Қазақ
мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
131
4. Jack Richards. Conversationally speaking: approaches to the teaching of conversation. –
Cambridge University Press, 1990.
РЕЗЮМЕ
Снабекова М.М.,
магистр, преподаватель
(г.Алматы, Казахский государственный женский педагогический университет)
ЗАДАНИЯ НА РАЗВИТИЕ УСТНОЙ РЕЧИ
В данной статье рассматриваются задания на развитие устной речи. Виды задании,
их особенности и используемые ситуации в процессе. В процессе выполнения этих
задании студенты научатся где и как употреблять формальный и неформальный язык.
Ключевые слова: действие, общение, делать доклад, дебат.
SUMMARY
Snabekovа M.M.,
master, teacher
(city Almaty, Kazakh State Women’s Teacher Training University)
EXERCISES FOR DEVELOPING ORAL SPEECH
This article is devoted to exercises for developing oral speech and its types and
peculiarities. Different situations can be used in the process. Also, students learn when and how
to use formal and informal language.
Keywords: action, communication, make a speech, debate.
UDC 378.147
THE INTERACTIVE METHODS OF TEACHING ENGLISH
LANGUAGE
A.E. Seidakovа, master, senior teacher,
(city Almaty, Kazakh State Women’s
Teacher Training University)
Abstract: The first thing to realize about interactive teaching is that it is NOT something
new or mysterious. If you are a teacher and you ask questions in class, assign and check
homework, or hold class or group discussions, then you already teach interactively. Basically
then , interactive teaching is just giving students something to do, getting back what they have
done, and then assimilating it yourself, so that you can decide what would be best to do next.
Keywords: science, method, interactive,
language, teaching.
Over the last twenty years, the field of cognitive science has taught us a lot about how
people learn. A central principle that has been generally accepted is that everything we learn, we
«construct» for ourselves. That is, any outside agent is essentially powerless to have a direct
effect on what we learn. If our brain does not do it itself, - that is, take in information, look for
connections, interpret and make sense of it, - no outside force will have any effect. This does not
mean that the effort has to be expressly voluntary and conscious on our parts. Our brains take-in
information and operate continuously on many kinds of levels, only some of which are
consciously directed. But, conscious or not, the important thing to understand is that it is our
Казахский государственный женский
педагогический университет Вестник №3(51), 2014 г.
132
brains that are doing the learning, and that this process is only indirectly related to the teacher
and the teaching.
In the late 1800s and most of the 1900s, language teaching was usually conceived in terms
of
method. In seeking to improve teaching practices, teachers and researchers would typically try
to find out which method was the most effective.
However,
method is an ambiguous concept in
language teaching, and has been used in many different ways. According to Bell, this variety in
use «offers a challenge for anyone wishing to enter into the analysis or deconstruction of
methods»[1].
A method is a plan for presenting the language material to be learned and should be based
upon a selected approach. In order for an approach to be translated into a method, an
instructional system must be designed considering the objectives of the teaching/learning, how
the content is to be selected and organized, the types of tasks to be performed, the roles of
students and the roles of teachers. A technique is a very specific, concrete stratagem or trick
designed to accomplish an immediate objective. Such are derived from the controlling method,
and less-directly, with the approach.
A wide variety of foreign language teaching methods developed in the 20th century. This
fact strongly influenced the process of second language teaching and learning. Teachers choose
the method that seems to them the most convenient and appropriate. However, it is a quite
subjective and individual process. Basic teaching methods can be classified into the following
categories:
1) structural methods: the grammar-translation and the audio-lingual method;
2) functional methods:
situational language teaching;
3) interactive methods (communicative language teaching, direct method, language
immersion, natural approach, proprioceptive language learning method, silent way, storytelling,
teaching proficiency through reading, total physical response etc.) [2].
Kevin Yee, the author of interactive techniques, considers interactive methods to be the
most effective ones. They involve a collection of more than 100 teaching strategies that aim to
engage students in studying process. Most of them encourage the natural acquisition of language,
not learning. There is an important distinction between language acquisition and language
learning. Children acquire language through a subconscious process during which they do not
study grammatical rules. The same as they acquire their first language. Acquiring language, the
learner needs a source of natural communication.
Language learning, on the other hand, is not communicative. In language learning, students
have just knowledge of the language and can operate it. Research has shown, however, that
knowledge of grammar rules does not necessarily result in good speaking or writing.
A student
who understands the rules of the language may be able to succeed in a standardized test of
English language but may not be able to speak or write correctly [3].
Interactive methods:
communicative language teaching,
direct method, Interactive methods,
language immersion, natural approach,
proprioceptive language learning method,
silent way,
storytellingы,
suggestopedia,
teaching proficiency through reading and
total physical response (TPR).
Communicative language teaching.
