Использование интерактивных методов в развитии навыков разговорной речи для учащихся уровня A2

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Аннотация

Эта статья посвящена изучению использования интерактивных развитии речи для учащихся уровня А2 в средних школах и тому, как мы учим их в системе образования. Изучив вышеизложенную информацию, мы пришли к следующему выводу: В целом интерактивные методы, фильмы, мультфильмы помогают школьникам и студентам развивать коммуникативные навыки. Мы знаем, что учитель и ученики работают вместе. Роль учителя состоит в том, чтобы убедиться, что все получают пользу от урока, поддерживая друг друга при организации уроков разговорной речи. В разное время урока роль учителя как инструктора может меняться с помощью интерактивных методов: учитель-ученик, ученик-учитель и учитель-весь класс, что ведет к ученому-центрированному и обратно.

Ключевые слова

УЧЕНИК-УЧИТЕЛЬ, УЧИТЕЛЬ-УЧЕНИК, УЧАЩИЕСЯ УРОВНЯ А2, РАЗГОВОРНАЯ РЕЧЬ, ИНТЕРАКТИВНЫЕ МЕТОДЫ, ОБЩЕОБРАЗОВАТЕЛЬНАЯ ШКОЛА

Текст научной работы

The article is compiled to study the use of interactive methods in developing speaking for A2 level learners in secondary schools, as well as how we teach them in the educational system. We came to the following conclusion after reviewing the information mentioned above: In general, interactive methods, movies, and cartoons assist students and pupils in developing communicative skills. We know that the teacher and students work as a team. Teacher’s role is to make sure everyone benefits from the lesson, supporting one another while organizing speaking classes. With the help of interactive methods, the teacher's role as an instructor may change at different times during a lesson: teacher-pupil, pupil-teacher, and teacher-whole class, which leads to pupil-centered and back again. Teachers are responsible for assisting students in working independently, monitoring them while they work together, and providing feedback afterward. Students and the teacher interact in a whole-class activity, and students accept the teacher's authority as their manager. Students and students learn a lot when they work together.

The use of interactive methods in secondary school is very effective in developing speaking skills for A2 level students. Teachers now have a lot of options for what they can do with their students in terms of teaching methods, seating arrangements, visual aids, and so on. With this level of teaching autonomy, they may have an abundance of ideas to implement in their classrooms. On the other hand, because our students' time is valuable, one of the teacher's most important tasks is to compare, analyze, and evaluate the methods they use to motivate students and make learning as effective as possible. In our research, we focused on and tested some techniques that are commonly used today. We will present how we used these methods in real classrooms and how they worked in a theoretical study of these methods. Obviously, when speaking English in Uzbek schools, students mostly use their first language speech patterns or styles. Some will not speak up because they are afraid of making mistakes and being embarrassed. Nonetheless, the place of speaking in the hierarchy of language skills has shifted over time. Furthermore, the goal of this research is to address difficulties with speaking skills during lessons by employing some type of appropriate method. Some English teachers in schools continue to use traditional methods, which are not harmful to students but make them unmotivated and unwilling to participate in the classroom. As a result, students prefer to study using modern methods such as videos and computers.

Interactive methods are seen as a viable way to connect with a generation of students who are accustomed to constant stimulation—education professor Kevin Yee has some suggestions for how teachers can make their lessons more interactive. "Don't be afraid to try new things," said Yee, a teacher at the College of Central Florida and co-executive director of the university's Karen L. Smith Staff Center for Teaching and Learning.

Yee is the author of "Interactive Techniques," a book that compiles more than 100 teaching strategies from various sources in order to energize students and engage them in lessons. "Some of the techniques appear to have a different tone to them than your usual class mannerisms, but it can pay dividends to almost adopt a new teaching persona when trying some of these out,» he said.

He cautioned teachers not to fear modern methods because of conceivable failure: «I think it’s also OK in the event that something is endeavored and it does not work. It’s OK to fair be up front with the learners and say: «Well no, this try did not work-let’s move on.

According to Yee’s opinion those techniques are often perceived as ‘fun,’ yet they are frequently more effective than lectures at enabling student learning,» Yee’s paper states. «Not all techniques listed here will have universal appeal, with factors such as your teaching style and personality influencing which choices may be right for you.

Using interactive methods in teaching added a more realistic dimension to teaching speaking by introducing numerous forms of interaction to the classroom and practicing the language in natural or probable situations which demanded defining of the discourse genre and the roles of participants. In addition to that, the purpose of this research work is to tackle difficulties of speaking skills by using some sorts of interactive methods during the lessons. Some teachers of English at schools still teach with the traditional methods which are not bad or damaging the pupils but they make them not motivated, and do not participate in the classroom. So, learners prefer to study by using modern methods such as videos and computers that help them be motivated and thus would positively affect their oral production. I observed that teacher should use simple words while he/she explaining structure of speaking then learners can use it in their speech without any hesitation. As we all know speaking skill is the only skill that is not included in the exams, it is given less teaching emphasis. The focus is mainly on teaching speaking besides grammar and vocabulary. Although the teaching of speaking can be integrated into other skills like reading and writing, teachers think that time is insufficient to do that, and priority is given to other skills rather than speaking because they are included in the exam and speaking is not. Speaking is the active use of language to express meaning, and for young learners, the spoken language is the medium through which a new language is encountered, understood, practiced, and learnt. However, speaking problems can be major challenges to effective foreign language learning and communication. There are five main factors that contribute to the existence of these speaking difficulties: teachers’ perceptions and tacit beliefs of teaching speaking, teaching strategies, curriculum, method, and assessment regulations.

The study shows that teachers believe in the importance of teaching speaking, yet they do not spend enough time for that because of the shortage of time as priority is given to the coverage of the textbook topics, which emphasize teaching reading and writing rather than speaking. This can help pupils acquire the language better as many researchers declared Involving pupils in extracurricular activities can provide them with more chances to use the language, and the classroom will not be the only place where they are exposed to the English language. To achieve this, all English teachers, English supervisors, school administrators, and staff of school should work together assessment tool designers and curriculum designers should work cooperatively in order to reach an alignment between what is introduced in the textbooks and how it should be assessed.

Читайте также

Список литературы

  1. Allen, D. K., Brown, A., Karanasios, S., & Norman, A. How should technology-mediated organizational change be explained? (2013).
  2. Allen, D., Karanasios, S., & Slavova, M. Working with activity theory: Context, technology, and information behavior 62(4), 776-788 (2011).
  3. Alister Cumming, Elaine Tarone, Andrew D. Cohen, Ulla Connor, Nina Spada, Nancy H. Hornberger, Alastair Pennycook and Elsa Auerbach TESOLxQuarterly Vol. 28, No. 4 pp. 673-703 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Article (Winter, 2004).

Цитировать

Шомирзаева, Б.Л. Использование интерактивных методов в развитии навыков разговорной речи для учащихся уровня A2 / Б.Л. Шомирзаева. — Текст : электронный // NovaInfo, 2023. — № 135. — С. 122-123. — URL: https://novainfo.ru/article/19604 (дата обращения: 04.02.2023).

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