Chapter I. Theoretical foundations of teaching speaking pupils of junior form

Contents

Introduction

Chapter I. Theoretical foundations of teaching speaking pupils of junior form

1.1 The most common difficulties in auding and speaking

1.2 Psychological characteristics of speech

1.3 Linguistic characteristics of speech

1.4 Prepared and unprepared speech

1.5. Mistakes and how to correct them

Chapter II. Speaking in teaching practice

2.1 Speech and oral exercises

2.2  Techniques the teacher uses to develop hearing.

2.3 Techniques the teacher uses for teaching speaking

Conclusion

  List of literature

Vocabulary

Introduction

Our work is devoted to the method of teaching the speech. But for the beginning let’s examine what is speech.

Language came into life as a means of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a means of communication.

In teaching speech the teacher has to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say " hearing" we mean auding or listening and comprehension.

Speaking exists in two forms: dialogue and monologue.

The aim of our work is:

1. to observe the speech as a bilateral process;

2. to give the basic notions of the speech;

3. to make an examples of exercises in of speaking and hearing.

Practical value of this paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in teaching a foreign language at classroom or as a given homework, or as a useful material for elective additional courses of foreign language at school.

The paper consists of introduction and two chapters followed by conclusion. The first chapter is about the most common difficulties in auding and speaking a foreign language. Also it consists of psychological and linguistic characteristics of the speech. Further we find differences between prepared and unprepared speech and in this chapter we learn to find mistakes of pupils and how to correct them. In the second chapter are given the exercises, which help the teachers to obtain results in teaching speech.

Chapter I. Theoretical foundations of teaching speaking pupils of junior form

Psychological characteristics of speech

The development of speaking follows the same pattern both in the mother tongue and in a foreign language from reception to reproduction as psychologists say, and from hearing to speaking if we express it in terms of methodology.

Since " language is not a substance, it is a process." (N. Brooks) and " language doesn't exist. It happens." (P. Stevens), we should know under what conditions " it happens". What are the psychological characteristics of oral language? They are as follows:

1. Speech must be motivated, i. e., the speaker expresses a desire to inform the hearer of something interesting, important, or to get information from him. Suppose one of the pupils is talking to a friend of hers. Why is she talking? Because she wants to either tell her friend about something interesting, or get information from her about something important. This is the case of inner motivation. But very often oral speech is motivated outwardly. For instance, the pupil's answers at an examination.

Rule for the teacher: In teaching a foreign language it is necessary to think over the motives which make pupils speak. They should have a necessity to speak and not only a desire to receive a good mark, Ensure conditions in which a pupil will have a desire to say something in the foreign language, to express his thoughts, his feelings, and not to reproduce someone else's as is often the case when he learns the text by heart. Remember that oral speech in the classroom should be always stimulated. Try to use those stimuli which can arouse a pupil's wish to respond in his own way.

2. Speech is always addressed to an interlocutor.

Rule for the teacher: Organize the teaching process in a way which allows your pupils to speak to someone, to their classmates in particular, i. e., when speaking a pupil should address the class, and not the teacher or the ceiling as is often the case. When he retells a text which is no longer new to the class, nobody listens to him as the classmates are already familiar with it. This point, as one can see, is closely connected with the previous one. The speaker will hold his audience when he says something new, something individual (personal). Try to supply pupils with assignments which require individual approach on their part.

3. Speech is always emotionally colored for a speaker expresses his thoughts, his feelings, his attitude to what he says.

Rule for the teacher: Teach pupils how to use intonational means to express their attitude, their feelings about what they say. That can be done by giving such tasks as: reason why you like the story; prove something; give your opinion on the episode, or on the problem concerned, etc.

4. Speech is always situational for it takes place in a certain situation.

Rule for the teacher: While teaching speaking real and close-to-real situations should be created to stimulate pupils' speech. Think of the situations you can use in class to make pupils' speech situational. Remember the better you know the class the easier it is for you to create situations for pupils to speak about.

These are the four psychological factors which are to be taken into account when teaching speech.[1]

Chapter II. Speaking in teaching practice

Speech and oral exercises

 

We must distinguish speech and oral exercises for they are often mixed up by the teacher.

Speech is a process of communication by means of language. For example, (1) a pupil tells the class a story about something which once happened to him; (2) the teacher asks questions on the story read by the pupils at home and starts a discussion; (3) pupils speak on the pictures suggested by the teacher, each tries to say what others have not mentioned; (4) pupils listen to the story and get some new information from the text; (5) they see a sound film and learn about something new from it, etc.

