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During the past two decades, the exercise of spoken language skills has received increasing attention among educators. Foreign language curricula focus on productive skills with special emphasis on communicative competence. Students' ability to engage in meaningful conversational interaction in the target language is considered an important, if not the most important, goal of second language education. This shift of emphasis has generated a growing need for instructional materials that provide an opportunity for controlled interactive speaking practice outside the classroom.
INRODUCTION…………………………………………………………………3
II.PRINCIPLES OF ASR TECHNOLOGY………………..……………….…..3
1.1 Performance and design issues in speech applications……………………...9
1.2 Current trends in voice-interactive call……………………………………..10
1.3 Teaching Linguistic Structures and Limited Conversation…………………13
1.4 Future trends in voice-interactive call……………………………………...14
1.5 Defining and acquiring literacy in the age of information…………………16
1.6 Efficiency of using presentation techniques in
teaching foreign languages………………………………………………….…22
1.7 Presentation techniques directed on developing of listening
and reading skills…………………………………………………………….…25
1.8 Using video in the foreign language classroom……………………………27
1.9 Motivation and cultural studies…………………………………………….29
II.USAGE OF MODERN TECHNOLOGY IN THE ENGLISH LESSONS
2.1. How to teach foreign languages (general remarks)………………………..33
2.2 Comparing instructed and natural settings for language learning………….33
2.3 Classroom comparisons………………………………………………….…37
2.4 Five principles for classroom teaching……………………………………..41
2.5 The principle of saying what you mean and meaning what you say………45
2.6 Teach what is teacheable……………………………………………….…..49
2.7 Grammar acquisition: Focusing on past tenses and conditionals………...58
CONCLUSION……………………………………………………………….62
REFERENCES…………………………………
Researchers supporting this view also claim that certain other aspects of language—vocabulary, some grammatical features—can be taught at any time. A learner's success in learning these variational features will depend on factors such as motivation, intelligence, and the quality of instruction.
While this line of research has the potential to inform classroom teachers about which aspects of language acquisition are 'developmental' (and thus teachable only in a given sequence) and which are Variational' (and thus teachable at various points in learner language development), there is much work to be done before the findings of this research can lead to recommendations about whether particular forms can be taught and when.
In Examples 9 and 10 below, we see a teacher trying to help students with question formation. The students seem to know what they mean, but the level of language the teacher is offering them is beyond their current stage of development. The students react by simply answering the question or accepting the teacher's formulation.
Example 9
(A group of twelve-year-old students, interviewing each other as they play the roles of imaginary people.)
S1What's your nationality?
S2 I am Russian.
S1 What old, um, do you, uh, have—?
T 'How old' dear. 'How old' were you—?
S1 How old do you have... No, never mind.
T How old were you when you came here?
S1 Uh,yeah.
Example 10
(The same group of students, asking fellow students questions about award poster which they had recently received.)
S1 Mavluda, where you put your 'Kid of the Week' poster?
T Where didyou put your poster when you got it?
S2 In my room. (2 minutes later)
S3 Mashhura where you put your 'Kid of the Week' poster?
T Where did you put your poster?
S4 My poster was on my wall and it fell down.
In Example 11 below, the student is using a 'fronting' strategy which is typical of Stage 3 learners. That is, the student simply places an auxiliary verl (in this case 'is') at the beginning of the sentence but does not change the res of the sentence. (Note that if the student had fronted 'does', the sentencl would have been correct, but we would not have been able to see how the student thought question formation worked.) In this case, the teacher's correction leads the student to produce a Stage 4 question. In Example 12, same situation appears. This time, however, the correction leads not to reformulation of the question, but simply to an answer.
Example 11
(Examples 11, 12, 13, and 14 are from a group of twelve-year-old Kazakh speakers learning English as a foreign language.) ('Famous person' interviews)
S1 Is your mother play piano?
T 'Is your mother play piano?' OK. Well, can you say 'Is your mother play piano?' or 'Is your mother a piano player?'
S1 'Is your mother a piano player?'
S2 No.
Example 12
(interviewing each other about house preferences)
S1 Is your favourite house is a split-level?
