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Концепция развития иноязычного образования Республики Казахстан является научно-практическим, методологическим документом, определяющим общую стратегию, цели, задачи, уровни, содержание и основные направления развития иноязычного образования. Концепция развития иноязычного образования обобщает качественное обновление отечественного иноязычного образования и подготовку в этой области профессиональных кадров.
Концепция развития
иноязычного образования
Однако, несмотря на означенные позитивные процессы, организация иноязычного образования в Республике характеризуется рядом негативных явлений(They are the absence of a common methodological platform for continuity and succession of variable-foreign language education, shortage of personnel.) Таким образом мы видим радикальные изменения в образовательной системе за счет уровневой модели изучения иностранного языка. В данной модели выделяются 6 уровней обученности с набором образовательных программ и соответствующих каждому уровню сертификатов. Эти уровни обозначаются литерами А1, А2, В1, В2, С1, С2. Одна из важных отличительных черт новой системы иноязычного образования состоит в ее направленности на конечный результат обучения. К примеру обучение ИЯ на начальном этапе даст учащимся возможность понимать на слух речь учителя, основное содержание облегченных текстов, участвовать в (знакомство, поздравление, благодарность, приветствие); расспрашивать собеседника, задавая прямые вопросы (кто, что, где, когда), и отвечать на вопросы собеседника; кратко рассказывать о себе, своей семье, друге; составлять небольшие описания объекта, картинки; читать вслух текст и т.д.
Обучение
ИЯ в средних профессионально-
Я считаю что данная концепция имеет отличное будущее в нашей стране, учитывая то что мы частично переходим на уровневую модель изучения ИЯ. Я уверена что благодаря данной концепции Казахстан в скором времени достигнет уровня иноязычной обученности, соответствующей международно-стандартным требованиям, и самое главное подготовит новое поколение компетентных, высокообразованных, конкурентоспособных преподавателей иностранных языков.
ABYLAY KHAN'S KAZAKH UNIVERSITY OF INTERNATIONAL RELATIONSHIPS AND WORLD LANGUAGES
PEDAGOGICAL FACULTY
Zhumabekova Almira
group # 315
Practical task # 2
Summary
The concept of foreign language education of the Republic of Kazakhstan is a scientific and practical, methodological document defining the overall strategy , objectives, goals , levels, content and direction of development of foreign language education . The concept of foreign language education summarizes the qualitative upgrade of foreign language education and training in the field of professional training. This concept implies a shift to tiered organization of the educational process that significantly improves the quality of foreign language education . Also, this concept is considering learning a foreign language in the formation of cross-cultural competence.
The purpose of the Concept is defining the main directions of development of foreign language education , the creation of a national level model of continuity of foreign language education , providing Kazakhstan into the world educational space .
And so there are significant positive changes in the educational system of Kazakhstan ( introduction of new pedagogical and information technology , launched distinctions - specialized training of foreign language teachers for schools with advanced study of Linguistics , etc.)
However, despite the positive changes , there are a number of negative events (the absence of a common methodological platform for continuity and succession of variable-foreign language education, shortage of personnel.)
Thus we see a radical change in the education system due to the layer model of learning a foreign language. This model consists of 6 levels with a set of training and educational programs for each level of certification . These levels are indicated as A1 , A2 , B1 , B2, C1, C2. One of the important distinguishing features of the new system of foreign language education its focus on the end training result. For example, learning a foreign language at an early stage will give students the opportunity to understand by hearing teacher’s speech , ask a friend , asking direct questions ( who, what, where, when ) and to answer questions; briefly talk about yourself, your family , a friend , make a small description of the object , pictures , read aloud text, etc.
FL Education in secondary vocational education institutions aimed at the mastery of a foreign language with the students' future careers. And finally the goal of the highest education is to form specialists with FL on the level recognized by the international community, and meet the needs of the society of Kazakhstan.
I believe that this concept will have a great future in our country, given the fact that we are partly moving to level model of studying. I am sure that with the help of this concept Kazakhstan will soon reach the level of foreign language training, an appropriate international standard requirements , and most importantly, will prepare a new generation of competent , well-educated , competitive, foreign language teachers .
Author: Vereshchagin I.N., Afanasieva O.V.
