Non-traditional english language lessons
Techniques to teaching English at schools and courses. Alternative approaches to foreign language teaching. Classification of non-traditional lessons for teaching vocabulary. Methodology for such lessons. Practical application of non-traditional lessons.
| Рубрика | Педагогика |
| Вид | курсовая работа |
| Язык | английский |
| Дата добавления | 28.03.2015 |
| Размер файла | 835,3 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
Размещено на http://www.allbest.ru/
Contents
- Introduction
- 1. Theoretical basis of non-traditional English language lessons
- 1.1 Alternative approaches to foreign language teaching
- 1.2 Classification of non-traditional lessons for teaching vocabulary
- 1.3 Methodology for such lessons and their types
- 1.3.1 The use of the Lessons of the type " The Club of Merry and cute"
- 1.3.2 The use of lesson Linguistic Express
- 1.3.3 The use of the Lesson Excursion
- 1.3.4 The use of theLesson Revue
- 1.3.5 The use of the lesson Sing out English songs
- 1.3.6 Lesson Interview
- 1.3.7 The use of the Lessons of the type "The Round Table"
- 1.3.8 The use of the Lessons of the type "Project work"
- 1.3.9 The use of the Game lessons
- 1.3.10 Lesson-Essay
- 2. Practical application of non-traditional lessons
- 2.1 Advantages of non-traditional lessons of English language
- 2.2 The use of non-traditional English language lessons
- Conclusion
- Bibliography
Introduction
Topicality
This work is devoted to the non-traditional types of lessons which we can use in English classes.
The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practiced, in various adaptations, in language classrooms all around the world for centuries. As will become evident in this qualification work, there are some milestones in the development of this tradition, which we will touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.
In the Western world back in the 17th - 19th centuries, foreign language learning was associated with the learning of Latin and Greek, both supposed to promote their speakers' intellectuality. At that time, it was of vital importance to focus on grammatical rules, syntactic structures, along with rote memorization of vocabulary and translation of literary texts. There was no provision for the oral use of the language under study; after all, both Latin and Greek were not being taught for oral communication but for the sake of their speakers' becoming scholarly or creating an illusion of erudition. Late in the nineteenth century, the Classical Method came to be known as the Grammar Translation Method, which offered very little beyond an insight into the grammatical rules attending the process of translating from the second to the native language. And it is widely recognized that the Grammar Translation Method is still one of the most popular and favorite models of language teaching, which has been rather stalwart and impervious to educational reforms, remaining a standard and sine qua non methodology [40]. With hindsight, we could say that its contribution to language learning has been lamentably limited, since it has shifted the focus from the real language to a dissected body of nouns, adjectives, and prepositions, doing nothing to enhance a student's communicative ability in the foreign language.
As the increase of the level of general preparation of the pupils in many aspects depends on the rational organization of the methods of teaching and the further improvement of the process of education, the most important task in mastering the educational process at schools still remains the task - in what way the teacher should raise the cognitive activity of the pupils in learning how to use in his work different forms and means of teaching English at the lesson. For many years the teachers of English have been looking for new ways to improve the teaching of the English language, especially it concerned the control and generalization lessons.
The problems were how to make the lessons interesting, not scaring for the pupils, in what way to organize the testing of the knowledge and the skills acquired by the pupils during a short period of time. In what way to create such a psychological climate at the lesson to make pupils feel at ease and show the acquired knowledge? How to make the tasks feasible for the pupils but at the same time created with higher motivation? Free possession of English suggest that a pupil should spontaneously react upon different situations of real life which means that the final goal of the educational process at school is the development of the pupil's ability to have an unprepared talk in English both monologue and dialogue.
Today there have been developed a great variety of non-traditional lessons which give full answers to the questions raised above. These are the following new types of lessons: The club of merry and cute, lesson excursion, lesson revue, linguistic express, the round table, integrated lessons, music lessons and many others. Non-traditional forms of the lessons attract the attention of the pupils, raise their interest in learning English and as a result they motivate their better adoption of the material learnt.
The theme of our research paper is "Non-traditional English language lessons".
The aims of investigation are to investigate and analyze the non-traditional lesson types which could be more effective in the way of reaching the goal of your pupils to speak in English as quicker.
The objectives of investigation are:
- to study the history of English language teaching tradition;
- to study the methodological literature of approaches to foreign language teaching;
- to analyze the types of non-traditional English language lessons;
- to review the possible types of non-traditional English language lessons and the techniques used in them;
The object of investigation is to find the most effective techniques to teaching English at schools and other extracurricular courses.
The subject of investigation are the currently existing non-traditional language lessons.
The hypothesis of research paper is that our research paper is intended for all the teachers and other people who just want to learn English another way than standard-planned boring classes. According to Drew Badger, the co-founder of englishanyone.com, people should learn the language in the natural way, no matter whether it is English or Kazakh, as the British and American children do, and the children in other English speaking countries. And it is fact that most of school graduates don't speak the English language even if they had studied it for 11 years, and the reason comes to be the fact that we don't practice it.
