Материалдар / Fundamentals of innovative learning technologies in English language proficiency
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Fundamentals of innovative learning technologies in English language proficiency

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Fundamentals of innovative learning technologies in English language proficiency Today, knowledge of English opens a window into a large global world with its wide flow of information and innovations. At the present stage of the development of the society, the modernization of the content of education in Kazakhstan is not connected with the innovation processes in the organization of teaching foreign languages. Therefore, the main goal of the modern teacher is to choose the methods and forms of organizing the learning activity of trainees, which optimally meet the goal
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Fundamentals of innovative learning technologies in English language proficiency



















Introduction

1 THEORY AND METHODS OF ENGLISH TEACHING TECHNOLOGIES ………………………………………………………… 1

1.1 Structural and content bases of English language teaching ……………….. 5

1.2 Methods of teaching English with a system of innovative technologies …..8

1.3 The nature of the main features of communicative teaching methods in teaching English+ ……………………………………………………………. 12

2 INTENSIFICATION OF INNOVATIVE TECHNOLOGIES IN FOREIGN LANGUAGE SCHOOLS

2.1 Advanced teaching technologies and innovative methods ............................15

2.2 Introduction of innovative technologies to improve the quality of education in English lessons ……………………………………………………………..18

2.3 Innovative in the process of teaching English use the project method …… 23

3 THE IMPORTANCE OF USING NEW INNOVATIVE TECHNOLOGIES IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE …………27



CONCLUSION ……………………………………………………………… 37

REFERENCES ……………………………………………………………… 39

Scientific apparatus

Object of research: Child. Organization of tiered learning technology in English lessons with the use of multi-level tasks, taking into account the individual and psychological characteristics of children.

Subject of research: Fundamentals of innovative learning technologies in English language proficiency

The use of new innovative technologies in the process of teaching English allows to activate the educational and cognitive activity of students in the acquisition of new language material, to increase interest in the subject. In addition, to allow the use of new innovative technology tools as a high level of visualization of the proposed material.

Objectives of the research:

  • selection of effective methods used in English lessons; development of a system of tiered learning technology;

  • consideration of English language requirements;

  • practical application of tiered learning technology.

increase students' activity in language learning during lessons. The purpose of the research:

- Full effective education in accordance with educational standards;

- Respond to the target diagnosis and achieve an accurate assessment of learning outcomes;

- Formation of the integrity of the diagnostic process;

- Development of a project of the educational process, which determines the structure and content of the cognitive activity of the student.

Scientific novelty of the research system:

The practical application of the technology of tiered learning in English lessons in a non-traditional way, using new methods, the formation of a new system of pedagogical technologies of teaching.

Base of course research work: № 172 school-gymnasium





Introduction

Today, knowledge of English opens a window into a large global world with its wide flow of information and innovations. At the present stage of the development of the society, the modernization of the content of education in Kazakhstan is not connected with the innovation processes in the organization of teaching foreign languages. Therefore, the main goal of the modern teacher is to choose the methods and forms of organizing the learning activity of trainees, which optimally meet the goal.

The digital age has changed the conditions of life, formation and education. Everything changes around, and accordingly, the attitude towards learning must change. The content of education in a modern comprehensive school remains unilateral; state standards based on an objective approach are morally outdated. Many modern teachers point to the lack of a competent approach, focused on the individuality of the student. Education at school does not give students a clearly expressed positive motivation to choose a life path, interests and prospects. Now, in the 21st century, the role of international education is growing. To raise own culture, to develop and to go forward is a vital necessity of our century and the young state. The same vital necessity is the study of foreign languages in order to keep pace with the times. The main directions and ideas of informatization of the education system, the introduction of innovative technologies in the educational process in the Concept of Education of the Republic of Kazakhstan until 2015 [1], the First President NANazarbayev. It is emphasized in the Strategy "Kazakhstan - 2030" proposed by Nazarbayev [2], in the New Concept of Foreign Education [3].