Genre: textbook
Publisher: Education
Description: English. The textbook for 5th year students with intensive English language learning, high schools, and colleges.
This book gives us an opportunity to learn not only lexical and phonetic skills, but also a variety of aspects of English grammar. With the help of this book you can repeat the material covered in the 2-4 grades. All texts written in accessible language with a large font, that is very important for assimilation of the material.
As in all textbooks there weak point. The new words that students learned in the last lesson do not repeated in the following lessons that does not give them a chance to fix the new words. The variety of exercises in each lesson are typical so the learners can lose the interest in learning English.
There are many materials that will allow students to learn a foreign language easily. For example there are a lot of colorful illustrations that help children to develop visual memory. To develop listening skills you may use additional materials, such as CDs, that are attached to each textbooks. In order to develop grammar and writing skills there are a lot of interesting exercises after every texts. Likewise there are boxes with new vocabulary that helps learners to develop their speaking skills.
ABYLAY KHAN'S KAZAKH UNIVERSITY OF INTERNATIONAL RELATIONSHIPS AND WORLD LANGUAGES
PEDAGOGICAL FACULTY
Zhumabekova Almira
group # 315
Practical task # 3
All principles of FLT are linking with each other, but there are some main principles.
The Principle of Conscious Approach The Principle of Visuality The Principle of Activity The Principle of Accessibility The Principle of Durability
The Principle of Conscious Approach. It is one of the leading principles because conscious learning plays an important role in language acquisition, enlarges intellectual capacities of learners, and helps to understand new concepts and express new ideas in the target language. This principle also implies comprehension of linguistic . The conscious approach to FLT implies the use of the vernacular when it helps pupils to better understand certain grammar rules. The acquisition of a FL means the transition to thinking in a second language. For this it is necessary to acquire the ability of establishing direct associations between concepts and their means of expression in the target language. Visual aids and verbal context are of invariable help in establishing the link between what the learner says, sees, reads, and infers the meaning. Initially, when the pupil learns a FL the words of this language are often associated with the words of the mother tongue. However, thanks to constant practice the intermediate link with the vernacular fades and FL words come into a pupil’s consciousness directly in connection with the concepts they express.
In this case teacher should use the The Principle of Visuality . The principle of visuality is realized in direct and visual modes of explaining meanings, i.e. in the demonstration and naming by the teacher of objects, pictures and actions wherefrom the learners infer the meanings of words and expressions used. The principle of visuality is considered to be one of the main methodological principles. The implementation of visual aids develops the learners’ habits of speech and enhances the emotional influence of visual perception. Most teachers see the need for making use of oral and visual aids in one form or another to help the pupils through imagination to an experience beyond the reach of the classroom.
To fix the new material teacher should use the next principle - The Principle of Activity. The principle of activity supposes a constant accumulation of knowledge and active participation of learners in the process of instruction. In TEFL we usually differentiate between intellectual, emotional and speech activities, which, if taken together. The intellectual activity can be obtained through guesswork, problem-solving questions, reading texts with their subsequent interpretation, etc. The emotional activity takes place when the pupils are pleased with the work they perform, when they like to learn a FL, and like the way of teaching. Speech activity appears during oral communication and is largely due to the intellectual and emotional activity which “feeds” it. To enhance the activity it is necessary to intensify the learning activity of the pupils. Group, choral, and collective work (discussion of a book, role-playing, holding a press conference, etc) can achieve this.
In order to have good results the teaching materials should meet requirements of linguistic and psychological factors:
1. correspond to the age and mental abilities of the learners; be neither difficult nor easy;
2. be properly graded;
3. be heuristic in form and structure;
4. be presented in such a way that the pupils have to solve one problem at a time.
The teaching materials, their organization secure accessibility in FLT, and techniques used at the lesson and outside school hours. Accessibility supposes adequate rate of presentation, qualitative assimilation, rate of advancement in forming speech habits and skills. In order to fix and enlarge learner’s knowledge teacher should take into consideration the Principle of Durability. This principle assumes particular importance in FLT because it is largely concerned with a constant growth of language and speech units, words, word-combinations, idioms, clichés which are to be stored and retained in the pupils’ memory so that the learners could use them in listening comprehension, speaking, reading, and writing.