The methods of investigation are the analysis of information, generalization of the data, and description.
Basis of the research paper: Gymnasium Tole bi №8, TarSPI Resource centre, central library by Sh. Valikhanov.
Theoretical value of our research paper is that the information in this research paper maybe used in some independent research work for those who are interested in language teaching, and are trying to be more approachable to their pupils.
Practical value of the research paper is that by getting the information given in this research paper, people will see the difference between traditional and non-traditional English language lessons. Therefore, they will be able to decide what classes to take in order to get real English, or to learn the language by themselves the right way.
The structure of our research paper consists of the following parts: introduction, theoretical part, practical part, conclusion, bibliography and appendix. Introduction includes the topicality of our research, its main problem, aim, object, subject, hypothesis, methods of investigation, scientific novelty, theoretical and practical values of the work. The theoretical part is based on the notion of non-traditional lessons and the new non-traditional approaches to teaching English at school, so the use of high-tech at the lessons and some types of non-traditional lessons; The practical part is based on the paragraph revealing the qualities of such lessons, and non-traditional lesson plans in practice with detailed description and the recommendations for teachers.
Conclusion, I have summarized the results of our investigation.
Bibliography, the list of used literature is given.
english language lesson traditional
1. Theoretical basis of non-traditional English language lessons
Recently, we have discovered a dangerous tendency of redundancy of school pupils' interest in foreign language classes. There somehow happened an alienation of them from the cognitive labor. The use of traditional forms of education has led to the fact that children get bored from learning, they have no chance in the learning process to realize their need for self-expression, self-knowledge and self-assertion.
Integrated lessons are primarily aimed at the passive absorption of the proposed teacher material, learning the rules, without abilities, aptitudes and interests of pupils.
Formation of an active personality is impossible without activity in the acquisition of knowledge [1]. Much depends on the skill of the teacher, on his\her ability to organize the learning process, from his\her work and the constant search for new forms and methods of instruction. Pedagogical creativity of the teacher, being released from the template creates interesting examples of non-standard forms of education that allows the teacher to regain interest in learning a foreign language. Neither the program nor a textbook or handbook can not provide ready-made lesson outline to the teacher. He\she has to construct it, by taking into count the conditions of teaching and students' consistency. Teacher needs some extent, to move away from the standard lesson, make something new that might attract attention, to intensify activities of students, to make them think, look and act.
So, in this research work we will investigate non-traditional lessons.
Non-traditional lessons are generally known as the innovative approaches to teaching language. Their purpose is very simple: to revive dull, inspire creativity, ordinary interest, since interest - it is a catalyst of all learning activities [1; 12p.].
Non-traditional lessons are always the holidays, when all students are active when everyone has the opportunity to express themselves in an atmosphere of success and class to become the creative team [2]. These lessons include the diversity of forms and methods, especially such as problem-based learning, search activity, interdisciplinary and intrasubject communications, the reference signals, notes and more [2; 31p.]. They Relieve stress, enliven thinking, excite and increase interest in the subject as a whole.
Because the problem of foreign language teaching in the school is currently relevant, it is known that the purpose of learning a foreign language is to form communicative competence, which includes both linguistic and social competence.
Without knowledge of socio-cultural background students can't generate communicative competence even to a limited extent. Learning a foreign language is intended to form the personality, abilities and those wishing to participate in intercultural communication [3]. But such a person can't be formed without knowledge of socio-cultural characteristics of the country the language is spoken. The study of language and culture at the same time provides not only effective achievement of practical, educational and developmental purposes, but also contains significant opportunities for the further call and maintain the motivation of learners.
Formation of positive motivation should be considered as a teacher's special task. As a rule, the motives are associated with cognitive interests students need to master new knowledge, skills, abilities, but the first and the natural need to learn a foreign language communicativeness [4]. For the organization of a favorable climate, orienting students on communication, it is necessary to choose such forms of lessons that will stimulate the activities of students.
For effective activity of pupils the non-traditional forms of employment are characterized. These studies include: lesson-interview; Project work; lesson-excursion; video tutorial, etc. [5]. The experience of school teachers and research innovative teachers showed that non-traditional forms of lessons support students' interest in subject and increase learning motivation.
The main advantage of non-traditional forms of lessons is to develop the social competence of students, expanding on compared to the baseline level of knowledge about the cultural heritage of the countries of studied language. Based on the above, the purpose of research work is to show the need to the use of non-traditional forms of lessons in the modern school, aimed at solving the problem of formation of social and cultural literacy students.