S2 Yes.
T You're saying 'is' two times dear. 'Is your favourite house a split-level?'
S1 A split-level.
T OK.
Example 13
('Hide and seek' game)
S Where the teacher books are?
T Where are the teacher's books?
S Where are the tea—the teacher books?
Here the student asks a Stage 3 question, the teacher provides a Stage 4 correction, and the student is able to make the change. Note, however, that the student still doesn't change the possessive 's, something which Kazakh speakers find very difficult.
Research findings
The 'Teach what is teachable' view is one which claims that while some features of the language can be taught successfully at various points in the learner's development, other features develop according to the learner's internal schedule and that no amount of instruction can change the 'natural' developmental course. Let us examine a few of the studies which have tested this hypothesis.
Study 11: Ready to learn
In a study of the acquisition of German as a second language, Manfred Pienemann1 (1988) investigated whether instruction permitted learners to 'skip' a stage in the natural sequence of development. Two groups of learners who were at Stage 2 in their acquisition of German word order were taught the rules associated with Stage 3 and Stage 4 respectively. The instruction took place over two weeks and during this time, learners were provided with explicit grammatical rules and exercises for Stage 4 constructions. The results showed that the learners who received instruction on Stage 3 rules moved easily into this stage from Stage 2. However, those learners who received instruction on Stage 4 rules did not move into this stage. They either continued to use Stage 2 behaviours or they moved into Stage 3. That is, they were not able to 'skip' a stage in the 'natural route'. Pienemann interprets his results as support for the hypothesis that for some linguistic structures, learners cannot be taught what they are not 'developmentally ready' to learn.
Study 12: Teaching when the time is right
Catherine Doughty2 (1991) examined whether particular aspects of relative clause formation would benefit from instruction at a time when learners were developmentally 'ready' to learn them. Twenty subjects were divided into three groups: two experimental and one control. All groups received exposure to relative clauses over a period often days through a series of computer-delivered reading lessons. During these lessons all learners were asked to read the passages and answer a variety of comprehension questions which focused on reading skills such as skimming and scanning.
For the experimental groups, two instructional techniques were added to the reading comprehension exercises. These were presented to the learners by means of an additional 'window' on the learners’ computer screens. One experimental group received instruction which focused on meaning-orientated techniques. This included both vocabulary help and paraphrases of sentences in the reading comprehension texts. The other experimental group received instruction which focused on rules. This included instruction on relative clause formation through a combination of explicit grammatical rules and on-screen sentence manipulation.
All learners were pre-tested immediately before the instructional treatment and post-tested after the ten days of the exposure/instruction with regard to relative clauses.
The results revealed a clear advantage for the experimental groups. That is, learners who had received the additional instruction in relative clause formation—regardless of whether it was meaning-orientated or rule-orientated outperformed the control group learners who had received only exposure to relative clauses through the reading comprehension texts. Doughty concludes that instruction on relative clauses made a difference when it was provided at the time when learners were 'developmentally ready' to learn them.
Study 13: Can question forms be taught?
Rod Ellis 1(1984) studied the effects of instruction on the acquisition of question forms by thirteen child ESL learners. In this study, learners were also given instruction at a time when they were considered to be 'develop-mentally ready' to acquire wh-question inversion rules. The learners received three hours of instruction. In the first hour the teacher asked a series of wh-questions while referring to a wall poster, and students were asked to respond. In the second hour, the students asked questions (again referring to the wall poster), and the teacher corrected them when they made errors. In the third hour, the teacher 'fired questions at the pupils' about the wall poster. The group results revealed little effect for instruction on the learners' development of question forms, although some individual learners did improve substantially.
Interpreting the research
The conflicting results of these studies present an obvious problem for assessing the 'Teach what is teachable' proposal. A closer look at some of the procedural problems in one of the studies should shed some light on these seemingly contradictory findings. If one compares the amount of instruction provided, it seems possible that the three hours provided in the Ellis study were not enough to cause changes in the learners' interlanguage systems. Further, there is the possibility that the type of instruction was not sufficiently form-focused. In the limited description of the type of instruction provided in Ellis1’ study, it seems that the learners had more exposure to w//-questions in the teacher's modelling than they did opportunities to produce questions themselves and to receive feedback on their errors, either through correction and/or explicit rule teaching. In this way, the group in Ellis' study may have been more similar to the control group in Doughty2's study—the one which received increased 'exposure' but not so much 'instruction' and in the end did not perform as well as those learners who received more focused instruction.
