MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION
OF THE REPUBLIC OF UZBEKISTAN
GULISTAN STATE UNIVERSITY
The English and Literature Department
Qualification work on speciality English philology
on the theme:
Supervisor: ___________
Gulistan 2008
CONTENTS:
I. Introduction
Message oriented communication.
II. The Main Body
Language Learning Principles
The nature of speaking and oral interaction
Communicative approach and language teaching.
Chapter I.
Types of communicative exercises and approaches.
Warming up exercises
Interiews
Jigsaw tasks
Chapter II.
Questioning activities
Values clarification techniques
Thinking strategies
Interactive problem solving
Chapter III.
Stories and poetry – painting that speaks
Games as a way at breaking the routine of classroom drill
Project work as a natural extension of content based instruction (CIB)
III. Conclusion
Some Practical Techniques for Language Teaching
Bibliography
Introduction
Message oriented communication
I want you to communicate. This means that I want you to understand others and to make yourself understandable to them. These sound like the obvious goals of every language learner., but I think these simple goals need to be emphasized, because learners too often get diverted from them and fall into more of a struggle with the mechanics of grammar and pronunciation that they should. Learners can become timid about using what they know for fear of making horrible mistakes with what they don’t know. All the attention paid to the mechanics of communication sometimes gets in the way of communication itself.
In the early lessons of many language courses, students are encouraged to concentrate heavily upon pronunciation and grammar, while vocabulary is introduced only very slowly. The idea seems to be that even if one has very little to say, that little bit should be said correctly. Students can worry a great deal about the machinery of language, but they worry rather little about real communicating much of anything. Under such circumstances, learners have to think about an awful lot of things in order to construct even a simple sentence. They are supposed to force their mouths to produce sounds that seem ridiculous. They have to grope desperately for words that they barely know. They have to perform mental gymnastic trying to remember bizarre grammatical rules. All these challenges are a fatal distraction from what skillful speakers worry about – the message that they want to convey. If early learners have to worry about getting everything correct, they cannot hope to day anything very interesting. They simply cannot do everything at once and emerge with any real sense of success.
In the German original 'mttteilungsbezogene Kommunikation was coined by Black and Butzkamm (1977)[1]. They use it to refer to those rare and precious moments in foreign language teaching when the target language is actually used to arrange communication. À prime instance of this use is classroom discourse, i.e. getting things done in the lesson. Sometimes real communicative situations develop spontaneously, as in exchanging comments on last night' s TV programme or introduction someone' s new haircut. The majority of ordinary language teaching situations before reaching an advanced level, however, are geared towards language-oriented communication or what Rivers calls 'skill-getting': they make use of the foreign language mainly in structural exercises and predetermined responses by the learners. Since foreign language teaching should help students achieve some kind of communicative skill in the foreign language, àll situations in which real communication occurs naturally have to be taken advantage of and many more suitable ones have to be created.
Two devices help the teacher in making up communicative activities: information gap and opinion gap. Information-gap exercises force the participants to exchange information in order to find a solution (e.g. reconstitute a text, solve a puzzle, write a summary). Problem-solving activities. Opinion gaps are created by exercise or program controversial texts or ideas, which require the participants to describe and perhaps defend their views on these ideas. Another type of opinion- gap activity can be organised by letting the participants share their feelings about an experience they have in common. Furthermore, learning a foreign language is not just a matter of memorising a simple set of names for the things around us; it is also an educational experience. Since our language is closely linked with our personality and culture, why not use the process of acquiring a new language to gain further insights into our personality and culture? This does not mean that students of a foreign language should submit to psychological exercises or probing interviews, but simply that, for example, learning to talk about their likes and dislikes and bring about a greater awareness of their values and aims in life. Many of the activities are concerned with the learners themselves. For learners who are studying English in a non-English-speaking setting it is very important to experience real communicative situation in which they learn to express their own views and attitudes, and in which they are taken seriously as people.
