Methods of teaching speech
— Listen to the
phrases and repeat them. The teacher says: on the table,, in the box, near the
blackboard.
— Listen to the
sentences and repeat them. (The teacher says: I like tea. Ann doesn't like
tea. She likes milk.)
— Listen to the
sentences and repeat them in the same sequence. (The teacher says: In the
evening we have tea. I like it very much. The teacher may increase the
number of sentences for pupils to memorize.)
(b) exercises which
are designed for developing pupils' attention:
— Listen to the
following text: I have a sister. Her name is Ann. Mike has no sister. He has a
brother.
Now say what is the name
of Mike's sister.
— Listen to the
text. (The text follows.) Now say which sentence was omitted (added) when you
listened to it a second time.
(c) exercises which
develop pupils' visual imagination:
— Listen to the
following definition and give it a name: We write with it on the blackboard.
We take it when it rains.
— Listen and say
which season it is: It is cold. It often snows. Children can skate and ski.
(d) exercises which help
the teacher to develop his pupils' logical thinking:
— Listen to the
sentences and say whether they are logically arranged: Her name is
Mary. This is a girl.
Drill exercises are quite
indispensable to developing pupils' skills in listening comprehension.
Speech exercises are
designed for developing pupils' skills in auding. Several groups of exercises
may be suggested:
1. Exercises which
teach pupils to understand texts different in content, form, and type. Pupils are
asked to listen to a description or a narration; the text may be a dialogue, it
may deal with the life of people whose language the pupils study, or with the
pupils' environment.
— Listen to the
story. Your task is to define its main idea. You should choose one among those
suggested by the teacher.
— Listen to the
story. Your task is to grasp as much information as you can. While auding try
to put down key words and sentences; they will help you to convey the context
of the story.
2. Exercises which develop
pupils' skills to understand a text under different conditions. Sound producing
aids should be extensively used for developing pupils' auding, as pupils are
supposed to understand not only their teacher's speech, but other people speaking
the target language, including native speakers. Besides, sound producing aids
allow the teacher to supply pupils with recorded speech different in speed and
voice.
Before pupils are invited
to listen to the text the teacher should ensure that all the words and grammar
are familiar to the pupils otherwise language difficulties will prevent them
from understanding the story. Thus, if there are some unfamiliar words, the
teacher introduces them beforehand; he either puts them down on the blackboard
with the mother tongue equivalents in the sequence they appear in the text, or
he asks pupils to pronounce the words written on the blackboard if he plans a
talk on the text afterwards, and pupils are to use these words in their speech.[5]
Then the teacher should
direct his pupils' attention to what they are going to listen to. This is of
great importance for experiments prove that if your aim is that your pupils
should keep on talking on the text they have heard it stimulates their thinking
and facilitates their comprehension of the text.
The following tasks may
be suggested to draw pupils’ attention to what they are auding:
— Listen and try to
grasp the main idea of the story. You will be asked questions later on.
— Listen and try to
grasp the details. You will have to name them.
— Listen and make a
plan of the story.
— Listen to the
story and try to finish it (think of the end of the story).
— Listen to the
story. You will ask questions on it afterwards.
— Listen to the
text. You will retell it afterwards.
— Listen to the story.
We shall have a discussion on it. Etc.
When pupils are ready to
listen, the text can be read to them. If it is the teacher who reads or tells
the story, he can help pupils to comprehend the text with gestures. If the text
is recorded, a picture or pictures can facilitate comprehension. The pupils
listen to the text once as is usually the case in real communication. Then the
teacher checks their comprehension. If they have not understood it, they are
told to listen to the text again. The teacher can use a dialogue to help pupils
to understand the text after they have listened to the story for the first
time, i. e., he may ask questions, make statements on the text for pupils to
agree or reject them.
Checking pupils'
comprehension may be done in many ways depending on the stage of instruction,
pupils' progress in the language, and other factors. In any case, however, it
is necessary to proceed in order of complexity from mere recognition to
reproduction. The procedure may be:
general
questions
special
questions
wrong
statements
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The teacher
checks his pupils’ comprehension only.
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pupils’
questions on the text
making a plan
telling the
text according to the plan
(it may be
done
in a
chain-like way)
reciting the
text
giving the
gist of the text
written
reproduction of the
text
discussing the text
|
The teacher
checks pupils'
comprehension
and develops their speaking skills on the basis of the text heard.
|
Skills in hearing must be
built up gradually. The teacher begins with a story containing 3—4 sentences.
He uses pictures, gestures to help pupils to understand it. Gradually he can
take longer sections and faster speeds with less visual help and in more difficult
language. The teacher must bear in mind that careful grading in all these ways
is of the utmost importance. Texts, stories to be read or recorded should be
interesting and fairly easy.