It seems reasonable to conclude that because the instruction provided in the Doughty and Pienemann studies was more explicit, carefully controlled, and of a longer duration, their studies provide a more reliable test of the 'Teach what is teachable' proposal. Nonetheless, it is important to note some of the weaknesses in these studies as well. For example, in Doughty's study, no direct comparison was made between learners who were not'devel-opmentally ready' to learn relative clauses and those who were. Further, in both studies, only the short-term effects of instruction were measured. Because of this, there is no way of knowing whether instruction had any permanent or long-term effects on the learners' developing interlanguage systems. In Pienemann's study, results were reported for only a small group of learners. In later studies, however, similar results were reported with other learners.
In the following table we give lesson plans where is given information about
Social and cultural aspects of two languages:
English |
Қазақша |
1 |
2 |
(the 8’” form) The theme of the lesson: Holidays |
(8-сынып) Сабақтың тақырыбы: Мерекелер |
The aim of the lesson: Educational: To bring up the children to respect customs and traditions. Formation of the pupil’s speaking habits.
Developing: Development of the pupil’s mental outlook. |
Сабақтың мақсаттары: 1. Тәрбиелік: Оқушылардың ақпараттық құзыреттілік сезімін қалыптастыру мақсатында салт-дәстүрді қастерлеуге тәрбиелеу. 2. Білімділік: Оқушылардың сөйлеу дағдысын дамыту. 3. Дамытушылық: Оқушылардың өз ойларын ашық айта білуге үйрету |
Visual aids: Tape-recorder, pictures, text-hook, postcards. |
Сабақтың көрнекілігі: Магнитофон, суреттер, оқулық, мерекелік ашық хаттар. |
Methods of the lesson: Revision, discussion, independent work, creative work. |
Сабақтың әдіс-тәсілі: қайталау, талдау, өзіндік жұмыстар, шығармашылық жұмыстар. |
5-кестенің жалғасы
1 |
2 |
Plan of the lesson I Organization moment Using Present Simple and Past Simple. What day is it today? What day was it yesterday? What date is it today? What date was it yesterday? What is the weather like today? What was the weather like yesterday? II Phonetic drill Spades for digging, pens for writing. Bars for hearing, teeth for biting. Eyes for seeing, legs for walking. Tongues for tasting and for talking.
III Introducing the lesson
Today we are going to discuss holidays in Great Britain and in Kazakhstan.
IV Discussing holidays and special days 1. Choosing holidays and special days
Thursday, birthday, Christmas, June, weather, New Year's Eve, New Year's Day, Easter, Mother's Day, message, Valentine's Day, wedding day.
2. Matching the holidays and the special days to the pictures and objects Pictures and objects of birthday, wedding day, Christmas, Easter.
3. Comparing holidays in Kazakhstan Birthday = birthday Wedding day - wedding day Christmas Day = X New Year's Eve = New year's Eve Easter Day - X (Moslems celebrate Ait) Mother's Day - Mother's Day Valentine's Day - Valentine's Day.
4. British Customs Birthday There is often a birthday cake, with candles to be blown out and everyone sings "Happy birthday". People sends birthday cards, and there is perhaps a birthday party with their friends. |
Сабақтың барысы І. Ұйымдастыру кезеңі. Жай осы шақ және жай өткен шақ. Бүгін аптаның қай күні? Кеше аптаның қай күні болды? Бүгін айдың қаншасы? Кеше айдың қаншасы болды? Бүгін ауа-райы қандай? Кеше ауа-райы қандай болды? ІІ. Фонетикалық жаттығу. Күректер қазу үшін, қаламсаптар жазу үшін. Құлақтар есту үшін, тістер тістеу үшін. Көздер көру үшін, аяқтар жүру үшін. Тілдер дәмін тату үшін және сөйлеу үшін керек. ІІІ. Сабақтың барысымен таныстыру. Бүгін біз Ұлы Британия мен Қазақстандағы мерекелерді талқылаймыз. ІV. Мереке және ерекше күндерді талқылау. 1. Сөздердің ішінен мереке және ерекше күндерді таңдау. Бейсенбі туылған күн, Рождество, маусым, ауа-райы, жаңа жыл қарсаңы, жаңа жыл күні, пасха, аналар күні, хат-хабар, ғашықтар күні, үйлену тойы.
