PROBLEMS OF TRAINING FOREIGN INTERCOURSE IN TEACHING ENGLISH
Нышанова С.Т.
к.п.н.,и.о. доцента
МКТУ им. А.Ясави,
Казахстан, г. Туркестан
В статье рассматриваются проблемы
обучения иноязычному общению в преподавании английского языка связанных с
формированием языковых и речевых фонетических,грамматических и лексических
навыков,творческих умений в различных видах речевой
деятельности-чтении,аудировании,говорении и письме.
The problems of human
intercourse attract attention of a plenty of the researchers of various
disciplines: psychology and social psychology, sociology and sociolinguistics,
linguistics and psycholinguistics, pedagogies and anthropology. It is explained
by the complexity and wide range of concept of "intercourse", which
is in various works devoted to this problem, is examined separately from its
aspects with numerous characteristics.
In teaching English
language the problem of training intercourse is connected with the formation of
language and speech phonetic, grammar and lexical skills and creative skills in
various kinds of speech activities - reading, speaking, listening and writing,
ii also has caused wide introduction of the terms "communication",
'"training to communicative intercourse" (on the basis of English "communication"
- intercourse) as abilities to exchange of a various sort the information in a
foreign language. In social psychology and .the theory of the information the
term "communications" is considered as "information
interchange", and 10 exchange the information in this or that language, it
is necessary, first of all, to master a linguistic code for coding the certain
contents of phonetic, grammatical, lexical and stylistic norms of the given
language[l].
Training to a certain
linguistic code and formation of the appropriate skills and its usage is one of
the key tasks in training a foreign language in any types of educational
institutions. But is mastering of a linguistic code a sufficient condition for
effective communication in foreign language? As we know the real dialogue is not limited only to
information exchange. Sometimes having a small set of foreign words and
constructions, but the sociable person who can mime and gesticulate well
enough, with various modifications of intonation and everyday experience allow
him to guide in hard situations of communication, he finds the best
understanding while talking with a native speaker, rather than a student of a
language department who possesses rich word
stock, lull of set phrases, idiomatic expressions and colloquial clichés,
which are often used during practical classes and which are not adequately
applied in tins or that real life situation. Therefore one of problems of
training to a foreign language as profession is not only limited to choosing
and organization of a speech and language material on grade levels, but also
studying of the contents of concept "intercourse" including its
kinds, functions and forms.
On the first and second
courses of studying at language department the bases of command of foreign
language are imposed. This stage is extremely important for the formation of
skills and skills .of everyday communication, to what materials compiled in
many textbooks for the first and the second year students of the foreign
language departments. That is why teachers pay special attention to mastering
and training of the appropriate grammatical and lexical materials organized by
thematic principles on the basis of a language, namely speech exercises
different situations and role plays. Communication is held in the form of
information exchanges with appropriate grammar materials, usage of vocabulary
based on certain theme that is possible to name as "intercourse on a
communicative basis". But the communication, in psychological,
sociological studies, represents the unity of three aspects: the communication,
interaction and perception which arc connected not only with exchange of the
information (communication), bat also with of joint activities (interaction),
one of the means of which realization is the speech activity, and also personal
perception of the interlocutors not only as speech partners, but also as
friends, opponents, like the persons cooperating or complicating realization of
this or that activity[2].
Hence, training intercourse
in a foreign language is not restricted only with acquisition of a linguistic
code, certain sum of skills and training them in the certain situations. It is
necessary to include speech communication into other kinds of activity, where
it serves as means of their realization and opportunity not only to exchange
certain information with an interlocutor, but also to understand him as a
person, that conducts to success in joint cooperation. It is possible on the
basis of the cognitive approach in training foreign language as specialty, where
a language is used as a means of realization cognitive activity, independent
acquisition of knowledge, skills in various spheres of human knowledge, that is
connected with communications, and interaction and perception, and also with
their functions: contact and information (communication), understanding and
establishing communicative attitudes(perception), incentive, coordination and
rendering of influence interaction) and kinds of intercourse.
