XII Международная студенческая научная конференция Студенческий научный форум - 2020

Regardless of group or class size, language learners and instructors agree that there is always inadequate class time to master oral skills. Uttering phrases or fluent speech is a colossal challenge for a great deal of learners – potential basis involves language learning aptitude, individual learning manner and comprehensive readiness. In very extended groups, the possibility to be accepted by the audience and an instructor is considerably lessened because of lack of time, usually dictated by learners themselves. According to Gibson’s suggestion, by the time language learners are ready to talk in front of their groupmates before class is over (it is a few minutes) [1]. Some problems are created because learners don’t want to wait for less proficient ones to try to speak, while others incline to be pretty hard on themselves and hold off on producing fluent speech until they have written down words or rehearsed them many times on their own. Oral homework helps to solve these difficulties by allowing every language learners to make speech articulate English vowels and consonants and exercise listening skills. It gives equal time for every participant to use opportunity – to say something and may sufficiently reduce in-class challenge among learners to speak. While weak participants will enjoy from making speech on their own and at their own rapidity, more proficient ones can compete with themselves. The instructor or teacher distributes the role play and different situations, or language learners choose from a list. Such tasks are more comfortable for participants to make something creative and they are challenged by tasks that suits them best [2].

During pedagogical practice held in school № 22 (Nur-Sultan) with students of

9 th grate, I frequently used role plays to develop oral skills. The language learners were given the following instructions:

Select your role play from the next 5 options.

1. Role play a dialogue between two tourists who have to decide on one out of four transport means to get to Bayterek monument.

2. Discuss with your business partner how to purchase the best option of train tickets from Almaty to Karaganda.

3. You are standing near the Central park in Nur-Sultan: prepare a 1,5-minute speech on why we should protect our ecology and environment.

4. Discuss about the traffic problems where you live.

5. What do you think transport will be like in 5 years? Share your predictions.

Some learners may dislike to prepare oral work at home because they lack of opportunity to meet peers after classes, want to work on their own, or oppose to others listening to their work.добавитьпокниге ‘some prefer to listen”… I cannot say that I was prepared to such situations and such kind of tasks to be a percentage of learner’ marks. Learners must understand that oral homework is a great option to give them an equal amount of time and chance for oral production and feedback. As a result, learners can exercise various levels of decision making and gravitate toward more independent learning [4].

While teaching my new pupils, I had read much useful literature on methodology and implemented some interesting suggested steps:

· Give learners a copy of text with various situations. Allocate time for reading and understanding given material.

· Divide the class into teams and ask learners to decide what information should be added. Give enough time for completion of the task.

· Discuss and provide alternate variants where necessary. For example, focus on verbs and explain differences in actions by distinguishing verbs of saying (announce, tell, utter…) from verbs of thinking (consider, estimate, and from the verbs of doing (show, found, investigate, demonstrate...).

· End the lesson by asking pupils on Who says What to Whom, then include How and Where.

All these steps must be maintained regularly on the lessons to give learners a systematic practice later to be used in everyday communication. As an instructor (teacher), I convinced that many students are shy and afraid to express their thoughts in front of their classmates. During the lessons, I developed tips for students, which will help to become good conversationalists:

1. Incoherent speech is one of the worst speech manner,which entails misunderstanding on the part of the audience and the omission of the main topic of conversation. First of all get to the point and stay on the subject, attempting be brief, focusing only on the main part.

2. Try to involve your classmates into discussion. The best way to encourage listeners to talk is to ask questions related to the subsequent topic of the conversation, show interest in their answers and accept without criticism the personal opinion of each participant.

3. Eye contact will not let listeners feel ignored from the conversation. Let your eyes communicate with each person in turn.

4. Carefully select topics for discussion, keep in mind that certain topics are dangerous: subjects such as religion or politics may be suitable in some groups but not in others. Sometimes it is impolite to mention these topics, due to they are considered very personal.

5. Angry argument is the enemy of enjoyable talk. Though people who become angry may be correct in their opinion but their offensive manner may make them lose both the argument and the respect of other people.

6. Notice your listeners' reactions to what you are saying. If people are interested in what you are saying, they will give you a "go" signal by asking to continue.

7 Don't interrupt other people, helping them tell a story can be very annoying.

Pupils who followed my advice significantly improved their communication skills, learned to listen to the audience and accurately present information.

Listening to learners is a part of the lesson, that looks like wasting a time and making a teacher tired - that happens the first time when you do it. Perhaps the most beneficial aspect is that teacher will get to hear such learners who prefer to keep silent during class work. Teacher should pay attention on his/her watch for controlling timeline of the task [5]. Such actions will help to manage what changes to introduce the next time, when the teacher assign the similar task. In the course of using method of situational communication, such as role play, it is possible to use various of interactions for pairs, for instance:

A Work in pairs, choose one of the role

1. Every Monday and Tuesday you see the same person on the train. You usually say hello to each other, but have never really talked. Try to present yourself and make a conversation.

2. You say hello to the same person twice a week on the train, but you have never officially met him/her. Today he/she starts a conversation with you.

B Work in pairs, act out the situation and play one of the role listed. One student will play role 1 and other students will play role 2.

1. You have been invited to a birthday party by a friend. When you arrive, you determine that you don't know anyone else.

2. You are invited to a birthday party with a lot of people that you know. But someone walks in who no one but your host knows.

C Dramatize one of the roles listed. One student will play role 1 and other students will play role 2.

1 You are a newcomer in a local school (your parents recently moved to Nur-Sultan from Karaganda). As you sit at your desk the other classmates pass by and ask you different questions.

2. A new pupil has just excellently recited a poem in English by heart and his classmates praised his pronunciation, but one of the local boys didn't like this because he used to be the first pupil in the class.

Utterances illustrate the realization of aspect in English, by which mean the various ways in which the learners demonstrate the degree of completion of a process with respect to some reference point.

Going back to my previous pedagogical experience (2019, school 22, 10th grade), we divided class into two teams to compete with each other. Teams can stimulate more discussion , information and challenge sharing than individuals can, especially concerning their likes/dislikes and priorities. Members of the team feel more relaxed, confident than individuals. With greater numbers learners feel a huge sense of security. Working as a team to dramatize different situations can be important in the following situations:

situation is complex, requiring a deep set of knowledge and abilities

the text has great prospective for interesting solutions

you have enough time to organize and coordinate every teams zeal and effort

Speech situations can act as a way to use a cooperative and individual learning. For the effective use of different situations: educational, linguocultural and others, the organizers must correlate the process of resolving situations with the functions of education: to use all types of speech situations at each level, grade, stage of the educational process.

Thus, we come to realization, that with the implementation of various situations, a high level of speech skills may be achieved. The process of active involvement both the teacher and the pupils sufficiently resulted in the formation of high language proficiency of the learners.

References

1. Gibson, G Facilitating English conversation development in large classrooms. – Internet TESL journal. http://iteslj.org/Techniques/Gibson-Conversation.html., 2004

2.Sasaki, C Communication in the classroom environment. – Internet TESL journal. http://iteslj.org/Lessons/Sasaki-Comm.html

3. Howatt A.P.R. History of English language teaching. – Oxford University Press,Oxford, 1984.

4. Hedge T.Teaching and learning in the language classroom. – Oxford University Press, Oxford, UK., 1979.

5. Littlewood W. Communicative Language Teaching. – Cambridge University Press, Cambridge, 1981.

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