2. Мереке және ерекше күндерге сәйкес суреттер мен заттарды таңдау. Туылған күнге, үйлену тойға, Рождество мерекесіне, пасха мерекесіне сәйкес келетін суреттер мен заттарды табу.
3. Қазақстаннын мереке күндерімен салыстыру. Туылған күн -туылған күн Үйлену тойы - үйлену тойы Рождество - X Жаңа жыл қарсаңы - жаңа жыл қарсаңы Пасха – Қазақстанда "айт" мейрамы тойланады Аналар күні - аналар күні Ғашықтар күні - ғашықтар күні 4. Британдық дәстүрлер. Туылған күн Әдетте туылған күнге арналған үрлейтін балауыз шамдары бар торт болады және "Туылған күніңмен". Адамдар туылған күнге арналған ашық хаттар жібереді. Сонымен қатар, достарымен бірге туылған күн кешін тойлауы да мүмкін. |
5-кестенің жалғасы
1 |
2 |
Wedding day People get married in a church for a religious ceremony or a registry office for a civil ceremony. Rice or confetti is thrown at the bride and groom to wish them luck, and the bride often carries a horseshoe, and again to symbolize good luck. There is a party after the ceremony. The bride and groom may go on a holiday called a honeymoon.
Christmas Day Christmas Day is the main day in Britain. British people celebrate it on the 25th of December. There is a large dinner, traditionally with turkey and Christmas pudding, which is made from dried fruit. People give presents each other. They decorate the house and have a Christmas tree. Santa Claus visits and leaves presents under the Christmas tree.
New Year's Eve In Scotland this is more important day than in the rest of Britain. People go to parties and wait for midnight (12 o'clock) to come. They wish each other "Happy New Year". In London many thousands of people celebrate New Year in Trafalgar Square where they can hear Big Ben (the eloek on the Houses of Parliament) strike midnight.
Easter Day This is a religious holiday. Christians celebrate this holiday in March or April. Children get chocolate Easter eggs and usually eat too many of them.
Mother's Day British people celebrate this holiday on Sunday at the end of March. People give cards and presents to their mothers.
Valentine's Day People send Valentine cards, chocolates, flowers to people they love. They don't usually write their names on the cards. |
Үйлену тойы Жастар үйлену салтанатын не шіркеуде не неке сарайында өткізеді. Қалыңдық пен күйеу жігітке бақыт тілеп күріш не конфетти (бал, маскарад болғанда адамдар біріне – бірі шашатын түрлі түсті қиқым қағаздар) шашады. Сонымен қатар, бақыт әкеледі деген сеніммен қалыңдық таға алып жүреді. Осындай рәсімнен кейін той болады. Қалыңдық пен күйеу жігіт бал айы деп аталатын саяхатқа шығуы мүмкін.
Рождество Рождество Британияда басты мереке болып есептеледі. Британдықтар бұл мерекені 25-ші желтоқсанда тойлайды. Әдетте үндік еті мен кепкен жемістен дайындалған рождестволық пудинг дастарғанға қойылады. Адамдар бір-біріне сыйлықтар береді. Олар үйді безендіріп жаңа жыл шыршасын қояды. Санта Клаус үйге келіп шыршаның астына сыйлықтар калдырады.
Жаңа жыл қарсаңы Шотландияда Британияның басқа бөліктеріне қарағанда бұл мереке маңыздырақ болып табылады. Адамдар қонаққа барып 12-нің келуін күтеді. Олар бірін-бірі жаңа жыл мерекесімен құттықтайды. Лондонда мыңдаған адамдар жаңа жылды Трафалгар алаңында қарсы алады. Онда бұлар Биг Беннің сағат 12-ні соққанын ести алады.