The phenomenon of social and cultural literacy involves the development of ability to understand and appreciate the stereotypes that distort perception of other cultures, learning the culture of communication. Today, innovative teachers actively introduce and promote non-traditional occupations, such as a video tutorial lesson - a holiday, internet and other types of lessons. The advantage of video tutorial is familiarizing students to the culture of the countries the language is spoken [6]. Footage not only are students live speech speakers, and immerse them in a situation in which a ` safe environment' introduces students to the language of facial expressions and gestures, style, relationships and realities of the country of studied language. The use of materials on the internet creates a foreign language lesson opportunities for `immersion' students in natural language environment.
1.1 Alternative approaches to foreign language teaching
There exist such types of alternative approaches like Inquiry-based learning, Collaborative learning, and Service learning, and many others including cooperative learning. But we decided to put into the spot the three selected approaches, because of their most importance [7].
So, first we will dig into the Inquiry-based learning. Because the word inquiry itself is defined as a seeking for truth, information or knowledge - seeking information by questioning. Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. Children create a mental representation of language and do it at an age when they have difficulty grasping abstract concepts, yet language is probably the most abstract piece of knowledge they will ever possess [2; 9p.].
The process of inquiring begins with gathering information and data through applying the human senses - seeing, hearing, touching, tasting, and smelling [8]. Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Pupils become less prone to ask questions as they move through the grade level. In traditional schools, pupils learn not to ask too many questions, instead to listen and repeat the expected answers. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as `fluff' learning. Effective inquiry is more than just asking questions.
Inquiry learning has been used as a teaching and learning tool for thousands of years, however, the use of inquiry within public education has a much briefer history [9]. Ancient Greek and Roman educational philosophies focused much more on the art of agricultural and domestic skills for the middle class and oratory for the wealthy upper class. It was not until the Enlightenment, or the Age of Reason, during the late 17th and 18th century that the subject of Science was considered a respectable academic body of knowledge [9; 11p.]. Up until the 1900s the study of science within education had a primary focus on memorizing and organizing facts. Unfortunately, there is still evidence that some students are still receiving this type of science instruction today.
A complex process is involved when individuals attempt to convert information and data into useful knowledge [9; 12p.]. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions.
Specific learning processes that people engage in during inquiry-learning include:
- Creating questions of their own
- Obtaining supporting evidence to answer the question (s)
- Explaining the evidence collected
- Connecting the explanation to the knowledge obtained from the investigative process
- Creating an argument and justification for the explanation
Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study [10].
Well-designed inquiry learning produces knowledge formation that can be widely applied. Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available - what's needed is an understanding of how to get and make sense of the mass of data.educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge… a process supported by inquiry learning [10; 5p.].
No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes. An effective and well-rounded education gives individuals very different but interrelated views of the world. All disciplines have important relationships that provide a natural and effective framework for the organization of the school curriculum [11]. There are several different inquiry-based learning models, but most have several general elements in common: Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives;
Academic content-learning occurs as a natural part of the process as students work towards finding solutions; Learners, working collaboratively, assume an active role in the learning process; Teachers provide learners with learning supports and rich multiple media sources of information to assist pupils in successfully finding solutions [12].
As the pupils are given a task to find solutions to some particular thing, in most of cases they need to work in peers or in a group. And here we must make conditions to it, and we call this type of approach as Group work-based Collaborative learning.
So, because of the faster life style of the information age that have spurred changes in traditional educational approaches, which had become unsuitable due to extensive curriculums, teachers simply do not find enough time to explain all the materials, to solve case studies on the blackboard and to teach students skills, such as oral and written communication, critical and creative thinking, group work, and a usage of new learning technologies.
Collaborative learning is a method of teaching and learning in which pupils team together to explore a significant question or create a meaningful project. A successful discussion doesn't just happen; it requires planning and organization on the part of both the leader and the participants. In addition to being well organized, a discussion leader can rely on several different strategies to help the discussion move along [13]. A group of pupils discussing a lecture or pupils from different schools working together over the internet on a shared assignment are both examples of collaborative learning. And a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).
More specifically, collaborative learning is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles [14]. But differently, collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversation and computer discussion (online forums, chat rooms, etc.).
Conversation may occur everywhere, as we have mentioned ones like face-to-face or computer discussion [15], so, pupils will have to know some rules, because there exist a proverb " when at Rome, do as the Romans do”, so, in every new place they must behave consequently. And all these thing bring us to Service learning.
Like we see the Second language learning as the acquisition of a complex cognitive skill. To learn a second language is to learn a skill, because various aspects of the task must be practiced and integrated into fluent performance [16].
Service learning is an approach that combines classroom instruction with meaningful community service. This form of learning emphasizes critical thinking and personal reflection while encouraging a heightened sense of community, civic engagement, and personal responsibility.
Service learning may strengthen the classroom instruction of school pupils in all subject areas to improve their overall academic success, and will fulfill the real needs of community [17]. Through their participation in curriculum-driven projects, students can be exposed to new concepts in learning and develop a stronger sense of social responsibility and civic awareness.