The use of new innovative technologies in the process of teaching English allows to activate the learning process of students in the acquisition of new language material, increase interest in the subject. In addition, new innovative technology tools can be used as a high level of visualization of the proposed material, expands the possibility of introducing a variety of exercises in the learning process, can stimulate the learning process in continuous communication, all this contributes to the formation of students' positive attitude to learning allows. It's been quite a few years since a computer entered our life, and we no longer imagine a modern lesson without the use of information technology. ICT becomes an integral tool in increasing students' interest and developing visual-figurative thinking.. Information technology makes it is possible to change significantly the forms and methods of academic work. In the education system ICT can be divided into two types: hardware (computer, printer, scanner, camera, video camera, audio and video tape recorder, etc.) and software (electronic textbooks, simulators, test environments, information sites, search systems Internet, etc.). Nowadays the computer is an effective assistant and integral part of everyone, which allows to improve the quality of training and the effectiveness of control. Currently, the use of computers in the educational process is very important. I want to focus on the use of computer presentations in the educational process. The use of presentations allows to every teacher to intensify mastering of educational material by students and conduct classes at a qualitatively new level, instead of using a regular blackboard projecting slide films from the computer screen to a large wall-mounted screen or a personal computer (laptop) for each student. Colorfully designed presentations (using animation effects, in the form of text, a diagram, a graphic, a drawing.) solve the problem of using visual material. For example, if you previously cut and paste pictures on the board, then now you can find pictures with the help of Internet and insert them on the slide right away. If there is a lot of pictures, then make a few slides.

Now the 21st century 2020-2021 curriculum is forced to go online due to the pandemic. No one can guarantee what our life will be like in the future. Maybe we will adapt to this online learning system and use innovative technologies, ie computers, mobile phones. Given these circumstances, scientists will come up with an effective learning system for students, using methods adapted to the online learning system.

For the modern student living in an innovative society, the computer should become an integral part of his life. In recent years, the rapid development of innovative technologies and their intensive use in the educational process has led to a number of changes in the education system. The use of new innovative technologies in teaching English is actively and successfully used, which allows to significantly improve the efficiency of the educational process in the context of informatization of the education system. In particular, it ensures the formation and development of linguistic and communicative skills of students in the implementation of a person-centered education system, taking into account their individual needs and characteristics.

These days every modern teacher uses widely the resources of the global Internet. Preparing messages, students filter a lot of information, if they need to listen to music, and most often view photos. Such tasks for students can use the preparatory stage for the lesson, for example, in combination with the project method, allowing students to apply practically for their knowledge and skills. This is one of the forms of research organization and cognitive activity, in which group activity is successfully realized that allows to increase the motivation for learning a foreign language. In the center of such a work process stands the student himself, with the opportunity to freely express his opinion and practical usage of foreign speech.

In the analysis of the scientific literature, the use of innovative technologies in education is considered in several areas of research by foreign and domestic scientists.For example, the psychological basis of the use of innovative technologies in the learning process V.V. Davidov, E.I. It is considered in the works of Mashbitz. General pedagogical bases of use of mass media В.P. Bespalko, N.D.Hmel, В.М. Monakhov, G.V Gabai, В.В. Davydov, В.Я. Laudis, В.В. Rubtsov et al. systematized in the works of scientists.In addition, the need for innovative education, the need to use innovative technologies in the educational process B.S. Gershunsky, M.S Malibekova, С.B. Nurmagambetov, etc. in the scientific works of researchers.

  • The course work deals with the issue of determining the effectiveness of the use of new innovative technologies in teaching English. And the issues of using innovative technologies in foreign language teaching O.M Astrakhankina, N.A. Akhmetova, M.Yu. Ukharkina, I.N. Galytsin, В.P. Demkina, E.I Dmitrieva., Yu.В. Ilovayskaya, TV Karamysheva, NM Koptyug, A.L. Nazarenko, Е.С. Polat, N.V. Sokolskaya, etc. provided in the research of researchers.Thus, due to the importance of the introduction of innovative technologies in the educational process (including English language teaching) and their effective use in rural schools has not yet been sufficiently developed, I have identified the problem of my research and chose the topic "Effective use of new innovative technologies in English language teaching." was the basis.

  • Object of research: the process of teaching English in secondary school using innovative technologies.

  • Subject of research: new innovative technologies as a tool for motivating learning.

  • The purpose of the study: to theoretically substantiate the effectiveness of the use of new innovative technologies in teaching English and to prove its effectiveness by drawing conclusions by testing it in practice.

  • Research objectives:

  • Theoretical and practical substantiation of the use of innovative technologies in teaching English in secondary schools.

  • To identify the current state and opportunities for the use of innovative technologies in teaching English in secondary schools.

  • Demonstrate the ability to use computer programs in secondary schools in the process of teaching to speak, read, write, listen and understand English.

  • Testing the effectiveness of the use of new innovative technologies in secondary schools in the course of experimental work and preparation of recommendations.