2.3 Techniques the teacher uses for teaching
speaking
There are two forms of
speaking: monologue and dialogue. Since each form has its peculiarities we
should speak of teaching monologue and teaching dialogue separately.
In teaching monologue we
can easily distinguish three stages according to the levels which constitute
the ability to speak: (1) the statement level; (2) the utterance level; (3) the
discourse level.
1. No speech is possible
until pupils learn how to make up sentences in the foreign language and how to
make statements. To develop pupils' skills in making statements the following
procedure may be suggested:
Pupils are given sentence
patterns to assimilate in connection with situations.
The sentence pattern is
filled with different words. Thus pupils can express various thoughts. For
example:
I can see a ... .
P u p i l 1: I can see a
blackboard.
P u p i 1 2: I can see a
picture.
P u p i l 3: I can see a
map, etc.
I am fond of ...
P u p i l 1: I am fond of music.
P u p i 1 2: I am fond of
classical music.
P u p i 1 3: I am fond of
pop music, etc.
We are proud of ...
P u p i l 1: We are proud
of our country.
P u p i 1 2: We are proud
of our sportsmen.
P u p i 1 3: We are proud
of our school, etc.
Pupils are invited to
perform various drill exercises within the sentence patterns given:
— substitution: I
have a book (a pen);
— extention: I have
an interesting book,
I have an interesting
book at home;
— transformation: He
has a book,
He has no book;
— completion: If I
have time I’ll ... .
Pattern practice, of course,
makes no pretence of being communication. However, pattern practice for communication
is what playing scales and arpeggios is to a musician. Each pattern will have
to be repeated many times with a great variety of changes in its contents until
the pattern becomes a habit.
Pupils make statements of
their own in connection with the situations suggested by the teacher.
Give it a name.
Teacher: We write with
it.
Pupil: It is a pencil
(pen).
Make statements on the
picture.
Teacher (silently points
to the picture of a cat)
P u p i l 1: This is
a cat.
P u p i l 2: This is
a black cat.
Say the opposite.
Teacher: I live in Gorky
Street.
Pupil: I do not live in
Gorky Street,
Teacher (pointing to the
boy): He likes to play hockey.
Pupil: I don't
like to play hockey.
When pupils are able to
make statements in the foreign language within grammar and vocabulary they have
assimilated their speech may be more complicated. They should learn to combine
statements of various sentence patterns in a logical sequence.
2. Pupils are taught how
to use different sentence patterns in an utterance about an object, a subject
offered. First they are to follow a model, and then they do it without any
help.
Teacher: Say a few
words about it. (He points to an object.)
Pupil: This is a
pencil.
The pencil is green.
It is on the table. I
like the pencil.
Or Teacher points to a
boy.
Pupil: This is a boy. His
name is Sasha. He lives in Gagarin Street.
Get information and
sum up what you have learnt from your classmates.
Teacher: She cut her
finger.
Pupil: Who cut her
finger?
Class: Ann.
— When did she cut
it?
— Yesterday.
— What did she cut it
with?
— With a knife.
— Why did she cut
her finger?
— Because the knife
was sharp.
Pupil: Yesterday Ann cut
her finger. She cut it with a knife. The knife was sharp.
This exercise is useful
both for developing dialogic and monologic speech.
Therefore the pupil's
utterance involves-2—4 sentences which logically follow one another. At this
stage pupils learn to express their thoughts, their attitude to what they say
using various sentence patterns. Thus they learn how to put several sentences
together in one utterance about a subject, an object, etc.
3. After pupils have
learned how to say a few sentences in connection with a situation they are
prepared for speaking at discourse level. Free speech is possible provided
pupils have acquired habits and skills in making statements and in combining
them in a logical sequence. At this level pupils are asked to speak on a
picture, a set of pictures, a film-strip, a film, comment on a text they have
read or heard, make up a story of their own; of course, this being done within
the language material (grammar and vocabulary) pupils have assimilated. To help
pupils to speak the teacher supplies them with "what to speak about".
The devices used for the purpose are: visual aids which can stimulate the
pupil's speaking through visual perception of the subject to be spoken about,
including a text read; audio aids which can stimulate the pupil's speaking
through auditory perception of a stimulus; audio-visual aids when pupils can
see and hear what to speak about.[8]
The three stages in
developing pupils' speaking should take place throughout the whole course of
instruction, i. e., in junior, intermediate, and senior forms. The amount of
exercises at each level, however, must be different. In junior forms statement
level is of greater importance as a teaching point.
Rule for the teacher: In teaching monologue instruct
pupils how to make statements first, then how to combine various sentences in
one utterance and, finally, how to speak on a suggested topic.
We have already spoken
about the linguistic characteristics of dialogue. Some more should be said
about its structure.