Service learning as an educational strategy is designed to enhance social and academic learning while developing character and citizenship skills. Each Service Learning project must have three components: Preparation, Action and Reflection. Pupils can complete Service Learning projects in one of three ways: Classroom-based projects, after-school projects, or individual projects [18]. Service Learning combines experiential learning and community service. It can be distinguished in the following ways:
- curricular connections-integrating learning into a service project is key to successful service learning. Academic relations should be clear and build upon existing disciplinary skills.
- pupil voice - Beyond being actively engaged in the project itself, pupils have the opportunity to select, design, implement, and evaluate their service activity, encouraging relevancy and sustained interest. In community settings, this is alternatively called youth voice.
- pupils discussion - Pupils discuss their learning experience during in-class discussions.
- reflection - Structured opportunities are create to think, talk, and write about the service experience. The balance of reflection and action allows a pupil to be constantly aware of the impact of their work.
- community partnerships - Partnerships with community agencies are used to identify genuine needs, provide mentors, and to work towards completing a project. In a successful partnership, both sides will give to and benefit from the project. In order for this partnership to be successful, clear guide lines must be implemented as to how often a pupil engages in service to a particular community agency.
- authentic community needs - Local community members or service recipients are involved in determining the significance and depth of the service activities involved.
- assessment - Well structured assessment instruments with constructive feedback through reflection provide valuable information regarding the positive `reciprocal learning' and serving outcomes for sustainability and replication.
1.2 Classification of non-traditional lessons for teaching vocabulary
People learn what they want or need to learn. They learn because it is important to some aspect of their lives, perhaps even to their very survival. How fast they learn depends on how valuable, interesting, or necessary they perceive the new knowledge to be: The greater the felt need or desire to learn, the easier and faster the learning. Motivation is a powerful influence on the learning process [19].
Another factor to take into consideration is contemporary student's exposure to technology. With every incoming class of school, an increasing percentage of Kazakh pupils are children who seem to never have known a world without the internet, smartphones, and constant connectivity. So, if pupils begin to see the value of academics by viewing class work through the lens of games or technology, then why not make use of those tools? Some scholars argue that exposure to technology has caused pupils to become academically unmotivated as schools have been too slow to adapt. They contend that even more pupils will lose academic motivation as schools continue to teach topics and skills in which students have no interest or see no value in their lives; ask pupils to re-learn or forgo skills, such as surfing the internet or using social media, that they regularly use in their after-school hours; and cut off pupils from the much wider world with which they are used to interacting, thereby undermining relatedness [20].
Author Marc Prensky is one example of an influential thinker in the field who holds this opinion [20; 7p.]. Prensky writes, `When kids come to school they leave behind the intellectual light of their everyday lives and walk into the darkness of the old-fashioned classroom' [20; 7p.]. Instead of embracing pupil's exposure to technology, schools frown upon it, he notes. This situation has improved somewhat in recent years as students have access to resources like SmartBoards and technology centers - in the schools that can afford to provide them.
However, today's pupils are also growing up used to customization. Products from phones to iPods are programmed to adapt to individuals' unique needs and desires, while education is still based on a one-size-fits-all models. It is no wonder, Prensky claims, that students are losing interest and disengaging. As a result, students spend their free time teaching themselves skills such as online communication, computer program navigation, blog writing, and photo-editing - skills they know they need but aren't taught in school.
While research has been conducted for many years on traditional uses of technology in classrooms, the research base on newer uses is thin and still growing and evolving. Thus far, research on the effects of newer applications of technology to education, such as video games and social media, has been mostly theoretical or small-scale in nature. However, there are several statements outlining why, in view of what we know from cognitive science and psychology, different types of technology are motivational - and how these lessons might be applied to education.
It is important to consider that the results could be different for different age groups and that certain types of technology may be more or less appropriate depending on the age and development of the pupils [21]. The discussion that follows examines the role that three types of technology - video games, interactive technologies such as social media and online discussions, and technology-enhanced assessment - can play in increasing pupils' academic motivation. These technologies are highlighted because they go beyond just incorporating technological gadgets and actually use technology to change curriculum and pedagogy.
Many other new technologies that we did not have space to describe also hold promise for motivating pupils. Among them is the `flipped' classroom, in which pupils' access instruction that formerly occurred in class by viewing teacher-created videos and interactive lessons at home, and then use class time to work on advanced concepts and collaborative learning. Another example is adaptive learning, which uses technology and data to generate personalized learning plans adapted to each pupil's particular needs and which often restructures the classroom to integrate customized software-based lessons with group work and teacher-led lessons (School of One, n. d.).
Video games as motivators. Scholars from the University of Wisconsin-Madison argue that video games are a powerful learning tool [22]. The reasons they give directly echo the four dimensions of motivation:
- video games create virtual worlds in which pupils can experience and apply in real-time the concepts they are learning in the classroom. This makes abstract theories easier to understand and more correctly applicable to pupils' everyday lives, increasing interest and value;
- by putting abstract ideas in the context of real-world problems, games help students to more readily understand complex concepts, increasing competence.competence is also increased by games that allow pupils to repeat skills until they are mastered and personalize their learning to meet their own skill level;
- playing video games helps develop social practices and relationships as players work and strategize together, thereby increasing relatedness;
- video games provide measured guidance so that bits and pieces of information are communicated by the game and then manipulated by the player; this foster self-direction and autonomy, as well as competence.
