Дипломная работа (ВКР) — бакалавр, специалист на тему Формирование и развитие грамматических навыков употребления форм пассивного залога с использованием инновационных приёмов и технологий при обучении русскоязычных обучающихся 10-11 классов английскому языку

Содержание:

Introduction 2

1. To analyse the features of the passive voice in English. 4

CHAPTER I Linguodidactic bases of teaching Passive forms to High School students 6

1.1. The specificity of the Passive Voice in English as a grammatical category 6

1.2. Approaches to treating the Passive Voice in English 8

1.3 Grammatical categories of Passive voice in Russian and English 11

1.4 Didactic Approaches of building grammatical skills in English 13

1.5 The use of innovative techniques and technologies in teaching Passive Voice 17

1.7 Summary of Results 20

CHAPTER II Methodological bases of forming knowledge about the forms of English Passive Voice in the series “Starlight”, “Rainbow English”, “Spotlight” 21

2.1. General description of the teaching and learning package. Evaluation criteria 21

2.2. Evaluation of the teaching packages according to the grammar skill criterion 26

2.3 Analysis of textbook shortcomings and provision of recommendations on how to organize 38

2.4 Innovative methods for teaching passive voice 41

2.5. results and discussion 45

CHAPTER 3 EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF THE COMPLEX OF EXERCISES FOR TEACHING THE PASSIVE VOICE 47

3.1. Tasks of finding rational ways to form grammatical skills in teaching passive voice 47

3.2 Using the developed set of tasks for teaching grammatical passive voice in high school 49

3.3 results and discussion 60

Conclusion 61

Bibliography 64

Appendix 1 71

Введение:

Education is the alpha and omega. It begins at birth and continues throughout life. Although learning takes place in almost every situation in life, it happens, and unfortunately more and more often these days, that a subject important for education fails. At the initial stage, this failure gravitates towards the family, so educational institutions become the next ‘point of reference’. Russia has a well-developed school system of upbringing and education, so preparation for future professions and inclusion in society is carried out systematically and thoroughly.

There is no subject that can be transmitted without a method, and there is no transmission without a medium, even if it is just speech. The groups mentioned condition each other and also depend on those who are to be trained, on their learning abilities and skills, as well as on the social attitudes in a given group.

If we were in an ideal world, the teacher would teach the material, all students would understand everything at once, and the educators’ job would be paradise. The reality is different, which is why there is a constant search for new teaching methods to bring learning closer to the students. Pupils do not get to choose the method of teaching, it is presented to them by the teacher and only then do they «participate».

Today, the communicative approach is becoming one of the most important in English language teaching, including the grammatical features of the language. It focuses on teaching the adequate expression of complex thoughts in relation to the context and participants in communication, rather than simply responding and adapting to the communicative situation. This applies to both vocabulary and grammar.

Method (from Greek met-hodos — «by the way», a way to do something) is a procedure or guide — a means to educate, to acquire right knowledge and new knowledge. Method and system form the basis of science, where system represents the substantive side and method represents the formal side.

«The learning method represents a certain dynamic element in learning which, compared to content and organisational forms, changes relatively more rapidly and adapts to new objectives and circumstances. However, learning methods are not the decisive factor in learning, but only one element of an educational system and therefore cannot replace missing content or compensate for an unclear purpose. On the contrary, they are tied to the overall concept of learning and only within this framework are they fully functional and effective» [2]

Every educator knows and applies different teaching methods in his practice, one cannot say what is better and what is worse. He always chooses the method that should contribute to achieving the learning objectives and the content of the lecture material — this method he usually determines already during the preparation of the lesson. It is not easy to classify teaching methods, it is difficult to classify them by one aspect.

This is especially true for skill formation on such difficult topics as teaching the passive voice in upper secondary school lessons, an area that is quite difficult for students to grasp.

Many modern domestic researchers pay much attention to the use of information and infocommunication technologies in the study and teaching of foreign languages: N.M. Kostochka; V.V. Gladkikh; E.E. Maximova; L.A. Kuritsyna; R.N. Sabirova; Z.R Fazlyeva.; I.Y.Zhdankina; N.N. Ignatyeva

The relevance of this topic is determined by the significance of the passive voice topic in foreign language lessons on the subject of passive voice. Nevertheless, the modern practice of teaching the passive voice in many respects approaches this concept formally, studying this concept on the basis of textbooks, without differentiating the activity of students. The need for development is due to the complexity of learning on the one hand, and the need for new methods on the other hand.