As applying the principles of information gap and opinion gap to suitable traditional exercises the teacher can change them into more challenging communicative situations. Thus the well-known procedure at beginner's level of having students describe each other's appearance is transformed into a communicative activity as soon as an element of guessing (information gap) is introduced. However, not all exercises can be spruced up like this. Manipulative drills that have no real topic have to remain as they are. Information and opinion-gap exercises have to hav some content worth talking about. Students do not want to discuss trivia; the interest which is aroused by the structure of the activity may be reduced or increased by the topic.
Many of the activities are concerned with the learners themselves. Their feelings and ideas are the focal point of these exercises, around which a lot of their foreign language activity revolves. For learners who are studying English in a non-English-speaking setting it is very important to experience real communicative situation in which they learn to express their own views and attitudes, and in which they are taken seriously as people. Traditional textbook exercises — however necessary and useful they may be for all- communicative grammar practice — do not as a rule forge a link between the learners and the foreign language in such a way that the learners identify with it. Meaningful activities on a personal level can be a step towards this identification, which improves performance and generates interest. And, of course, talking about something which affects them personally is eminently motivating for students.
Furthermore, learning a foreign language is not just a matter of memorising a simple set of names for the things around us; it is also an educational experience. Since our language is closely linked with our personality and culture, why not use the process of acquiring a new language to gain further insights into our personality and culture? This does not mean that students of a foreign language should submit to psychological exercises or probing interviews, but simply that, for example, learning to talk about their likes and dislikes and bring about a greater awareness of their values and aims in life. À number of activities. adapted from 'values clarification' theory have been included with this purpose in mind.
Learning is very effective if the learners are actively involved in the process. The degree of learner activity depends, among other things, on the type of material they are working on. The students' curiosity can be aroused by texts or pictures containing discrepancies or mistakes, or by missing or muddled information, and this curiosity leads to the wish to find out, to put right or to complete. Learner activity in a more literal sense of the word can also imply doing and making things; for example, producing a radio programme forces the students to read, write and talk in the foreign language as well as letting them learn with tape recorders, sound effects and music. Setting up an opinion poll in the classroom is a second, less ambitious vehicle for active learner participation; it makes students interview each other, it literally gets them out of their seats and — this is very important — it culminates in a final product which everybody has helped to produce.
Activities for practising a foreign language have left the narrow path of purely structural and lexical training and have expanded into the fields of values education and personality building. The impact of foreign language learning on the shaping of the learner' s personality is slowly being recognised. That is why foreign language teaching — just like many other subjects — plays an important part in education towards cooperation and empathy. As teachers we would like our students to be sensitive towards the feelings of others and share their worries and joys. À lot of teaching/learning situations, however, never get beyond a rational and fact-oriented stage. That is why it seems important to provide at least a few instances focusing on the sharing ideas. igsaw tasks, in particular, demonstrate to the learners that cooperation is necessary. Many of the activities included in this book focus on the participants' personalities and help build an atmosphere of mutual understanding.
Quite an important factor in education towards cooperation is the teacher's attitude. If she favours a cooperative style of teaching generally and does not shy away from the greater workload connected with group work or projects, then the conditions for learning to teachers are good. The atmosphere within a class or group can largely be determined by the teacher, who- quite often without being aware of it — sets the tone by choosing certain types of exercises and topics.
This section deals with the importance of the atmosphere within the class or group, the teacher's role, and ways of organising discussions, as well as giving hints on the selection and use of the activities in class.
А lot of the activities will run themselves as soon as they get under way. The teacher then has tо decide whether to join in the activity as an equal member (this may sometimes be unavoidable for pair work in classes with an odd number of students) or remain in the background to help and observe. The first alternative has а number of advantages: for example the psychological distance between teacher and students may bе reduced when students get tо know their teacher better. Of course, the teacher has to refrain from continually correcting the students or using her greater skill in the foreign language tо her advantage. If the teacher joins in the activity, she will then nо longer be able to judge independently and give advice and help to other groups, which is the teacher's major role if she does not participate directly. А further advantage of non-participation is that the teacher may unobtrusively observe the performance of several students in the foreign language and note common mistakes for revision at а later stage. А few activities, mainly jigsaw tasks, require the teacher to withdraw completely from the scene.