Richard Ryan and his colleagues make a similar argument for why video games are intensely engaging, based on the field of self-determination theory. James Paul Gee explains that a video game is designed so that each level is just slightly harder than the player's current ability but still seems achievable, and is challenging enough to maintain interest but not so challenging as to undermine feeling of competence or control [21; 8p.].
Video games require a player to master each level before moving on to the next; it is expected that a player will need multiple tries to compete each level, so failure (to a point) is expected and therefore not feared [23]. These are exactly the conditions that motivational and educational theorists believe are ideal for establishing a mastery-based, challenge-seeking mindset of intrinsic motivation. "Kids often say it doesn't feel like learning when they're gaming - they're much too focused on playing”, Gee writes. "If kids were to say that about a science lesson, our country's education problems would be solved” [22; 12p.].
Sometime in the near future, pupils will be learning from the video games, say some researchers, and it is up to educators and curriculum experts to embrace this medium and ensure that the games students learn from reflect sound curricular and pedagogical practice.
In a review of research on video games and motivation, Michele Dickey identifies several characteristics that make games especially motivating, including frequent positive feedback, gradually increasing challenges, and clearly-set goals. She concludes that certain online role-playing games "may provide a flexible model for creating engaging interactive learning environments which foster intrinsic motivation by providing choice, control, collaboration, challenge and achievement' [24]. These games, she notes, also make it possible to frame different domains of learning in an individualized way. Dickey and others make a compelling case that game design could be adapted to the delivery and reinforcement of educational content. Video games and virtual environments present an ideal mechanism for students to pursue individual learning goals, according to Rigby and Przybylski; most importantly, these authors note, the structure of virtual worlds fosters relatedness through cooperation.
In short, games and virtual worlds seem a promising way to reach pupils, especially those who are disengaged and unmotivated in school but are willing to focus for hours each evening on a video game. Recognizing this potential, researchers and educators have develop video games that can be used in school to reinforce academic skills [25].
Interactive and social technology. Shy pupils or the ones who are reluctant to speak out in class for other reasons have traditionally been difficult for teachers to reach and slow to engage in classroom discussion. With interactive technology tools like social media and online discussion forum, these pupils can become actively engaged and can even increase their academic motivation.
How does this occur? Researchers Shroff, Vogel, and Coombes conducted in-depth interviews with students in two university classes about their use of BlackBoard online discussion software as a course component. The students found online discussion stimulating because it was a familiar medium and allowed them to develop thoughts individually but then contribute to and steer the direction of the conversation as it happened. They were "actively making choices about how to generate, obtain, manipulate or display information" [26]. Because pupils were uninhibited by having to wait to be called on and other limiting elements of live discussion.
For shy and nervous learners in particular, the online forum allowed them to be more active in the discussion. The authors point out that online discussion motivated pupils by allowing them more opportunities to receive constant feedback and frequent praise, choose and steer the conversation toward topics of interest, collaborate and participate equally, and feel a sense of participation in an online community. This directly supports the four motivational dimensions of competence, interest, autonomy, and relatedness.
Educators have already found a multitude of ways to incorporate technology into teaching. From SmartBoards and global chatrooms to tablet computers and video-based projects, technology is starting to make an appearance in the classroom, not merely as a tool like the graphic calculators that have been used for decades, but as a new way to deliver and assess content and engage students.
While there are thousands of possible examples, below we examine a few that show how the theories and research discussed above are being applied in the field.
Social media: Discussion boards like BlackBoard have been in use at universities of America around the country for years, but a few high school and college educators have experimenting with ways to integrate newer forms of social media into their classrooms. In one example, an 8th grade teacher has incorporated Twitter as a real-time discussion board during class. The Web page is projected onto a screen behind him as he lectures, and student's responses to his questions, as well as their questions and comments, can be viewed by the class in real time [41].
While a traditional class discussion is often dominated by the same few students, with Twitter that base is much broader, the teacher says. Especially for students who are shy or hesitant to speak up in class, this has fostered a feeling of autonomy and competence. Twitter has helped many of these students find their voice and become a vehicle for sharing what's on their mind, according to the teacher [27]. The quick feedback also enables more sharing of information, which pupils in the class say helps peak their interest.
A similar technique is used at Penn State University by professor Cole W. Camplese, who projected the live Twitter feed on a screen next to his slides. He reports that students have taken advantage of the opportunity to raise questions, share related material, or `in some cases, a shy student would type an observations or question on Twitter, and others in the class would respond with notes encouraging the student to raise the topic out loud'.