A dialogue consists of a
series of lead-response units. The significant feature of a lead-response unit
is that the response part may, and usually does, serve in its own turn as a
fresh inducement leading to further verbal exchanges, i. e., lead ►
response ► inducement ► response. A
response unit is a unit of speech between two pauses. It may consist of more
than one sentence. But the most characteristic feature of a dialogue is that
the lead-response units are closely connected and dependent on each other. The
lead is relatively free, while the response depends on the first and does not
exist without it.
— Where is the book?
— There, on the
shelf.
In teaching dialogue we
should use pattern dialogues as they involve all features which characterize
this form of speech.
There are three stages in
learning a dialogue: (1) receptive; (2) reproductive; (3) constructive
(creative).
1. Pupils
"receive" the dialogue by ear first. They listen to the dialogue
recorded or reproduced by the teacher. The teacher helps pupils in
comprehension of the dialogue using a picture or pictures to illustrate its
contents. They listen to the dialogue a second time and then read it silently
for better understanding, paying attention to the intonation. They may listen
to the dialogue and read it again, if necessary.
2. Pupils enact the
pattern dialogue. We may distinguish three kinds of reproduction:
Immediate. Pupils reproduce the dialogue in
imitation of the speaker or the teacher while listening to it or just after
they have heard it. The teacher checks the pupils' pronunciation and intonation
in particular. The pupils are asked to learn the dialogue by heart for
homework.
Delayed. After pupils have learned the dialogue
at home, they enact the pattern dialogue in persons. Before calling on pupils
it is recommended that they should listen to the pattern dialogue recorded
again to remind them of how it "sounds".
Modified. Pupils enact the dialogue with some
modifications in its contents. They change some elements in it. The more
elements (main words and phrases) they change in the pattern the better they
assimilate the structure of the dialogue:
— Will you help me,
sonny?
— What shall I do,
Mother?
— Will you bring me
a pail of water?
— Certainly I will.
The use of pictures may
be helpful. Besides pupils use their own experience while selecting the words
for substitutions.
The work should not be
done mechanically. Pupils should speak on the situation. As a result of this work
pupils master the structure of the pattern dialogue (not only the contents), i.
e., they can use it as a model for making up dialogues of their own, that is
why pattern dialogues should be carefully selected.
The first two stages aim
at storing up patterns in pupils' memory for expressing themselves in different
situations, of course within the topics and linguistic material the syllabus
sets for each form.
3. Pupils make up
dialogues of their own. They are given a picture or a verbal situation to talk about.
This is possible provided pupils have a stock of patterns, a certain number of
phrases for starting a conversation, joining in, etc. They should use those
lead-response units they have learned in connection with the situation
suggested for a conversation.
At the third stage the
choice of stimuli is of great importance, as very often pupils cannot think
what to say, though they know how to say this or that. Therefore audio-visual
aids should be extensively utilized.
Rule for the teacher: In teaching dialogue use pattern
dialogues; make sure that your pupils go through the three stages from
receptive through reproductive to creative, supply them with the subject to
talk about.
In teaching speaking the
problem is what form of speech to begin with, and what should be the
relationship between monologue and dialogue. This problem may be solved in
different ways. Some methodologists give preference to dialogic speech in
teaching beginners, and they suggest that pupils learn first how to ask and
answer questions which is mostly characteristic of a dialogue, and how to make
up a short dialogue following a model. Others prefer monologic speech as a
starting point. Pupils are taught how to make statements, how to combine
several sentences into one utterance in connection with an object or a
situation offered.[7]
These approaches to the
problem are reflected in school textbooks now in use. A. D .Starkov and R. R.
Dixon in their textbooks prefer to begin with dialogic speech. They start by
teaching pupils how to ask various types of questions. For example:
The book is on the desk.
The book isn't under the
desk.
Is the book on the desk?
Yes, it is. (No, it isn't.)
Is the book on the desk
or under it? It's on the desk.
Where’s the book? It’s
on the desk. (Fifth Form English. Teacher's Book.)
S. K. Folomkina and E. I.
Kaar give preference to developing pupils' monologic speech. For example:
I see a pen.
I see a desk.
Pete sees a desk and a
pen.
As to the relationship
between monologue and dialogue, it should vary from stage to stage in teaching
speaking in schools. In the junior stage (5—6 forms) dialogic speech, the time
which allows the teacher to introduce new material and consolidate it in
conversation, must prevail. In the intermediate stage (7—8 forms) dialogue and
monologue must be on an equal footing.
In the senior stage (9—10
forms) monologic speech must prevail since pupils take part in discussion and,
therefore, express their thoughts in connection with a problem or retell a text
read or heard. To sum it up both forms of speech (monologue and dialogue)
should be developed side by side with preference for the one which is more
important for pupils' progress in learning a foreign language at a certain
stage.
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
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