  • Scientific forecast of the research. If innovative technologies are used effectively in teaching English, it will increase the learning and cognitive activity of students, develop creative skills, improve their knowledge and culture by creating an artificial environment of a foreign language, the formation of sustainable motivation to learn, communication and education. allows you to improve the quality.

  • Research methods: Theoretical analysis of psychological, pedagogical, methodological literature on the research topic; study and analysis of the experience of schools and universities; analysis of educational and methodical documents (curriculum, curricula, textbooks for foreign language teacher training); interviews with specialists of the Institute of Teacher Training and students of this educational institution, conducting surveys; pedagogical control; conducting experimental work in accordance with the purpose of the educational process, processing and summarizing its results through mathematical analysis.

Thus, without the use of ICT in the teaching process, it is difficult to imagine modern English lessons. Their use expands the scope of the educational process, increases its practical focus. The use of ICT and Internet resources in the English lesson allows me to more fully implement a whole range of methodological, pedagogical and psychological principles. The usage of computers in English educational programs increases the effectiveness of solving communicative problems, develops different types of speech activity of students, and forms a stable motivation for students to learn foreign language activities in class.

In the 21st century, the society makes ever higher demands on the practical knowledge of English in everyday communication and in the professional sphere. The volumes of information are growing, and often routine ways of its transfer, storage and processing are ineffective. The use of information technology reveals the enormous capabilities of the computer as a means of learning. But we must not forget that the use of multimedia technologies can not provide a significant pedagogical effect without a teacher, since these technologies are only ways of teaching. The computer in the educational process is not a mechanical teacher, a tool that enhances and expands the possibilities of its teaching activity.









































1 THEORY AND METHODS OF ENGLISH TEACHING TECHNOLOGIES

1.1 Structural and content bases of English language teaching

The history of teaching English in high school dates back to 1947. In the same year, the resolution of the Council of Ministers "On improving the teaching of foreign languages ​​in secondary schools" was one of the documents that contributed to the further development of foreign language teaching. The subsequent Decree on the Modernization of Foreign Language Teaching, issued in 1961, set out the goals for the next decade. Many changes took place in 1977 after the decree "On the development of teaching and education in high school" [1.7]. The first stage of learning begins with the foundation of the language as a communication, and then continues to learn a foreign language. To use the language, you need to know how to listen, speak, write and read. The first stage is a very important stage in language learning, at which stage learning begins and continues. The English methodologist G. Palmer said about this period: "Take care of the first two stages and the rest will take care of itself" [2. 6] Teaching a foreign language in high school began in the 3rd or 5th grade. Ability to teach, understand and translate text in a foreign language in the current program. Understanding of oral speech, laying the foundation of oral and written. The program defines two types of sections: receptive and productive. At the first stage, reading comprehension and translation come first.

  • students can read unfamiliar words

  • be able to read and understand the text without a dictionary

  • be able to translate a foreign language into their native language

  • аbility to translate the following requirements for written training:

  • be able to copy the text

  • be able to write a short speech

Changes after the 1961 decree. According to the program at this stage, the first place was given to a practical goal. Emphasis was placed on the ability to express themselves and to make a speech (monologue) and to communicate in English (dialogue). The requirements for study have also changed The following requirements were set in high school: ability to communicate in English; read and understand a simple text without a dictionary; ability to read.He was given a supporting role in writing. The volume of vocabulary has decreased. The program focuses on practical language skills. Language is a source of knowledge about the outside world and the environment. In teaching the subject, students get acquainted with the names and phenomena of the English language.

The three major categories of learning strategies are:

1. Metacognitive Strategies: planning for learning, monitoring one’s comprehension and production, and evaluating how well a learning objective can be reached.

2. Cognitive Strategies: interaction with material by physical (grouping, taking notes, making summaries) or mental (making mental images, relating new information to previous concepts or skills) manipulation.

3. Social-Affective Strategies: interaction with others to assist learning.

Integrated approach focuses on three principles which apply to both the content and language teacher: the use of multiple media by teachers, the fostering of thinking skills in students, student-centered organization of the instruction.Teachers should introduce information to the students not only through lectures and reading assignments but also using realia, graphs, demonstrations, and pre-reading and pre-writing strategies. This helps to place the information in a context comprehensible to students. Teachers need to pay attention to the content to be learned, the language skills required to learn it, and the reasoning abilities needed to manipulate it. Additionally, teachers need to reorient their instruction into a more student-centered design.