This contradiction determined the problem of research: what are the pedagogical possibilities of interactive exercises to form knowledge of the passive voice in high schools.

The aim of this work is to develop, theoretically and methodologically justify a set of exercises to teach the passive voice.

The object of this study is the passive voice as one of the most difficult topics for teaching English grammar.

The subject of the research is the methods of teaching the passive voice in English lessons.

The hypothesis of the research is based on the following idea: the process of forming knowledge about the passive voice of the English language will be better if we apply a whole complex of exercises which will be interesting for pupils.

In accordance with the aim and hypothesis, the following tasks were identified:

1. To analyse the features of the passive voice in English.

2. Identify the features of the formation of knowledge about the passive voice in Russian and English.

3. To analyse how the passive voice is taught in English,

4. develop a set of exercises to teach the passive voice.

5. To test the developed set of exercises in experiential learning.

Theoretical background of the research was formed by the works of such domestic and foreign scientists as: A.A. Leontiev, N.V. Bagramova, B.D. Parygin, L.S. Vygotsky, I.L. Bim, N.K. Akhmetov, I.I. Zimnyaya, E.I. Passov, G.V. Rogova, M.F. Stronin, E. Heising, D.B. Elkonin, A.N. Leontiev, S.L. Rubinstein, P.Y. Halperin, etc.

In the process of writing the following methods were used: analysis of linguistic and methodological literature on the problem under study; generalization of data; experiential learning; statistical methods of calculating the results of experiential learning; comparative analysis.

The theoretical significance of the research lies in the theoretical substantiation of the effectiveness of teaching English in the early grades on the basis of interactive content.

The practical significance of the research lies in the possibility of using the developed set of interactive exercises in English lessons when teaching the passive voice.

The statements put to the defense:

1. the use of interactive content contributes to the formation of foreign language communicative competence

2. the use of interactive learning materials in teaching foreign language allows to significantly increase the time of speech practice at a lesson for each student, to achieve mastering the material by all participants of the study group, to solve a variety of educational and developmental tasks.

The structure of the work reflects the logic of the research and consists of an introduction, three chapters, a conclusion and a list of references.

Заключение:

The materials that learners use to learn a language play a crucial role in the learning process, contributing significantly to its ultimate success or failure. At first glance, it may be difficult to say whether certain materials and programmes will contribute to learning or not.

It has been suggested that success in learning a foreign language depends not so much on materials, analysis of techniques and language, but rather on what goes on within and between people in the classroom. This emphasis on the importance of the classroom in language learning is widespread and generally uncontroversial.

It is assumed that classroom activities are an important component of successful language learning.

Of course, most EFL textbooks are designed for classroom activities. Their activities usually require guidance and feedback from the teacher, as well as interaction with peers (for many paired and group activities). While classroom activities are numerous, the materials that enable EFL learners to work autonomously, to learn vocabulary and grammar and to learn to read, write, listen and speak are conspicuous by their absence. Failure to provide adequate self-study can have serious consequences.

Lack of self-study materials may be one of the reasons why the overall success rate in learning a foreign language in the classroom is low and why learning a language is associated with relative failure in most cases. All this makes language learning difficult for those who cannot attend classes.

The question arises whether materials can be developed that allow learners to learn English independently, studying when and where they want, and for as long as they want, without going to a classroom. Certainly, independent study of bilingual word lists is an excellent initial step towards acquiring the vocabulary of some nine or ten thousand word families that an advanced English learner needs.

Knowing the basic semantic relationships of the most common English words makes reading and listening to a text much easier, and when words are repeatedly encountered in their complementary environment, additional learning of how they should be used comes naturally. The point is not that vocabulary learning on this scale is more convenient to do outside the classroom, but that it is difficult to see how it can be done in conventional curricula. Similarly, independent study of grammar is likely to be more time-efficient for the same fundamental reason: students working alone can concentrate on the issues they (more than others) need to learn.