Whatever method is chosen, the teacher should be careful not to correct students' errors too frequently. Being interrupted and corrected makes the students hesitant and insecure in their speech when they should really be practising communication. It seems far better for the teacher to use the activities for observation and со help only when help is demanded bу the students themselves; even then they should be encouraged to overcome their difficulties by finding alternative ways of expressing what they want tо say. There is а list of speech acts which may bе needed for the activities and the relevant section may be duplicated and given as handouts to help the students.
Many of the activities are focused on the individual learner. Students are asked to tell the others about their feelings, likes or dislikes. They are also asked to judge their own feelings and let themselves bе interviewed by others. Speaking about oneself is not something that everyone does with ease. It becomes impossible, even for the most extrovert person, if the atmosphere in the group is hostile and the learner concerned is afraid of being ridiculed or mocked. The first essential requirement for the use of learner-centred activities (they are marked pers. in all the tables) is а relaxed and friendly atmosphere in the group. Only then can the aims of these activities be achieved: cooperation and the growth of understanding.
Groups or classes that have just been formed or are being taught by а new teacher may not develop this pleasant kind of group feeling immediately. In that case activities dealing with very personal topics should be avoided. The teacher may stimulate а good atmosphere by introducing both warming-up exercises and jigsaw tasks. Even in а class where the students know each other well, certain activities may take on threatening features for individual students. In order tо avoid any kind of embarrassment or ill feeling, the teacher should say that anyone may refuse to answer а personal question without having to give any reason or explanation. The class have со accept this refusal without discussion or comment. Although I have tried to steer clear of I threatening activities, there may still be а few which fall into this category for very shy students. In any case teachers should be able to select activities which their students will feel at ease with. As а rough guideline teachers шght ask themselves whether they would be prepared to participate fully in the activity themselves.
А number of different ways of setting up the communicative activities in this book are explained in the description of the activities themselves. For teachers who would like to change their procedures for handling classroom discussions (е.g. in connection with topical texts) а few major types are described below:
Hearing. 'Experts' discuss а topical question and mау be interviewed by а panel of students who then have to make а decision about that question.
Fishbowl. All the members of the class sit in а big circle. In the middle of the circle there are five chairs. Three are occupied by students whose views (preferably controversial) on the topic or question are known beforehand. These three start the discussion. They mау be joined by one or two students presenting yet another view. Students from the outer circle mау also replace speakers in the inner circle by tapping them on the shoulder if they feel confident that they can present the case better.
Network The class is divided into groups which should not have mоrе than 10 students each. Each group receives а ball of string. Whoever is speaking on the topic chosen holds the ball of string. When the speaker has finished he gives the ball of string to the next speaker, but holds on to the string. In this way а web of string develops, showing who talked the most and who the least.
Onion. The class is divided into two equal groups. As many chairs as there are students are arranged in а double circle, with the chairs in the outer circle facing inwards and those of the inner circle facing outwards. Thus each member of the inner circle sits facing а student in the outer circle. After а few minutes of discussion all the students in the outer circle move on one chair and now have а new partner rо continue with.
Star. Four to six small groups try and find а common view or solution. Each group elects а speaker who remains in the group but enters into discussion with the speakers of the other groups.
Market. All the students walk about the rооm; each talks to several others.
The Main Body
Language Learning Principles
Language learning principlesfor mainstream classes. Hutchinson and Waters[3] (1997:128) present eight language learning principles in relation to a learner-centered methodology. A learner-centered methodology need not exist only in a language classroom, and much language learning takes place outside of the language classroom. Hutchinson and Waters relate the learning principles to the ESP classroom, but often these EAL (English as an Additional Language) learners are in classes that are not taught by language experts, and therefore the classes are not remembered as a rich resource for language input.
The discussion on teaching techniques is not meant for language experts only. I have used the principles as a point of departure for discussions on language across the curriculum seminars. These seminars often concern department or campus-wide staff who are not well informed on language issues. Perhaps teachers are intimidated by the thought of fostering language development in the classroom because they equate the notion with grammar rules. The eight (language) learning principles are outlined below along with a discussion of their teaching implications and how they are to be applied to teaching beyond the language classroom.