Whatever model to use in content-based instruction, it is very difficult for students to understand and to read long content texts. Oversimplification of the text where all students can read and understand it leads to the loss of content concepts. Besides, ELL cannot be expected to learn all content information through listening to lectures.Therefore, the educators must find ways to make content comprehensible that is to make the texts and other resources materials accessible for all students, adapting them, so that the content concepts are left intact.

Acquaintance takes place orally and in writing. Mastering these two types is a practical goal of learning English. That is, the student must be able to use English orally and in writing. Listening comprehension and speaking English are oral. Writing includes the ability to use or write the written form of a language and to read a text written in English. Language is a means of communication, which is carried out orally and in writing. Oral forms include listening, understanding and speaking. Written: reading and writing.

The development of listening, speaking, writing and reading skills has a direct impact on a student's mastery of the language, both orally and in writing. In order for a student to master a language well, these four skills must be firmly established [3. 27].Crossing the threshold of the XXI century with the aim of developing education and science in the direction of innovative technologies is the main symbol of great hopes. Conscious, meaningful, moral upbringing and education of the younger generation is a requirement of today.

The role of the English language in society has also changed due to socio-economic, political and cultural changes in international relations. It has become a key element of the modern education system from a simple subject. Due to this, many methods have emerged that allow you to effectively teach modern English.

Therefore, every teacher should be able to use best practices while developing their creativity. Thus, the educational process of the country's schools has changed radically, new types and methods of teaching, innovative pedagogical technologies in a new direction have emerged, which have led to a complete renewal of the content of education.One of the new tasks facing the education system is to improve the quality of education using innovative pedagogical teaching technologies. Peculiarities of teaching English with the system of innovative technologies: the acquisition of educational materials by students with the help of teachers or computers through innovative and communicative technologies [4.76]. The basic principles of tiered, differentiated learning, project-based learning, communicative learning, information-communication learning, which ensure the formation of individuals, are the development of students' cognitive and creative abilities. The purpose of training is determined by the curriculum.There are three main types of education: 1.education, 2.education, 3.development. Educational purpose of teaching. Most students are very interested in learning English, wanting to hear and speak how they speak English. At first they learn to greet, say goodbye, learn the names of things. Communication at this stage requires two-way communication, as they need to be taught to listen and to ask. Educational purpose of teaching. The educational function of any language is great. Each language is a direct indicator of the culture of the people who speak that language and be aware of the country that speaks that language; learns to convey their ideas correctly. The purpose of training development. The formation of educational and organizational skills is the basis of development goals. This is because the main task of language development is to increase the level of language skills of students and the development of thinking in that language [5.51].The main purpose of teaching English is to teach students the basics of communication in English.















































1.2 Methods of teaching English with a system of innovative technologies

Multimedia is a recent and popular term in the field of computer usage. Generally speaking, multimedia is the combination of text, sound, pictures, animation, and video. Typical set-ups include CD-ROM, CD-ROM player, sound equipment, and special hardware, which allow the display of sophisticated graphics. With the rapid development of the internet, which has become a powerful medium for it provides a number of services including “e-mail, the World Wide Web (WWW), newsgroups, voice and video conferencing, file transfer and exchange and numerous corporate services delivered through specialized programs”. In the context of teaching, multimedia can be called an integrated media, which consists of various media forms such as text, graphic, animation, audio, etc. to browse, query, select, link and use information to meet pupils’ requirement. Smith and Woody defined multimedia as “the use of both visual aids and verbal descriptions to illustrate concepts”.

According to Mudge , Multimedia applied in English teaching may include four stages. The original stage can be dated back to the 1950s when only a few foreign language institutes started to employ phonograph, broadcast, movie, tape recorder and other current media in foreign language teaching. During that time, audio and video were once considered a significant revolution to the teaching of foreign language. Following in the 70s and 80s, audio and video developed dramatically with the advancement of electronic technology. Electronic taping, slide projectors, videocassette players, language labs and other electronic devices were included in this era.

By the turn of 90s, multimedia technology was becoming increasing available in foreign language instruction because of the development of computer technology and the coming of the digital revolution.

In the early 2000’s, the internet became a powerful medium for the delivery of computer-aided learning materials. The internet provides a worldwide means to get information, lighten the work load, and communicate with each other at any time and at any place. CALL which is Computer Assisted Language Learning came into play during the later part of the 20th century. Warschauer divided the history of CALL into three stages: behavioristic CALL, communicative CALL, and integrative CALL. Behavioristic CALL applied in 1960s and 1970s was based on the behaviorist learning and featured repetitive language drills. The computer was regarded as a mechanical tutor to deliver the materials to the pupils. An example of a behaviotistic CALL strategy is PLATO .