Perhaps it is production skills, writing and speaking that explain the common belief that a class is necessary for language learning: after all, who is going to correct the mistakes that students make when learning passive voice, given enough of them.

Our research suggests that the passive voice has not been adequately taught in EFL classes. Since mistakes are a learning opportunity, it would certainly be desirable for students to write as often as they wanted and to receive detailed corrective feedback on all their mistakes, but many students say that too few of their essays are marked by teachers and that they would like fewer cryptic explanations for their mistakes.

One of the main reasons students are not asked to write more essays and essays is that teachers with large numbers of students do not want to increase their workload, and it is likely that one reason students use error correction codes so extensively is that teachers simply do not have time to explain errors in more detail. The development of computer technology which allows students to identify and correct mistakes in their free writing offers a promising alternative which will allow them to write mistakes whenever they want while receiving detailed feedback. , their own mistakes (rather than those of others).

Working alone also has an important affective advantage: Time for reflection, opportunities to review and receive feedback, and a higher chance of success reduce anxiety and can lead to greater engagement and learning.

The assumption that the classroom is the best place to learn to speak also seems unfounded. Practising speaking may be only a small part of learning to speak; it may be that large-scale autonomous vocabulary learning and abundant independent reading, listening and writing will lead to increased confidence and motivation, which in turn leads to what some authors call readiness to communicate. Even activities that train speech do not always require the classroom; Exercises that encourage learners to assimilate and use the linguistic elements presented to them as input, which is the ultimate goal of any language learning, are better done outside the classroom.

Thus, there is good reason to believe that classroom lessons are far from necessary for language learning. Even people who find classroom lessons easy and fun should ask themselves whether these lessons are really the best use of the limited time they have for language learning. After all, many classroom activities are nothing more than English language tests for well-disguised students.

Exercises that require learners to read a passage and answer some questions, or listen to a recording and answer questions, or fill in the blanks, for example, are primarily assessment rather than learning tools. It follows that the emphasis on assessment tends to go unnoticed.

One of the main reasons why the results of foreign language classes are often disappointing may be that very little of the lesson is actually devoted to teaching and learning. Of course, there are good reasons for this; pervasive assessment reinforces the power structure in the classroom, making the respective roles of teacher and pupil crystal clear. Perhaps it would be better to accept this reality than to struggle with it.

If language learning can be most effective when learners learn for themselves, then the classroom can be a place where learners can demonstrate their knowledge; that is, they can put their acquired language skills outside the classroom to be assessed within it. Meanwhile, for those who do not have access to the classroom (and indeed for those who do), real assessment comes as it always does in the real world.

 

Фрагмент текста работы:

CHAPTER I Linguodidactic bases of teaching Passive forms to High School students

1.1. The specificity of the Passive Voice in English as a grammatical category

Modern studies of collateral suggest that this category allows for variation in content, which reflects facts of extra-linguistic reality. These collateral constructions can both significantly change the meaning and affect it insignificantly [8]. In English grammar it is noted that it is the category of voice that characterizes the relation between the participants of speech, which is reflected in the syntactic construction. The formation of verbal forms is based on the involvement of three levels — syntactic, morphological and semantic. This conception of the voice was reflected in the writings of A. A. Holodovich, and the theory of the voice has now become the basis for the study of English syntax. In the context of the theory under consideration, voice refers to the marking in the verb of the correspondence between the participants of the situation of the deep level of the sentence and the members of the sentence. That is, we will understand voice as a grammatically marked statement reflecting the relation between the subjects of speech [15, p. 284]. This allows us to say that English exhibits two constructions of the voice — active and passive.

The passive verb construction is characterized, as a rule, by intermittent utterance and is a strong member of the opposition. The passive construction expresses actions which are directed to the subject, who acts in the position of the subject and has a vividly expressed semantics.

The difference between the active and passive voice is that the agent which occupies the position of the active diathesis receives no additional syntactic expression.

The passive construction has an explicit semantics, which leads to the fact that there is usually only one actant remaining in the construction, which becomes the subject, which leads to the question being limited to the semantic expression of that