicative tasks to fulfill. To provide an example, we have chosen
the video track that shows students the procedure of E-tandem method of learning language. Video track [7]
deals with the peculiarities of E-tandem method of learning foreign languages.
Speech paradigms can be
usedon the third quasi-communication stage.
Speech paradigms can be defined as handouts that provide
learners with necessary speech clichés that help them to sound natural and be aware of native speakers’
norms of starting /continuing/ concluding their speech in different situations.In other words, they can be
defined as linking words and phrases that are grouped for usage in a particular case (discussion, argument,
etc.) and presented in a compact form so as to be a constant helper for a learner till he/she memorizes it well.
The third stage of quasi-communication prepares students for the next stage of free communication where
they should be able to participate in a free spontaneous discussion, debate, etc.
On the stage of free communication the case study could be implemented. The term ‘case study’ covers a
wide range of problems posed for analysis, but most types include several key elements. Most cases are based
on real or constructed events, which could reasonably take place. They tell a story, one involving issues or
conflicts needed to be resolved – though most case studies do not have one obvious or clear solution. The
information contained in a case study might be complex (including charts, graphs, and relevant historical
background materials) or simple – a human story that illustrates a difficult situation requiring a decision [8].
With case-based teaching, students develop skills in analytical thinking and reflective judgment by
reading and discussing complex, real-life scenarios [9]. The case method is a student-centered, highly
interactive pedagogy that changes the classroom process.
Problem-based learning can also be used on the stage of free communication. It consists of carefully
designed problems that challenge students to use
problem solving techniques, self-directed learning
strategies, team participation skills, and disciplinary knowledge
. In problem-based learning (PBL) courses,
students work with classmates to solve complex and authentic problems that help develop content knowledge
as well as
problem-solving, reasoning, communication, and self-assessment skills
[10]. The first class
meetings in a PBL course include brainstorming sessions in which issues central to the course are identified.
Alternatively, the instructor can create an extensive list of topics and ask students to focus on those topics
that seem most interesting. Based on student input about course topics, the instructor develops ill-structured
problems. Students then work on the problems in groups of three to eight students, depending on the number
of students in the course and the number of available instructors or tutors. Regardless of how topics were
selected, the instructor presents the problems to student groups before providing any formal instruction on
the topic. However, problems are introduced with “minilectures” that provide some context for the problem
and identify areas of potential difficulty.
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