The following problem of
foreign language in training intercourse is concerned with concrete educational
group and concrete teachers conducting practical classes, and carries social -
psychological character. The training achievement depends on mutual attitude
between students and a teacher, atmosphere of intercommunication set up in a
group, interpersonal contacts. When there is a mistrust, fear or fear of making
next linguistic or stylistic mistakes, there is no friendliness and readiness
to help each other, friendly attitudes towards statements or opinion, company
and desire to carry out joint activity; it is hardly possible to speak about
effective training to intercommunication. Therefore psychological problems of
pedagogical intercourse of the small group are of great importance, as the
teacher performs under such conditions as the carrier of target language,
initiator of the communication, organizer of interpersonal contacts and foreign
language atmosphere in class.
The consolidation and
reassembling of the group, constant creating of interests and benevolence to
each other, overcoming psycholinguistic barriers complicating
intercommunication refer lo a difficult problem, which in many respects depends
on professionalism and creative skills of (he teacher. The authentic
acquisition of a certain language in the senior courses, organization of
various discussions based on different thematic problems studied in literary
works, carrying of the joint projects - all these are possible, when the bases
of productive and creative intercourse have been established during the first
and the second course of striding For this purpose it is not enough to use only
role plays, situations and rote tasks, which are widely used on
stereotype-situational stages of skills formation. It is also possible to use
and pyrotechnical exercises which will help to overcome psychological barriers
in intercommunication, to consolidate the group. Choosing and typology of such
exercises, their connection with only linguistics, concerning appropriate
theme, also refer to urgent problems of technique of training foreign
intercourse[3].
To conditions of effective
teaching of a foreign language artificial creation of the foreign atmosphere
can also be referred in teaching a certain foreign language bringing close to
natural intercommunication. Unfortunately, the very skill often prevails and on
the first and second courses of special department, focusing attention of the
students on the correct use of those or other vocabulary units and grammatical
structures of certain thematic material. It makes the students regard a foreign
language not as to a means of intercourse, but as to a subject, succession of
acquiring it depends on knowledge of the theory, number of the texts and
dialogues learnt by hear-elements of which are logically connected in the
subsequent situations of intercommunication. The situations of intercourse
created on a thematic basis, which are peculiar to the form of the students'
reports in learning that o: other materials, they are often artificial, do not
give opportunities to state their own opinion, and do not contain problems.
Often material offered to this or that theme, does not comprise anything to
broaden students' outlook sociocultural knowledge of students, but contains
only new lexical units and grammatical structures intended for improvement of
everyday communication in various situations. Really, it is not easy to give
new information or. themes" "Family", "Apartment",
"Meal", "At the doctors" and other themes as well, but
newness of unexpected plots, the discussions and polar opinions on the same
question in situational tasks and scripts of role plays are necessary for
stimulating interests, motivation and creative activities of students. For
example, it can be the project of opening a restaurant or a cafe specializing
in vegetarian or national meals. The project can contain various problems such
as an interior, conditions, creation of the special atmosphere, menu, special
dishes with original fantastic names and recipes, uniforms of the waiters and
waitresses, emblems, signboards, advertising their own trade marks and various
slogans. After the development of the project details in micro groups, the
whole group represents the completed variant, answering to tricky questions of
the present spectators or the teachers, supporting the basic components of the
project and proving their effectiveness. It is also possible to prepare "a
special dish" by all the groups and advertise it, interviewing the first
visitors, who have received honor to try the meal (theme "Meal"."
in cafe, restaurant"). On the theme "Apartment" it is possible
to submit the project of the big house, the choice or designing of furniture
for rooms of oval or triangular forms, on the theme "Family" -
discussion about the family in the past, present and future, about family
traditions of different peoples, of different epoch and generations, to
interview the representatives of conjugal agencies, drawing up advertisements
of certain agencies, competition on the best conjugal announcement.