1. the content of the material to be studied; realization of its importance and necessity for communication and reading;
2. the presentation of new material should be vivid, bright and live; this results in live images, appropriate associations (perception has an emotional impact on the learners); they have to resort to abstract thinking (analysis, synthesis, comparison, inferences, etc.);
3. a great deal of repetitive work supplemented by assimilation, revision and follow-up practices where visual, aural, kinaesthetic and motor analyzers are at work;
4. this material should be used individually and creatively to solve communicative tasks in speaking, reading and writing;
5. a systematic control of the material to be assimilated helps retain it in the pupils’ memory;
6. the revision of the material will be more effective if it is presented repeatedly in a new verbal context, new visual aids are used and the types of exercises are varied.
2. Analyze one lesson and explain what principles and how they are realized in this lesson. (Lesson plan should be applied to the explanation)
In this lesson we meet with a main principles of FLT. The first and the leading one is the principle of conscious approach that helps to understand new concepts, and express new ideas in the target language, to develop dialog and monolog speech skills, to develop reading, grammar and vocabulary skills, also to expand vocabulary and students’ horizons.
The second main principle in this lesson is The principle of visuality. Teacher employs pictures of the seasons, card with proverbs, cards with the text “Seasons” and card with questions, that helps learners to remember grammar and vocabulary better. The use of visualization makes the lessons emotionally colored, gets the pupils interested and awakens their thought. It creates natural or almost natural situations for the use of the language as a means of communication.
Furthermore teacher use the principle of activity that includes the intellectual activities(listening texts, exercises with empty gaps, to read the proverbs and give the Russian equivalents, to find word in puzzle. etc.) , speech activities(to answer the questions from the table, to create dialogs in pare and in groups etc. ) and emotional activities(sing song “World Weather” ).
Undoubtedly teacher use the principle of durability in order to enlarge and fix new information. Using proverbs, new words, idioms, word-combinations the pupils can use units of the language whenever he needs them for oral or written communication.
ABYLAY KHAN'S KAZAKH UNIVERSITY OF INTERNATIONAL RELATIONSHIPS AND WORLD LANGUAGES
PEDAGOGICAL FACULTY
Zhumabekova Almira
group # 315
Nowadays our world is developing very rapidly. More recently, the computer was mainly used for work or for play. Owing to development of technologies people use computer to buy different thing in online, they can solve administrational problems and of course to communicate with other people actively and daily. There is no need to go out and meet with friend in order to exchange news, you can do it sitting in your favorite, comfortable place with the help of social networks such as “ВКонтакте”, “Facebook” etc.
Unfortunately social networks becoming an important part of our lives. They become very popular, especially among teenagers. It occurs because adolescence is the age of communication, and they try to get an approval from their peers and the groups in which they are interested in. We live in a world of various roles such as family, peers, your best friends, your colleges, and also people in the buses etc. Thus we try on different masks, it is a kind of survival in social institutes.
As a consequence the social networks gives us an opportunity to realize that roles which are difficult for him/her in real life. It is clearly shown in self-presentations. It is more uninhibited, teens tend to compose themselves another life and image generally. For example shy girl can easily start a conversation with the boy or a person who is offended to the life he/she will be rude and will make out her/his case. Where else can you show your character, without fear of receiving a serious rebuff from the opponent.
The main characteristic of communication in social network is the manner of communication and the use of short but intensive expressions and symbols. For instance the most teens use the main smiles like:
Also there are a lot of abbreviations and reductions, namely, “комп” – computer, “инет” – internet, “спс”- спасибо, «плз» - пожалуйста, «споки-ноки» - спокойной ночи, “LOL” - laughing out loud, «счс» - сейчас, «мб»- может быть, «пзв» - позвони, «инфа»- информация etc.
Another main feature of communication in social network is voluntariness. You can make chose with whom would you like to talk today, or if it bothers you, you just can turn off or be offline. And in real life, you will have to answer for all you deeds and actions.
In conclusion we can name motives of adolescents’ communication in social networks :
Like any other event in our lives, communication on-line has its own weak points.
So before you plunge into a worldwide network and will forget about the real life, think about is it necessary for you.