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FAQ

Act one of the situations described above

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You are asking: About: When/where:
1. a British friend his plans for the evening at his place
2. your British friends parents vegetables and fruits they grow in their garden
3. a speaker lecturing at a conference the countrys exports and imports during the debate after the lecture

 

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. 5 . 29

When travelling abroad you are likely to find yourself in such situations.

What would you say in these situations?

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. 8 . 133

In most Canadian schools teachers ask parents to come to parents-teacher conferences. The teacher and parents discuss the childs progress in school, as well as any other problems.

Role-play the following situations.

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5. 5

Interaction
classroom behaviour
classroom pedagogy
integrated approach
groupwork
   
   
   

 

5. 6

, , , , , . ? (, 1986). . , ( , , , , ), , , , . , , , , , , . , . : , (), , , , , , . ( - ) ( , , , ).   The content of education is the knowledge, skills, abilities, competence, mastery of which provides the ability to use language as a means of communication and also the formation and development of personality. In the traditional sense, the content of education is the answer to the question "What to teach?" (Lapidus, 1986). You can talk about objective and procedural aspects of training content. Objective content provides the idea of the world around us, which became the object of examination at the classes (all what we speak, write, read, think about), and includes spheres, topics, communication situations, texts. Procedural content of communications touches upon the activity with the units of the language, reflecting the world, which makes for the formation of knowledge, skills, abilities, and the leaners personality, as well as for the mastering of speech and and speech activity in the target language. The result of learning the content of education is the development of communicative competence, which provides the opportunity to use the language in oral and written forms in various communicative situations. The structure of the communicative competence includes the following competencies: linguistic, sociolinguistic (speaking), discursive, strategic, social, sociocultural, objective and professional. Some studies delimit the concepts of competence as the ability to perform an activity and competence as the content of the relevant expertise in a form of the unity of knowledge, skills, abilities and experience.

5. 7
Interaction may be viewed as a technique for getting learners to communicate with one another, or, more broadly as the necessarily social nature of classroom behaviour, of classroom pedagogy, in a very general sense. This latter concept encompasses the learner's own contribution to the management of his or her learning with the pedagogic implications of deeper learner involvement, enhanced self-respect, greater confidence and a consequent willingness to take risks because of a supportive 'socio-emotional classroom atmosphere. In order to create suitable conditions for such a learner-centred approach it is necessary in the first instance to consider what can be done to implement an interactive approach in the narrower sense, i.e. learners communicating with one another. This does not mean speaking only, but includes an integrated approach to the skills. By way of example, learners might first listen to or read a text on their own, then discuss their interpretations in pairs, repeat this in larger groups and finally in a whole class discussion. Writing (e.g. note-taking, report, summary, personal reaction) could be introduced at any stage. The reading or listening activity could be preceded by a preliminary discussion to create expectations and arouse interest in the text. Pair and groupwork ensure increased learner-learner interaction and reduce the amount of teacher-whole class talk. Learning through interaction puts the learners at the centre and reverses the classical pattern of classroom interaction:
  • teacher initiates;
  • learner responds;
  • teacher evaluates.
Critics of groupwork warn that small groups reduce the teacher's ability to monitor production and may lead to the fossilisation of errors. They also point to the organizational and temporal difficulties which pair or groupwork pose. These understandable fears have to be balanced by an appreciation of the value of working in smaller groups in any discipline and in particular in a language class. The greater opportunity to learn by communicating, the more relaxed atmosphere, the increased freedom and personal involvement, the possibilities for differentiation, have to be considered. As Brumfit points out, "the small group simulates natural conversational setting more closely than any other mode of classroom organisation (if we include pair work with groupwork) in the most integrated, non-threatening, and flexible mode of class organisation available to the teacher" [2]. Brumfit stresses that groupwork can focus on activities to promote accuracy as well as fluency. It may even increase the efficiency of accuracy work and help learners become used to organised groupwork so that they don't feel insecure in the freedom later afforded by fluency-based group activities. A further benefit accrues from the teacher's 'chatting' (rather than formal teaching) on his or her 'visits' to the various groups which can provide useful language data for learners. There is no suggestion that all communicative classroom activities must involve pair or groupwork. This is only one element in a learner-centred approach but nonetheless a most important one which is widely accepted as essential because it is only by communicating in the performance of meaningful tasks that learners will learn how to exploit and extend their limited but developing competence. While small group activity has a long tradition and is a normal part of classroom practice in many places, there may be situations where it is less common and where the fear of such activity may even create a psychological barrier to innovation. Some possible objections to small groupwork are listed below and possible ways of coping with the difficulties are then suggested. (Communication in the Modern Language Classroom. Council of Europe, Modern Languages, Project #12. Council of Europe Press, 1993.   		, , , , , . , , , - . - , , .. . , . , , , , , . (, , , , ) . , . . : ; ; . , . . , , . , , , , . Brumfit " , ( ) , , [2]. Brumfit , , . , , . , , , , , . , . - , , , , , , . , , , . , . ( . , , 12  

 

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