Курсовая с практикой на тему Storytelling as a tool for teaching young learners

Содержание:

Introduction 3

Chapter 1. Theoretical aspects of teaching monologue speech in English lessons 5

1.1. Modern approaches to teaching monologue speech in a secondary school 5

1.2. Ways to intensify the teaching of monologue speech in English lessons 10

Chapter 2. Experience and practical understanding of the use of supports at the middle stage of teaching foreign languages 16

2.1. A set of exercises for the development of monologue speech 16

2.2. Guidelines for the use of supports for teaching monologue speech 24

Conclusion 31

Bibliography 33

Введение:

The relevance of research. The formation of monologue speech of students in foreign language lessons is a complex and important task. The complexity is determined by the fact that the actualization of monologue speech is associated with the presence of a number of foreign language skills: understanding, speaking, the ability to creatively form a statement. All these skills should be implemented in the process of monologue speech. The importance of the task is due to the fact that a good command of a foreign language is largely manifested precisely in the ability to creatively form a monologue. Great help in solving such problems is provided by supports, which are a necessary tool in the process of mastering monologue speech. Therefore, the study of the use of supports for teaching monologue speech has its relevance.

The degree of study of the topic. The use of supports for the formation of monologue speech in English lessons is often and widely used, and therefore this topic has been widely studied by methodologists. The following scientists devoted their works to the study of this topic: V.A. Artemov, A.K. Artykbaeva, I.A. Winter, G.A. Kitaigorodskaya, E.I. Passov and others.

The purpose of this work is to study the features of the use of supports to intensify the teaching of monologue speech at the middle stage of teaching foreign languages.

To achieve this goal, it is necessary to solve the following tasks:

1. Analyze modern approaches to teaching monologue speech in foreign language lessons;

2. To study ways of intensifying the teaching of monologue speech in English lessons;

3. To characterize the features of the use of supports as a means of intensifying the teaching of a monologue;

4. Describe the experience of teachers in the field of using supports to intensify teaching monologue;

5. Develop a set of exercises using supports for the development of monologue speech;

6. To develop guidelines for the use of supports for lessons on teaching monologue speech.

The object of the research is the process of teaching monologue speech.

The subject of the research is the use of supports as a means of intensifying the teaching of monologue speech.

To solve the tasks set, the following research methods were used:

— theoretical — analysis of methodological and psychological and pedagogical literature on the topic of the study, analysis of the concepts used in the study and previous studies;

— empirical — studying the experience of teachers, developing a set of exercises and recommendations for the use of supports for teaching monologue speech in English lessons.

Practical significance. The materials of this study can be used in the practice of teachers to form students’ skills in compiling and updating monologue speech. The developments presented in this paper can be applied in English lessons.

Заключение:

In the course of the study, we studied the issue of using supports for the formation of monologue speech skills in English lessons. A number of researchers and methodologists emphasize the need to use supports and the fact that supports can intensify the teaching of monologue speech. Often, researchers note certain characteristics of the learning process and moments when using supports. E. Passov, for example, points out that the qualities of monologue speech should be formed in students, regardless of what kind of supports the teacher will use. That is, the qualities themselves must be universal, and monologue speech, as a result, must be developed comprehensively. E. N. Solova pays great attention to the features of the inductive and deductive method of using supports and notes that even at the pre-text level, students begin to form the experience of building a monologue, because students are guided by the teacher’s speech, the abstract of the text, and the key words written on the board. An interesting, in our opinion, remark is made by S.V. Selemenev about the use of copyright supports, i.e., specially designed by the teacher, taking into account the specific level of skills and knowledge of students, these supports, according to the researcher, will be more useful than template supports.

As a result, we see that different researchers pay great attention to supports, note the diverse possibilities of their use. But the very teaching of monologue speech, in the end, should lead to the fact that students will conduct a monologue without the help of supports.

The second part of the study presents a practical understanding of the use of supports in the process of teaching the skills of monologue speech.

We have developed a set of exercises for teaching monologue speech using supports. All exercises are united by the theme «My school». This topic will be close to the students, which will make it easier for them to build a monologue on a specific topic. In the complex of exercises proposed by us, different supports are used: pictures, logical-structural models, formulated situations. The exercises are divided into two groups. In the first group, the monologue is built under the control of the teacher, the supports set the semantic orientation of the monologue, and the monologue speech itself is closely related to the presented supports. In the second group, the implementation of exercises requires a creative approach, the supports themselves contribute to a more detailed compilation of a monologue.

In order to test the effectiveness of the proposed methodology for the formation of English-language lexical and grammatical competence in foreign-language monologue speaking of students, a methodological experiment was conducted. Its goal is defined, which was to test his hypothesis regarding the effectiveness of the formation of English-language lexical and grammatical competence in foreign-language monologue speaking of students. The tasks of the experiment included: determination of its nature and structure; assessment of the level of formation of English-language lexical and grammatical competence in foreign language monologue speaking of students in order to distribute them to the EG and CG; implementation of the methodology for the formation of English lexical and grammatical competence in foreign language monologue speaking in the experimental group of students; assessing the level of formation of English-language lexical and grammatical competence in foreign language monologue speaking of participants in the EG and CG in order to interpret the data obtained and determine a valid research hypothesis.

Фрагмент текста работы:

Chapter 1. Theoretical aspects of teaching monologue speech in English lessons

1.1. Modern approaches to teaching monologue speech in a secondary school

Monologue speech skills are very important for communication and for mastering a foreign language. Monologue speech, as defined by M. Vasilik, is an oral utterance of one person in order to communicate information, influence or urge to action, which, as a rule, is thought out in advance [21, 25]. Monologue speech is a special skill expressed in the competent construction of speech, the detailed expression of their thoughts, feelings, etc. Actualization of monologue speech, therefore, implies combining many skills: understanding words and syntax, the ability to express one’s thoughts, engage in communication, etc.

Teaching monologue speech in English lessons is an important and difficult task, because there are several difficulties here. First, it is worth noting the importance of the formation of the skill itself. E.A. Fleerina notes that storytelling itself (this is monologue speech) develops children’s thinking and speech skills [33, 47]. The same aspects can be considered in the context of the formation of students’ communication skills in English lessons: monologue speech implies logical thinking, correct English pronunciation, sentence construction, and word use. The most difficult thing in teaching monologue speech is for students to learn how to use active language material economically and creatively and be able to express their thoughts correctly. The formation of such skills can be carried out only through the systematic conduct of appropriate classes using the necessary techniques. However, it should be noted that Russian scientists and methodologists began to pay their attention to the development of monologue speech in students only in the second half of the twentieth century