Овладение письмом и письменной формой иноязычного общения в средней школе. Письменные упражнения творческого характера
Writing and written speech proficiency at secondary school. Exercises for creative writing.
Writing is a graphic and orthographic system of FL which is used for focusing languge material for its better acquisition.
Written speech is a productive and reproductive form of speech activity for expressing one’s thoughts in graphic form, the product of which is a text supposed to read.
Writing Proficiency involves language competence, (i.e. grammar and vocabulary), socio-cultural competence and discourse competence which enables them to organize their texts cohesively and coherently with respect to purpose, genre, topic. In reference to Writing Strategic competence enables language learners to use strategies to write effectively.
Linguistic competence in regard to Writing Proficiency involves correct grammar, vocabulary and phonetic knowledge in order to express ideas adequately to the context.
Added to linguistic competence Writing proficiency needs developed socio-cultural competence which enables language learners to vary their use of the language taking into account the topic, the genre, the purpose and the addressee.
Discourse competence in Writing makes the text well organized cohesively and coherently which shows semantic relation between elements in the text and which is crucial for the interpretation of it. For this some devices are used: reference, substitution, ellipsis, conjunction and lexical cohesion.
Strategic competence enables students to write logically and effectively. For example before writing an essay we may brainstorm to get ideas together, draft, make up a plan, make notes, etc.
Integration of 4 language skills reading, writing, speaking and listening leads to improved FL writing ability. But the improvement is not automatic. Being a good reader does not make one a good writer. Reading serves to give ideas, data, model sentence pattern and structures but a student will be able to become good in writing only by writing” (Jacobs, 1983)
In Traditional approaches to teaching writing and Written speech language- focused activities rather than learner-centered activities are used: teachers emphasize grammatical correctness, correct sentence structure; feedback is given when the writing is finished; students are discouraged from making mistakes.
Writing implies penmanship, spelling and composition (components of W). Writing can be viewed as a process and a product. Good handwriting is precious in any culture (Chinese, Japanese, Italian etc.), though the requirements are different. Penmanship, spelling and Composition should be specially taught through a system of exercises: Penmanship - copying (simple and "tasked": copy and underline, copy and group up, etc.) Spelling - copying,
(simple and "tasked", for example group up, etc.) Composition - essays, report, project work, letter - writing, etc.
4 basic skills necessary for W.: 1) Planning- is a pre-writing activity, which encourages students to write, to gather information, to generate ideas; 2) Drafting- students write statements of purpose, some quotations, provoking questions and general questions. Then at responding stage your peers and teacher give you feedback; 3) Revising- you revise what you have done; 4) Editing- polishing of the text to the excellence.
Students assist one another in composing texts, they shape and refine their thoughts: “A writer’s normal task is a thinking task” (Flower and Hayes, 1977), because Writing is a cognitive-communicative process. The 3 stages of Writing prove it:
Pre- Writing activities
Idea-gathering
Information-gathering
Journals
Interviews
Dialogues
Peer reviews
Brainstorming (sharing ideas Clustering
or in small groups Cubing (6 sides of the cube)
* 1 describe (color, size, shape)
* 2 compare (what is like or unlike)
* 3 associate (similar or dissimilar
* 4 analyze
* 5 apply
* 6 Argue (for it or against it Why)
The Pre-Writing Stage in very important: it involves finding a topic, gathering ideas, generating ideas, shaping, refining, organizing (taking into account the audience, the genre, the tasks, etc.)
While- Writing activities
* Writing a plan
* Drafting
* Writing paragraphs
* One sitting writing (from beginning to end) Letter writing
* Leisurely Writing (begun in class, finished at home) Essay
* Jigsaw writing Resumes
Summary
Post- Writing activities
* Revision (some formal changes, substitutions, reorganizing)
* Peer Reviews (in pairs)
* Editing
* Error Corrections
* Rewriting
The process of Writing is not linear, it is creative! It means that there is constant integration of idea gathering, grammatical and lexical shaping and changing the structure, revision, editing, etc.
Creative writing normally refers to the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose.
IV. Writing and Written speech activities in FLT. According to Robin C. Scarcella and Rebecca L. Oxford all writing activities may be grouped by FL proficiency levels: beginning, intermediate and advanced and though they spoke of writing activities in ESFL it is quite possible to apply them to EFLT.
15. Цель и задачи по овладению лексическим аспектом иноязычного общения в СШ. Требования программы. Проблема отбора лексического материала для устной и письменной форм общения. Характеристика активной, рецептивной и потенциальной лексики.
The aim and objectives of mastering the lexical aspect of foreign language communication in the school. Program requirements. The problem of selection of lexical material for the oral and written forms of communication. Characteristics of active, receptive and potential vocabulary.
Aims/objectives:
> Teaching students to learn the meaning of new vocabulary words and using them when speaking and writing
> Understanding grade-level words in a variety of contexts from a variety of roots (Greek, Latin, etc)
> Determining word meaning by analyzing the textual content
> Using knowledge of words’ roots to determine its meaning
> Learning to use print and electronic vocabulary tools such as dictionaries
Considerable attention has always been paid to the problem of Voc. selection, Voc. minimum. The number of words that pupil should acquire at school depends on the program requirements which are determined by the state documents. It is admitted that V. must be carefully selected acc. to the principles of selecting linguistic materials, the conditions of teaching and learning.