Hotseat: Purdue University sees such potential in applications of social media technology that they have developed their own software to enable it. Called Hotseat, the program allows students, professors, and teaching assistants to post messages from Facebook, Myspace (Мой Мир),VK or Twitter by text messaging or posting directly on the Hotseat Web site. In other words, Hotseat functions as a clearinghouse for comments about the class. So far, pupils have responded very positively. Says the head of the Consumer Sciences and Retailing department, `I'm seeing students interact more with the course and ask relevant questions. The tool allows us to engage students using media they are already familiar with [28].
By meeting them where they already spend much of their free time, the software connects the students with the course content in a context in which they're already comfortable. This could help increase feelings of competence, interest, and autonomy.
Technology-enhanced assessments. Digital portfolios and assessment components are another innovative integration of technology into the classroom with potential to motivate pupils, as the following example illustrates:
Digital portfolios - at Trillium Charter School in Portland, teacher Rob Van Nood uses interactive social media, among other technology tools, to help learners compile digital portfolios of their work. They can take pictures, attach sound files, use maps to pinpoint locations, attach typed notes, or link to sections of Web pages, and record reflections about their work. Because these portfolios exist online, they can be added to constantly. They also incorporate different types of media that show off different skill sets and require pupils to interpret and apply material in new ways [29]. They foster an ongoing discussion because they are easily accessible, enabling parents, teachers, and other pupils to comment frequently on each other's work. These portfolios, made possible by one teacher's innovative use of existing technology, and have several benefits. They can be maintained indefinitely and are better at showing learner's growth over time than a snapshot from one exam or time period. They allow for a deeper and more nuanced understanding of students' skills and capabilities. They help develop pupils' technological skills and encourage parent-teacher-pupil discussion much more than a simple report card might.
Experts say this method of showcasing students' work `increases student engagement; promotes a continuing conversation about learning between teachers, parents and pupils; and extends academic lessons beyond school walls'. Teacher Van Nood added, ` The kids are motivated knowing that their work is being documented'. Thus, through these portfolios, pupils see more value in their classwork. Knowing they have multiple ways of demonstrating their knowledge increases learners' feelings of competence and control, and knowing their work will be judged by others creates feelings of relatedness.
Like all applications of technology, however, these types of assessments create challenges, including funding and teacher investment, especially from those teachers who are not comfortable using technology themselves. But if schools want to engage the newest generation of students - those who have used cellphones (smartphones) since preschool and live connected to the internet - then educators must adapt.
Research and practice suggest that alternative learning methods and environments, extracurricular activities, and technology are promising ways to motivate disengaged students. Several observations can be made about these approaches: Alternative learning approaches, such as inquiry-based learning and service learning can offer opportunities for pupils to increase their competence, interest, autonomy and relatedness, thereby increasing motivation. These approaches could be adapted to the unique needs of a classroom or school, although educators should be aware that they may not be ideal for all pupils' motivational styles;
For inquiry-based learning and similar approaches to be effective, they must be aligned with a strong curriculum, incorporate student opinions and choices, and interesting, relevant to students [30]. They should also foster connections between what's being learned and how it can be applied, allow for reflection and assessment, and emphasize problem solving and collaboration; Research shows that participation in extracurricular activities has academic, social, and emotional benefits and can improve students' skills and engagement in school [31].
Extracurricular participation is particularly beneficial for minority pupils, females, and pupils at risk for disengagement, suggesting that special efforts should be made to encourage the participation of these groups. In addition, extracurricular activities that appeal to a range of interests, including clubs and arts as well as sports, can widen their appeal and engage as many pupils as possible; Technology is not a substitute for teaching or a comprehensive solution to educational challenges, but rather is one more resource for educators to use. How it's used is critical;
Digital portfolios and other types of technology-based assessments enable more frequent testing and quicker turnaround of data [32]. This allows pupils to build confidence and teachers to identify and address problems early on. Incorporating digital portfolios as a means of assessments promotes motivation by allowing learners some choice and involvement in the assessment process, encouraging alternative expressions of competence or mastery, and fostering more frequent and more nuanced conversations about students' work and skill levels among peers, teachers and parents, which increases feelings of relatedness;
In general, technology-based media is interactive, can be easily personalized, can adapt to an individual's skill level, and can encourage teamwork and communication. Because of these features, if implemented correctly, technology can foster feelings of control, interest, competence, and relatedness, thereby increasing motivation; Video games, because of their design, are inherently engaging. If adapted to deliver educational content, they can become a powerful means of reinforcing skills and concepts. They can also provide a hook to interest students who learn better through visual or hands-on approaches.
1.3 Methodology for such lessons and their types
These are the mostly widely spread types of non-traditional lessons. The children like them, because the lessons help reveal their knowledge, create activity. They are especially popular with the pupils of different language levels. Such lessons are usually held either at the end of the semester (a generalization lesson) or at the beginning of the next one (a repetitive lesson). the class or a group of pupils is divided into two teams and in this competition the results of the whole team and of each separate pupil are evaluated, which stimulates pupils' activity. The tasks are quite serious and concern different aspects of oral communication.