  • PLATO (Programmed Logic for Automatic Teaching Operations), the best-known tutorial system, is a special hardware consisting of extensive drills, grammatical explanations, and translation tests at various intervals. The next stage, communicative CALL, appeared in the late 1970s and early 1980s. It focused on the communicative teaching method and encouraged pupils to generate original utterances through the process of discovery, expression and development rather than just repeat the prefabricated language. Pupils were supposed to make use of the computer or the hardware to assist them in language learning. What they actually work with is not the computer but their classmates or teachers. In this model, the computer is viewed as stimulus or tool.

  • Popular CALL software developed in this period included word processors, spelling and grammar checkers. Following this stage is the third stage, integrative CALL which included the development of multimedia computers and the Internet. This model not only integrates various skills (e.g. listening, writing, speaking and reading) but also bonds different technologies serving as effective and comprehensive tools for language learning and teaching.

With integrative CALL, teachers were moving away from communicative perspective of teaching to a more social way, which emphasizes the language use in authentic social environments. Applying this multimedia networked computer in the language class provides pupils a more effective means to learn English. For instance, pupils can have rapid access to the background, grammatical or vocabulary explanations, pronunciation information while the main lesson is in the foreground. In the field of education in the country, new types, methods of teaching, new technologies are emerging, which contribute to the renewal of the content of education.

The modern orientation of such teaching methods is the system of innovative, technological education. As for the terms "Innovation", "Technology", innovation is the organization of new content, innovation, ie the organization of the content of innovative processes. In modern methodological literature, the concept of "technology" is used in conjunction with the concept of "teaching". The term "technology" means a system of approaches [6.73].

Kazakhstan needs to make new breakthroughs in its development, and in order to become one of the 50 most competitive countries in the world, major reforms are needed in the field of education. In this regard, the President in his annual Address to the People of Kazakhstan said: “Education reform is one of the most important tools to ensure the competitiveness of Kazakhstan. We need a modern education system that meets the needs of economic and social modernization "[4].

T. Taubayeva mentions the names of modern teaching technologies and describes their goals, concepts and features of the content and methods [5].

Thus, the following can be distinguished from pedagogical technologies:

game-based learning technology;

    • problem-based learning technology;

    • differentiated learning;

    • computer technology of teaching;

    • developing learning technologies;

    • modular training.

Рurpose of new learning technologies is to humanize learning, that is, to ensure that textbooks allow students to engage in cognitive activities on their own.

The basic concept of research is the concept of "innovative technology". In this regard, O.S. While Stepanova [6] in her research considers the concept of "innovative technology" as a set of information processing, organizational and managerial concepts, various innovative techniques, the analysis of the scientific literature on this issue shows that researchers consider the concept of "innovative technology" in different contexts. J.A. According to Karaev, "Innovative teaching technologies" are aimed at achieving new types of didactic results, such as the development of personal abilities of students and the activation of educational and cognitive activities, minimizing the learning period, as well as achieving in-depth understanding of the subject. demonstrates the use of tools, didactic materials.

The emergence of innovative multimedia, hypertext, network and communication technologies in foreign language teaching has opened up great opportunities. Multimedia technology allows you to use text documents, graphics, audio and video. All this, in turn, increases the motivation to learn, the speed of learning language tools. Experience has shown that multimedia has great potential in teaching English. According to pedagogical research, the following values ​​can be achieved through the use of multimedia programs and resources in teaching English [7]:

The basic principles of communicative teaching of English using innovative technologies include [7]:

  • pay special attention to all types of speech activities;

  • use of visual aids in teaching grammar;

  • focus on the use of students' own creative projects or texts, rather than ready-made projects;

  • elimination of the traditional system of assessment (correct / incorrect), the possibility of multiple choice of the answer;

  • extensive use of foreign languages ​​in the learning process;

  • interaction: student - computer, student - student.

Increasing the activity of students' thinking in the learning process, updating the forms of teaching methods, the formation of skills and competencies are issues that require special attention in the use of innovative technologies.

The use of innovative tools in learning English has a significant impact on the development of research and creative abilities of teachers and students, the formation and development of students' language skills, listening skills, speech, writing, creative personality. It can be seen that the images and graphics in the multimedia play an important role in the teaching of English by presenting the English language with the help of musical visual animations. The combination of the proposed forms, means of presentation, design, artistic and visual, etc., complements its content in the process of learning English. It can be seen that they affect all the senses of students, increase their thinking skills, stimulate visual perception, all types of memory, and form the basis for the full perception and recognition of learning information. Multimedia combines visual and auditory images of students in the reception of information, creating a relative expressiveness.









