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Bublik A. A. The experience of the Western European countries in the teaching of foreign languages to very young learners The article deals with the urgency of the study of the foreign languages in a very early age and the main trends of the development of the foreign languages teaching in the West Europe on early stage. Also the reports of the West European countries on introducing the teaching of foreign languages to very young learners in the West Europe, the difficulties of the teaching and the necessity of the usage of the Western Europeans experience are presented in the article.

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Key words: teaching of foreign languages, very young learners, difficulties of the teaching, ways to overcome, Western Europe.

04.04.2012 25.05.2012 378.016:811.111-028.22

   

Educationalists recognise the immense potential for the development of constructivist pedagogical practice that the incorporation of technology into the teaching and learning process offers. Studies on the use of technology in education carried out in various educational contexts and involving different types of learners and subject matters attest to a great potential that this approach has to introduce innovative teaching and learning modalities [1, p.

3341].

Student video projects are a fantastic way of putting language learning into the hands of your students. By having them write, shoot and edit their own films, students are not only intellectually challenged, but they report a higher level of motivation because of the creative, personalized nature of the project. In building linguistic competence, they also gain confidence in their language abilities. Students often report having fun with the language, since they are able to use it in a non-classroom-specific context that feels more real; this extended group work also results in a greater sense of class community. Finally, in exploring the genre of cinema and becoming proficient in a new technology, students engage in an interdisciplinary project that reflects the goals of many of our schools and universities, which can help you find the technical and administrative support necessary for a successful project [2].

Both sides of educational process suffer from lacking of bad-structured system in organizing individual students work. It is well-known that according to the syllable students have to learn fifty percent of the subject individually. Up to these days the following process was considered to be boring, routine and unproductive that is why new approach in this sphere should be put forward to satisfy teaching-learning concept.

This method is vital because the problem of mastering the foreign language was treated as active in-class activity while out-of-class work remained partially developed only.

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Video projects can engage students in the content of your class and allow them to demonstrate their learning in creative, engaging ways [3].

This approach was widely unlighted by the following advanced scholars such as Yu. A. Komarova, L. Nikitina, J. deHaan, Deb S. Reisinger, J. Harmer and others. They investigated the great importance of applying of such kind of activity as video projects during the process of studying which enormously helps in creating special language atmosphere during the class.

They found this method one of the most useful and efficient among modern ways of teaching English as a foreign language. Taking it into account, it can be concluded that individual work which suffers from drawbacks in planning, organizing and managing, what makes a negative influence on the result of acquiring knowledge.

The goal of the work consists in showing the value and effectiveness of implementation of modern interactive methods in teaching-learning process for improving of speech habits using different technical aids as essential mean.

The article highlights the building elements that are included in the way of organization this collaboration. It helps to understand the steps to successful performance. This technique develops mental ability of every student, provides high-mood atmosphere during the preparation, and promotes to expand creativity and master communicative skills at more proficient level.

The work of this kind more widely corresponds to scientific and cultural interests and requirements of studying persons.

According to UNESCO statistics when a man listens, he can remember 15% of speech information, when he watches, he learn 25% seen information, when he does all mentioned above activities altogether he gets 65% of received information [4, p. 17]. Thus the usage of interactive methods with a help of multimedia aids allows crossing the borders of the artificial atmosphere of the classroom and making possible which was impossible imitating different situations.

Learner independence is also known by a number of other terms:

learner autonomy, independent learning, lifelong learning, learning to learn, thinking skills. All these terms refer to a concept where learners are involved in their own learning process. By being involved in this process, they start to make meaningful connections with the world outside the classroom. Instead of relying on the teacher to do the thinking for them, they take responsibility for thinking and learning themselves. Learning then becomes more than the rote memorization of a series of facts and continues even after the learner has completed full time education. One accepted understanding of learner independence is that it ranges across a continuum. At one end there are dependent learners who have had little opportunity to develop independent learning skills, and at the other end of the continuum there are learners who are self-directed, self-motivated and capable of learning without a teacher.

Good learners will move gradually along the continuum with the help of peers, teachers and appropriate learning experiences [5].

³ 14 (249), 2012_______________

Filming usually involves one camera operator, and may be confided to one director/producer, there is a danger that some students may get left out of

the video-making process. However, there are ways of avoiding this danger:

1) if more than one video camera is available the group of students can e divided into subgroups. That way each member of each subgroup has a function;

2) it must be ensured participation in the decision-making process by insisting that no roles (such as actor, camera operator, director/producer) are chosen until the last moment;

3) a number of different roles can be assigned as in a real film. This includes such jobs as clapperboard operators, script consultants, lighting and costumes.

The stages of arranging this process are the following:

1. Preliminary step discussing the problem according to the theme (in native and foreign languages).

2. Grounding the idea of the future project to be performed.

3. Defining the creative group:

a) director/producer;

b) scriptwriter;

c) researcher;

d) designer;

e) cameraman;

f) sound;

g) film editor.

4. Writing the whole script.

5. Debating on the title of the movie.

6. Storyboarding.

7. Casting (according to language abilities).

8. Practicing (training) the speech patterns and replicas which precedes the actual shooting the film.

The possible difficulties can appear in lacking of drama skills among students which demands tiresome work that takes much time. Sometimes the conditions in which students work are far from ideal. All this influence on the quality of making the movie. By keeping up to all this sequences brings the future project to great success [6, p. 289290].

The project would be better if movie had an important upbringing value. It should make acquaintances with history, culture, modern life, traditions, customs and concern philosophical problems of the studying language country. The final outcome is to make up a well-bread educated and intelligent person.

The vivid example of applying such an approach can be regarded with the following instance. The senior students were suggested to make a 30minute fiction movie as a result of independent students work. The certain language assignments were put to them: to include the active vocabulary, combinations and phrases, speech patterns, grammar material (past participle ³ 14 (249), 2012_______________

constructions, the causative, conditional and wishes, inversion) from the books Upstream C1 Advanced and Arakin 4. According to these requirements students investigated an attractive title of the movie Last nightmare of an Undergraduate. The plot was devoted to the greatest problem of every final student on the way to get a diploma. The subject teacher was not aware of the details concerning the movie. Such creative activity is one of the best methods of arranging out-of-class work. With the help of emotional work and the atmosphere of creativity in circle of groupmates without nobodys supervising, hidden sides of linguistic intelligence open widely. Remembering the mentioned above stages, students create the video project. During the filming they train their communicative skills (speaking speed), practice the usage of lexical units, revise grammar rules, and develop acting dialogue techniques.

But one of the vital components of teaching-learning process, which is not pursued by the given assignments, is developing interpersonal relations in the group which is guarantee of success.

Teaching speaking, i.e. expressing ones thoughts in oral way, is independent educational concern. The goal of teaching speaking is defined as speaking on advanced level [9, p. 58].

It is desirable that movie include elements of different genres (comedy, detective, musical).

The value and effectiveness of this work is based on quality of script and storyboard, grammar and vocabulary, pronunciation, interpretation of their character, and technical aspects of the film. Students receive graded feedback throughout the project as well as a final grade [2], which is welcome for both sides of educational process. The presenting the final outcome becomes a grand occasion for everyone.



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9. Hoskins R., Karpovicz Z., Lizo A., Nemeth F., Plesnik J. and P. Sabo The IUCN European programme: a contribution to the application of ecological networks in the countries of Central and Easten Europe, 1996. P. 143-149.10. Nowicki European ecological networks: perspectives in policy planning and law// Perspectives on ecological networks. European Centre for Nature Conservation publications series on Man and Nature, 1996. Vol. I. August. ...

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