1.3.1 The use of the Lessons of the type " The Club of Merry and cute"
Many of the tasks suggest collective command action and mutual assistance - which is good for the pupils both poor knowledge of English. Such lessons stimulate the oral activities of all the pupils of different language levels. The teacher controls track record of the lesson, comments on the answers and makes corrections in a friendly manner. These lessons are usually conducted in senior Grades.
An example of such type of a lesson in the 9 Grade: The topic is "Do you know America? ”
Here are several tasks for the teams:
1. Presentation of the participating teams: names of the teams, emblems, mottoes.
2. Questions of the type "Do you know the name of the first president of the USA? Do you know the name of the author of the Declaration of Independence? All of you know a lot about tea-parties, what can you tell us about the Boston Tea Party? etc.
3. " Q. look at the American History" - Name the first people in America. Where did the American Indians come from? What was the cultural situation in North America before men from Europe came? Who was the first to open America: Columbus or the Vikings? What can you tell us about Erikson's map of "The Land of the Vine? ” Who went to the New World in 1620? What do you know about the first Thanksgiving celebration? etc.
4. Famous people of America. Who were they? The team describes a person; the other team must guess who he is.
For example: He was American. He was born in the backwoods of America in 1809. His parents lived in a log hut. The family was poor and he has to earn his living at the age of 11. He performed a variety of jobs. Later he became a lawyer and was elected President of the USA. He freed the black slaves. He was killed at Ford's theatre by an actor named John Booth in 1865. (Abraham Lincoln)
5. Competition of the captains. They must answer each other's questions concerning history, culture, American holidays, etc. The questions are usually rather difficult and the teams greet each failure of the opponent with applause and shouting.
6. Say Tongue Twister.
To prepare for this competition we use the computer course "Professor Higgins" with lots of twisters. The pupils practice to say them with different speed; besides they can check their pronunciation with the recorded master pronunciation, recording on the computer themselves and listing to both variants.
7. The competition of amateur performances. Both teams recite the poems; sing folk and popular American songs.
8. The jury names the winners, the teacher summarizes the results.
1.3.2 The use of lesson Linguistic Express
The class is divided into several groups which will represent carriages. The aim of this expresses is to reach a station of destination safely and without losses. There are several stations on the way of the train: Lexical, Grammatical, Poetic, Musical, Cute, etc. It depends on the teacher's taste which stations to choose. When the train reaches the station the conductor gets a sealed envelope with the tasks to be done. Collective work is welcomed. The tasks may be the following:
- To give the meaning of a certain group of words and to compare sentences with them;
- Composing a situation with a group of words;
- The words in the sentences are jumbled. Put them in the right order;
- Recite the verse we have recently learned;
- Speak about…. (depends on the topics recently learned).
- Sing your favorite English song, etc.
1.3.3 The use of the Lesson Excursion
At a time when the links between different countries and peoples develop more and more widely, acquaintance with the Kazakh national culture becomes an essential element of the process of learning a foreign language. The pupil should be able to tour around the city, tell foreign visitors about the identity of Kazakh culture, etc. The principle of dialogue of cultures involves the use of cultural knowledge about his native country, which allows you to develop a culture submission of his native country, as well as generate ideas about the culture of the target language.
Teachers, aware of the stimulating effect of the regional geographic and cultural motivation, seek to develop the students' educational needs through unconventional Lesson. And for the example we can use the lesson written below.
Overview. Students gain an understanding of how the railroad (any types of road) impacted many facets of American life. Did you know that before the invention and popular use of the railroad, Americans told time by the position of the sun in the sky? After the development of the railway system, consistent, accurate time became necessary. In 1883, Standard Railway Time was adopted, and Pacific daylight - were adopted. Who knew that an invention in transportation could drastically alter how Americans told time?
Teachers should call ahead before they go, make research online for maps and information about the railroad and its location.
Encourage students to list the many things that they can do besides talk to a friend since the invention of the phone. They will come to realize that this one single invention made possible many other things besides what it was invented to do. Their list will also help them begin to understand how the railroad not only helped transport people from place to place, but impacted other areas of American life as well.
Questions to ask staff: When was this railroad built? Who used or uses this railroad? Why was or is this railroad used?
Describe what the train looks like; the sounds the train makes; how the train makes your body move and feel.
Observe the scenery from outside the window of the train.
Opinion: Would you enjoy travelling by train as your primary mode of transportation? What would you like or dislike about it?
Compare what it would be like to travel to the same place by train, by car, by plane.
Challenge: Consider the work and labor that went into designing, creating, building, and maintaining a railway system. What specific jobs would have heeded to be done? What skills would the laborers have needed to possess?