1.3 The nature of the main features of communicative teaching methods in teaching English

Currently, special attention is paid to the issue of communicative language learning. The new technology of teaching English, taking into account the communicative function of the language, makes it communicatively cognitiveinvolves mastering. The communicative method appeared in Britain in the 1960s and 1970s, when English gained the status of an international communicative language.

In today's independent state, the attitude to education has changed radically, new types, methods of teaching, new technologies have emerged, which have led to a complete overhaul of the content of education.

One of the modern methods of teaching is communicative learning technology. German scientists G. Neuner and G. Hunfeld, who developed the German curriculum, explain the level of communicative competence in teaching English as follows: communication takes place through language and action (such as laughter, voice rhythm). It can be pre-planned, prepared or unplanned. Much attention is paid to planned communication, usually prepared during the lesson.

It is important that students understand the meaning of the messages in the lesson, recognize their ultimate purpose, and realize their own purpose. This qualification is called communicative competence [7. 105].

Communicative competence includes the following learning objectives:

1. Cognitive semantic goal, ie the student's communicative situations

be able to find situations in which conversations, conversations, communication arise. He must learn to take these things into account in his actions, conversations and interactions.

2. A social goal, the student can be responsible for their actions, knowing how to behave in its implementation. He strives to achieve his goals with others, and also tries to be on an equal footing with his partner as an individual.

3. The purpose of linguistic qualification. In accordance with this goal, the student is motivated to express his thoughts and actions.

G. Neuner believes that these three components are not separate, but closely interrelated [8. 89].

According to EI Passov, one of the methodologists who is looking for ways to achieve this communicative competence, we notice that in the teaching of a foreign language is communicative, taking into account the following factors:

  • 1 use of communicative teaching methods;

  • 2. special exercises;

  • 3. purposeful organization of the whole educational process;

What is new about the communicative method, how it organizes the learning process, its features are

1.Communicativeness is aimed at improving skills in the learning process. Regular speaking in English increases students' interest in reading without the idea that they do not know the language. To do this, all the exercises should be aimed at leading to speech. Communicative learning involves taking into account the individual characteristics of the student, that is, all the personal qualities of the child must be taken into account. This is the main tool to increase his activity and motivate him to study.

2. Communicativeness is also related to functionality, because every word plays a role in the communication process. If a student does not use words in practice when he learns the language, he will not be able to remember them and use them correctly.

3. Communicative, communicative method of teaching requires situational learning. After all, situationality is a natural feature of speaking skills. Situationalism as a form of motivation for speech, as a method of improving speech skills and as a way to achieve a specific goal, result has long been considered in many works of methodologists [9. 112].

Communicative learning technology is a methodology based on communication. And only when people use language in the form of sentences can they understand and communicate with each other. In order for students to be able to speak English to a certain extent, to be able to express themselves, to understand what someone is saying or writing, English must be taught in the form of sentences from the first lesson. This is because a personal name can express a complete idea only when both personal words and grammatical forms are interconnected and included in the sentence [10. 77].

The communicative method breaks the psychological barrier between teacher and student. EI Passov, one of the methodologists looking for ways to achieve communicative skills, noted that the main features of the communicative method of teaching are:

  • The differentiality of the method is reflected in the fact that each method is a means to an end. The goal is to be able to perform each type of speech activity, specifically this type of activity.

  • 2. The method does not depend on the learning situation. The method determines the strategy, not the tactics of teaching, and therefore this choice depends on the language, the stage of training.

  • 3. The possibility of the communicative method comprehensively covers this type of speech activity.

  • 4. The presence of the main core of the method, or the use of the words of MV Lyakovsky, the predominant idea of ​​the solution of the main methodological problem requires that the activities of solving the main methodological problem are interrelated.

This main idea considers the input principles included in the method, integrates them. On this basis, EI Passov defines it as a system of individual methodological principles, created by mutual conditions, combined with a single strategic idea, a method aimed at teaching any type of speech activity [11. 124].

The teacher has a great influence on the conditions under which communication is effective, and it is important that the teacher pays constant attention to the quality of education in the teaching process.

Therefore, the use of communicative teaching methods in teaching English - allows students to connect words grammatically correctly and speak fluently, and the frequent use of this method gives results.





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