Использование интерактивной коммуникативной деятельности в разговорном уроке

№124-1,

филологические науки

Данная статья направлена ​​на изучение эффективных способов и методов развития разговорных навыков при обучении английскому языку иностранного языка через разговорные клубы.

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Based on the previous underlying theory, using games can improve junior high school students speaking proficiency. Firstly, as we have seen games can be used to improve the learner’s command of particular items of language: sound, vocabulary, spelling, and grammatical function.

According to Byrne (2010), games, especially traditional language games are effective because the learners are so involved in playing game that they do not realize they are practicing language items or functions. Secondly, games are also kinds of activities that encourage learners to speak. In monolingual classes, shyness and lack of wiliness to speak English in front of peers is a very common problem. One way to deal with is to get learners to talk about the problem and agree on a solution. Games also can be used to provide the learners with learners with opportunities to use language rather than simply practice it. This game concerns in fluency. Using games, the learners have the opportunity to express their ideas, feelings, and thought orally. By using games, it encourages student to interacts and communicate, as the writer said the goal of teaching speaking is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They also should observe the social and cultural rules that apply in each communication situations.

Teaching speaking is hard work, especially in teenagers’ class. The personalities of students play a large role in determining how quickly and correctly they will accomplish the goal. Teenagers often do not comfortable using English in the classroom, because they feel self-conscious doing so. Teenagers are very sensitive. One Englishman said that they feel silly speaking a language in which they know they are making mistake, speaking English is difficult, it is not fun. Nevertheless, learning language should be enjoyable. Every opportunity for speaking in the classroom should be taken, it is by trying to communicate that students realize their need for language and by speaking they increase their fluency and opportunity. One of the ways to accomplish the goal is by using games. Thanyalak Oradee (2012), said that communicative activities and games are particularly useful with younger learners but are generally popular with students of all ages, especially if they appreciate how they can help them improve their English.

According to Lucas (2001), games claims to be fun and natural. He said that games create situations in which learners are not aware anymore that they are still doing hard work, especially learning. They are involved in games and are trying to reach its goal. When designing task for speaking; one important consideration in the language proficiency level of the students. It is good to give the students task at times that challenge them. Shumin (1997), states that competition in games can stimulate and encourage students to participate in the activity since naturally they want to beat the other teams. Games are including in creative or freer communication. Some games rather than being amusing, encourage students to use their knowledge of the world around them rather than linguistic knowledge, which brings the world into our classroom. The description is based on Gower says; “The students are given the opportunity to experiment, to see far they can communicate in situations where all the choices of language used are made by the people speaking; to practice the fluent use language they know. In general, these activities both increase the students’ motivation, since the students talk for themselves, and help bridge the gap between rather artificial world of the classroom, with its controlled language practice, and the real world outside”. One of ways to practice speaking in class is using pair work task and group work activities. Related to games, they are included in-group activities. Cross said that simple guessing games can be played in group. He also said that easy ones to use are who I am thinking of? What’s my profession? And Guess what I did?

Giving feedback is one of the most important responsibilities of the teacher. By giving feedback the teacher can help the students evaluate their success and progress. According to Zhamg (2009), forms of feedback are giving praise and encouragement; correcting; setting regular test; having discussion about how the group as whole is doing; giving individual tutorials. When giving feedback on oral or written work, always be on the lookout for positive points to comment upon. For example:

  1. Successful communication-where students have expressed themselves clearly (and been understood by others);
  2. Accurate use of grammar points recently learned;
  3. Use of new vocabulary, appropriate expressions;
  4. Good pronunciation;
  5. Good use of fluency strategies in conversation.

Thus, the way giving feedback in speaking class especially pairs or group work is monitor by moving round the class and listening to the students, make a note of errors, and then give correctness after the activity. From the explanation above, it can be concluded that feedback is necessary in teaching speaking class. Feedback shows the students’ mistake and together with the teacher, the students evaluate their mistake. Feedback also gives students a chance to analyse their success and progress.

Список литературы

  1. Krashen. S. D. Speaking: Research, theory, and applications. New York. Pergamon. 1984
  2. Huyen, N.T. &Nga, T. (2003) The effectiveness of learning speaking through games. Asian EFL Journal, 5 (4), Retrieved June 1, 2007, from http://www.asian-efl-journal.com\dec_03_sub.Vn.
  3. Kelly, G. J, & Green, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction.
  4. Guzzetli& C. Hind (Eds). Perspectives on Conceptual Change: Multiple ways to understand knowing and learning in a complex world (pp.145-181). Mahwah, NJ: Erlbaum.
  5. Lazar, G. (1996). Using figurative language to expand students’ creativity. ELT Journal 50, 1, Jan. 1999, 43-51.
  6. Richard-Amato, P.A. (1988). Making it happen: Interaction in the second language classroom: From theory to practice. London: Longman.