Oral exercises are used for the pupils to assimilate phonetics, grammar, and vocabulary. They are mostly drill exercises and the teacher turns to them whenever he works at enriching pupils' knowledge in vocabulary and grammar, at improving pupils' pronunciation, etc. For example, reciting a rhyme or a poem is considered to be an excellent oral exercise for drilling pronunciation and for developing speech habits. Making up sentences following the model is an excellent oral exercise for fixing a sentence pattern and words which fit the pattern in the pupils' mind. Making statements with the words or phrases the teacher gives is another valuable oral exercise which allows the teacher to retain them in his pupils' memory through manifold repetitions.

Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be “speech” as some teachers are apt to think and who are often satisfied with oral exercises which pupils perform following the model; they seldom use stimuli for developing pupils' auding and speaking in the target language.[5]

In order to get a better understanding of what speech is we are to consider the psychological and linguistic characteristics of speech.

Conclusion

 

Having made our work we come to conclusion, that auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.

When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.

Speech is a process of communication by means of language. Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be “speech” as some teachers are apt to think and who are often satisfied with oral exercises which pupils perform following the model; they seldom use stimuli for developing pupils' auding and speaking in the target language.

In conclusion it should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should very depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.

List of literature

1. Anitchkov I., SaakyantsV. Methods of teaching English. Moscow, 1966.- 248p.

2. Harner Jeremy. The practice of English language teaching. L. - New York,
1991.-296p.

3. Potter Mike. International issues. Teacher's book. L., 1991.- 125p.

4. Rogova G. Methods of teaching English. Leningrad, 1975.- 312p.

5. Бугаев Н.И. Обучение – это общение.// Народное образование Якутии- 1992 №2 с.37-49

6. Загвязинский В.И. Методология и методика дидактических исследований.- М: Педагогика, 1982

7. Зимняя И. А. Психологическая характеристика слушания и говорения как видов речевой деятельности. – «Иностранные языки в школе», 1973

8. Маслыко Е. А. Настольная книга преподавателя иностранного языка: Справочное пособие.- Мн.: Высшая школа, 1999.

 

List of Vocabulary

1. arpeggios- последовательное исполнение звуков аккорда

2. arranging- приводить в порядок; расставлять

3. aud- аудировать

4. audience- публика; зрители

5. audio-visual aids- аудиовизуальные средства обучения

6. close-to-real situations- близкие к реальности ситуации

7. complete failure- полный провал

8. conversational tags- обрывки речи

9. Delayed- отложенный, отсроченный

10. drilling pronunciation- отработанное произношение

11. postpositions- помещение, расположение позади

12. Ensure conditions- гарантированные условия

13. eye-learners- ученики с визуальной памятью

14. exactness- точность; аккуратность, пунктуальность

15. feed back- заднее содержание

16. flexible- гибкий; гнущийся; мягкий, эластичный

17. fluency- плавность; беглость

18. Free speech- свободная речь

19. grammar exercises – упражнения на грамматику

20. Immediate- прямой, непосредственный

21. interpreter- переводчик

22. interlocutor- собеседник

23. lead-response units-приемистая единица

24. Linguistic peculiarities- лингвистическая особенность

25. logical sequence- логическая последовательность

26. manifold repetitions- многократные репетиции

27. mechanical drill exercises- механически отработанные упражнения

28. methodologists- методисты

 

29. misuse a preposition- неправильно использованный предлог

30. Modified- усовершенствованный

31. native speakers- носитель языка

32. plenty of preliminary exercises- достаток подготовки

33. preference- предпочтение; преимущество

34. prevail- восторжествовать, одержать победу; достичь цели

35. pupils' errors- заблуждения ученика

36. pupils' skills- навык ученика

37. rearranging- перестройка; реконфигурация

38. reception- приём, получение, принятие

39. reproduction- воспроизведение, размножение; репродуцирование

40. senior stage- старшие классы

41. stock of patterns- запас образцов

42. syllabus- программа (курса, лекций и т. д.)

43. target language- цель языка

44. time-consuming- отнимающий много времени, связанный с тратой времени; трудоёмкий (о работе, занятии и т. п.)

45. teacher's disposal- расположение учителя

46. teacher's supervision- надзор учителя

47. to " accumulate" - аккумулировать, накапливать;

48. undue talkativeness- чрезмерная болтливость

49. utterance- выражение в словах, произнесение

50. Visual " props" - зрительная опора

 

Contents

Introduction

Chapter I. Theoretical foundations of teaching speaking pupils of junior form

1.1 The most common difficulties in auding and speaking

1.2 Psychological characteristics of speech

1.3 Linguistic characteristics of speech

1.4 Prepared and unprepared speech

1.5. Mistakes and how to correct them

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