Certainly such tasks should
be provided with appropriate substantial and language materials which help the
students in such forms of intercommunication based on micro situations and
appropriate exercises. Hence, there is an urgent problem of texts typology and
exercises, typology of the problem and control tasks, modeling the system of
role plays. It will provide the substantial and technical side of any theme,
which should be changed according to peculiarity of the language department,
taking into account distinctions in a picture of the world at the
representatives of various language cultures, incomplete semantic, associative
conformity with vocabulary items in various languages. That is why not only
language knowledge is required at the given stage, but sociocultural knowledge
is also essential in mastering the language as means of intercommunication,
that is impossible without the certain degree of identification with earners of
other language and other culture.
The second level of
teaching a foreign language as specialties is connected with perfection and
further development of speech activity (3-5 courses), when the students acquire
knowledge on theoretical subjects which allow them to learn details of
lexico-grammatical and functional - stylistic means of the studied language, at
the result of which students gain individual speech experience [2].
There are ample
opportunities of interpretation of the concrete statements, discussions of the
concrete heroes, their deeds, language portraits, plots, specific features of
literary language of the author in the process of work on volumetric enough
literary works of home and individual reading. Unfortunately, often work on
mentioned literary works are limited by retelling especially essential language
materials, including the role interpretation (retelling the text from the
certain) person), or role dialogues, which are one of the reproductive
statements of the analyzed material and is explained by insufficient amount of
hours allocated to speech practice at the senior rates. Perhaps it is the time,
when the students get acquainted with a number of theoretical rules on
lexicology, stylistics, the history of language, gain the experience of
analytical work about the literary text, its substantial and linguistic
characteristics allow students to understand the information on semantic level,
and they can arrange discussions on theoretical and practical themes. But in
most cases students are not well prepared for this during all the course of
training on the first and second course of studying, and also with that the
theoretical materials on linguistic subjects are not logically connected with a
concrete themes and language material, which students learn during language
practice of both verbal and written speech. The problem caused by the manuals,
containing creative tasks on theoretical subjects and language practices
provided with substantial material in the framework of certain themes are of
great importance in training foreign language at specialized departments.
Training to a foreign
intercommunication on the perception level assumes personal orientation,
acquisition of new personal experience, which assumes the development of the
various forms of organization of students joint activity during interpersonal
and role intercourse in group, certain methods and means of training. The great
importance is attached to means of emotional influence (musical compositions,
pictures, songs), and also kinds of the non verbal communication, including
extra linguistic and visual contact. The special significance in formation
perception in foreign intercommunication on senior courses is to overcome the
difficulties of forms and methods of interpretation of the texts including
their emotional coloring which enhances the deep understanding in the process
of debate. It is connected with the problem of development of special
techniques in training interpretation of the text focused on perfection of the
students' creative speech skills and habits at the senior courses of language
departments.
Thus, the wide definition of the concept
"intercourse" allows us to reconsider the contents of term
"communication" in training a foreign language as a specialty, and
alongside with the existing problems formulate-new tasks in techniques of
training a foreign intercommunication at language departments.
References
1. Андреева Г.Н. Социальная
психология.-Москва,1997- стр.92
2. Щерба Л.В. Преподавание
иностранных языков в средней школе.-Москва, Изд-во АПН,1947
3. Шатилов С.Ф.,Еремин Ю.В. Некоторые
актуальные теоретические вопросы профессионально направленного обучения
иностранному языку в педагогическом вузе.\\ Профессионально направленное
обучение иностранному языку в педагогическом вузе:Межвуз.сб.науч.тр.-Л.1985
4 Donald
S.Byrd, Bailey N., Gitterman M., Murcia M. Grammar pedagogy in second and
foreign language leaching //Landmarks of American Language and Linguistics.
Volume 2 Office
of EL Programs Bureau of Educational and Cultural Affairs United States
Department of State Washington D.C., 1997-p.55.