For the Follow up teachers can use:
Discussion about the reason why citizens would have been for or against the developing of a railroad near their homes.
...Подобные документы
Features of training of younger schoolboys and preschool children. Kognitivnoe development of preschool children. Features of teaching of English language at lessons with use of games. The principal views of games used at lessons of a foreign language.
курсовая работа [683,5 K], добавлен 06.03.2012The problem of linguistic abilities of a child. Goals and objectives of foreign language teaching preschoolers. Number of pupils in a group, the frequency, duration of sessions. The game as the leading method of teaching preschoolers. Learning vocabulary.
курсовая работа [39,5 K], добавлен 26.06.2015The development in language teaching methodology. Dilemma in language teaching process. Linguistic research. Techniques in language teaching. Principles of learning vocabulary. How words are remembered. Other factors in language learning process.
учебное пособие [221,2 K], добавлен 27.05.2015Motivation to learn a foreign language in Kazakhstan. Motivation in the classroom. The role of games on language lessons. Examples of some games and activities which had approbated on English language lessons. Various factors of student motivation.
курсовая работа [25,0 K], добавлен 16.01.2013The bases of teaching a foreign language. Effective methodology of teaching a foreign language as a second. Using project methods in teaching. The method of debate. The advantages of using games. Various effective ways of teaching a foreign language.
курсовая работа [679,3 K], добавлен 21.01.2014Methods of foreign language teaching. The grammar-translation method. The direct, audio-lingual method, the silent way and the communicative approach. Teaching English to children in an EFL setting. Teaching vocabulary to children. Textbook analysis.
курсовая работа [142,6 K], добавлен 09.12.2012Development of skills of independent creative activity in the process of game on the lessons of English. Psychological features of organization of independent work and its classification. Development of independence student in the process of teaching.
курсовая работа [35,8 K], добавлен 03.04.2011Disclosure of the concept of the game. Groups of games, developing intelligence, cognitive activity of the child. The classification of educational games in a foreign language. The use of games in the classroom teaching English as a means of improving.
курсовая работа [88,5 K], добавлен 23.04.2012Context approach in teaching English language in Senior grades. Definition, characteristics and components of metod. Strategies and principles of context approach. The practical implementation of Context approach in teaching writing in senior grades.
дипломная работа [574,3 K], добавлен 06.06.2016Process of learning a foreign language with from an early age. The main differences between the concepts of "second language" and "foreign language" by the conditions of the language environment. Distinguish different types of language proficiency.
статья [17,3 K], добавлен 15.09.2014Investigation of the main reasons English language jelly. Characteristics of the expansion content Total Physical Response; consideration of the basic pedagogical principles of its use in teaching language inostannomu junior and senior school age.
курсовая работа [40,2 K], добавлен 21.02.2012Main part: Reading skills. A Writing Approach to–Reading Comprehension–Schema Theory in Action. The nature of foreign-language teaching. Vocabulary teaching techniques.
курсовая работа [23,8 K], добавлен 05.12.2007The employment of Internet in teaching Foreign Languages. The modern methods of teaching 4 basic skills. The usage of Internet technologies for effective Foreign Languages acquisition. Analysis of experience: my and teachers of Foreign Languages.
курсовая работа [2,3 M], добавлен 30.03.2016Intercultural Communication Competence: Language and Culture. The role Intercultural Communicative Competence in teaching foreign languages. Intercultural Competence in Foreign language teaching. Contexts for intercultural learning in the classroom.
курсовая работа [94,1 K], добавлен 13.05.2017The applied science model. The basic assumptions underlying this model. Received and experiential knowledge. Oldest form of professional education. The most advanced modern teaching strategies. Projects for the development of creative abilities.
презентация [156,0 K], добавлен 09.03.2015Effective reading is essential for success in acquiring a second language. Approaches to Teaching Reading Skills. The characteristic of methods of Teaching Reading to Learners. The Peculiarities of Reading Comprehension. Approaches to Correcting Mistakes.
курсовая работа [60,1 K], добавлен 28.03.2012Approach - one’s viewpoint toward teaching. The set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. Learner, performance and competency based approach. Teacher’s and student’s role in the teaching.
презентация [447,5 K], добавлен 21.10.2015The history of the use of the interactive whiteboard in the learning. The use of IWB to study of the English, the advantages and disadvantages of the method. Perfect pronunciation, vocabulary. The development of reading, writing, listening and speaking.
презентация [1,3 M], добавлен 23.02.2016The purpose and psychology-pedagogical aspects of extracurricular work on a foreign language. Requirements to extracurricular work. Forms of extracurricular educational work on a foreign language. Using the Internet in extracurricular work on English.
курсовая работа [38,9 K], добавлен 19.03.2015Teaching practice is an important and exciting step in the study of language. Description of extracurricular activities. Feedback of extracurricular activity. Psychological characteristic of a group and a students. Evaluation and testing of students.
отчет по практике [87,0 K], добавлен 20.02.2013