Different criteria can be employed to select the particular words to be taught, but before dealing with this it is important to point out that every teaching situation is different and so essential items in one context may be quite useless in another.
a) Frequency (teaching the most frequent words before unusual ones)
b) Range (words which occur across a wide variety of texts)
c) Availability and/or expediency (целесообразность) (although some words may be restricted in their range and not very frequent, they may be taught, e. g. pullover, sweater, jumper can be taught, but only one of them would be sufficient for productive purposes)
d) Specific need/interest on the learners’ part (combining collective and individual interest in teaching vocabulary)
e) Level of the SS (the lower the level, the more neutral and common vocabulary to be taught)
f) Learnability (words with some spelling difficulties, difficult syntactic properties, words very close in meaning and difficult to separate “make/do”)
g) Cultural factors (cultural interests of native speakers may not coincide with the ones of non-native speakers)
The leading principle for selection of lexical minimum is
1) the pr-l of combinability- the ability to agree with other words;
2) the ability to be semantically valuable;
3) the ability to be of polysemantic value;
4) the pr-l of frequency of use.
Рахманов and his colleagues distinguish 3 types of V:
1) Active V. (1000) for reproductive usage ;
2) Passive V.(3000) for receptive usage ;
3) Potential V. (free and individual). By Potential V. we understand the knowledge of Word Formation ( suffixes, prefixes, conversion, power of guessing). Potential V. is open and dynamic, it suggests how well you know WF and intonation. We can definitely say what is our Active and Passive V, but we don’t know our Potential V.
Задачи овладения грамматическим аспектом иноязычного общения в средней школе. Различия в технологиях овладения продуктивным и рецептивным грамматическим материалом в самостоятельной работе учащихся (СРУ).
Grammar – the set of rules.
The importance of grammar cannot be undervalued in a process of communication and in the process of FLT.
We distinguish:
* Traditional grammar
* Structural
* Transformational
In school program we should teach students grammar habit, which could follow them to practice.
3 stages of formation of habit:
> Orientation – research
> Stereotypes
> Varied situations
2 types of grammar:
Receptive – hearing, listening, reading
Reproductive (productive) – speaking, writing
Methods of teaching grammar:
PPP – presentation, practice, production
---
Introduction and primary consolidation, consolidation in a system of graduated exercises, retention (in different types of speech activities)
3 ways of introduction –
1) Inductive – deductive (from examples to rules)
2) Deductive – inductive (from clear rules to examples)
3) Lexical way
Types of exercises:
Language ex-s - focus on the form and meaning
Speech ex-s – form, meaning and usage
Recognition exercises – observe the grammar item in structures when hearing or reading. Since pupils only observe the new grammar item, the situations should be natural and communicative.
Example:
Listen to the sentences and raise your hands when you hear the verbs in PAST INDEFINITE
Drill ex-s. They require reproduction on the part of the pupils. The learners cannot assimilate the material if they only hear or see it. They must reproduce it both in outer and inner speech.
* Repetitive drill – students pronounce the sentence pattern after the teacher, in imitation, both individually and in unison.
* Substitution – Pupils substitute the words or phrases in a sentence pattern. “The children are dancing in the park (school, street)”
* Transformation ex-s - changing the grammar pattern.
“Transform passive voice to active voice”
Цель и задачи овладения произносительным аспектом общения в СШ. Принцип аппроксимации. Упражнения и их место для формирования слухопроизносительных и интонационных навыков. Типичные произносительные ошибки. Методика их предупреждения и исправления
The purpose and objectives of mastering pronunciation aspect of communication in the school. Approximation principle. Exercises and their place in the formation of sluhoproiznositelnyh and intonation skills. Typical pronunciation mistakes. Methods of prevention and correction.
Aims/objectives:
Historically, pronunciation teaching has been approached through the nativeness principle (Levis, 2005). This principle states that it is both desirable and feasible for learners of all ages to achieve native-like levels of pronunciation in their L2 speech. But the research shows that the probability of an adult learner achieving native-like pronunciation in a foreign language is very low (Piske, MacKay, & Flege, 2001). Thus the aim of some learners is simply to be understood in ordinary conversation, while others may aim for greater proximity to native speaker models.
ü Teacher should provide a good model of spoken English
ü Every student should have the opportunity to listen to a range of accents in order to prepare them for life outside the classroom
Proceeding from the aims and objectives the FL syllabus sets out, pupils must assimilate.
- The sounds of the English language, its vowels and consonants. They should be able to articulate these sounds both separately and in different phonetic contexts.
- Some peculiarities of the English language in comparison with those of the Russian language (length of vowels, palatalization (dark L, light L).
- Stress in a word and in a sentence, and melody (fall and rise). Pupils must be able to divide a sentence into groups and intone it properly.