Пасха Бұл діни мейрам. Христиандықтар бұл мейрамды Наурыз немесе Сәуір айында атап өтеді. Балалар бұл күні шоколадтан жасалған пасха жұмыртқасын сыйлыққа алады, әдетте олар оны көп жейді.
Аналар күні Британдықтар бұл мерекені Наурыздың соңғы жексенбісінде атап өтеді. Адамдар аналарына ашық хаттар және сыйлықтар табыс етеді. Ғашықтар күні Адамдар ұнатқан адамына ғашықтар күніне арналған ашық хаттар, шоколадтар, гүлдер жібереді. Әдетте олар ашық хаттарға өздерінің атын жазбайды. |
5-кестенің жалғасы
1 |
2 |
5. Discussing British and Kazakh customs. Britain a. How do British celebrate birthday in their birthday? b. What song do British sing? c. How do British celebrate wedding day? d.Where do British get married? e. How do British celebrate Christmas Day? f. How do British celebrate New Year's Eve? g. How do British celebrate Easter Day? h. How do British celebrate Mother's Day? i. How do British celebrate Valentine's Day? Kazakhstan How do we celebrate birthday in our country? What song do Kazakh people sing? How do we celebrate wedding day? Do we get married in a church or in a mosque? Do we celebrate Christmas Day? Do we celebrate Easter? Do we celebrate New Year's Eve? When do we celebrate Mother's Day? How do we celebrate Valentine's Day? Do you know that there is a special day "Kozy Korpesh Bayan Sulu". We celebrate it in April. 6. Discussing a proverb So many countries, so many customs. V Grammar Consolidation of Past Simple. How is the interrogative sentence formed? Which auxiliary verb is used? Write the following sentences in the Past Simple. 1. What time ____ you get up on the 8 of March? 2. ______ you congratulate your mother? 3. _____you give a present to your mother? 4. Whom else __ you congratulate? 5.____you get a present? 6. When___ you last get a present? VI Setting the homework Write similarities and differences of holidays in Great Britain and in Kazakhstan. II Giving marks Analysis of the lesson The lesson was planned in order to develop the pupils' activeness, creative thinking capacity. The aim of the comparison of two countries' customs and traditions was to bring up the pupils to respect their own customs and traditions. |
5. Британ дәстүрі мен қазақ дәстүрін талқылау. Ұлыбритания Британдықтар туылған күнін қалай атап өтеді? Британдықтар туылған кешіне арнап қандай ән айтады? Британдықтар үйлену тойын қалай тойлайды? Британдықтар үйлену салтанатын қай жерде өткізеді? Британдықтар рождествоны қалай атап өтеді? Британдықтар жана жыл қарсаңын қалай атап өтеді? Британдықтар пасханы қалай атап өтеді? Британдықтар аналар күнін қалай атап өтеді? Британдықтар ғашықтар күнін қалай атап өтеді? Қазақстан Біз туылған күнді қалай атап өтеміз? Біз туылған күн кешіне арнап қандай ән айтамыз? Біз үйлену тойын қалай тойлаймыз? Бізде үйлену рәсімін шіркеуде ма әлде мешітте өткіземіз ба? Біздің елде рождествоны атап өтеді ме? Біз жаңа жыл қарсаңын қалай атап өтеміз? Мұсылмандар пасха күнін атап өтеді ме? Біз аналар күнін қашан атап өтеміз? Біз ғашықтар күнін қалай атап өтеміз? “Қозы Көрпеш - Баян сұлу” күнінің бар екенін білесін бе? Біз оны сәуір айында тойлаймыз. 6. Мақалды талқылау. Әр елдің өз салт-дәстүрі бар. V Гралмматика. Өткен шақты пысықтау. Өткен шақта сұраулы сөйлем қалай жасалады? Қандай көмекші етістік қолданамыз? Төмендегі сөйлемдерді өткен шақта жазу. VI Үйге тапсырма беру. Ұлыбритания мен Қазақстанның мерекелерінің арасындағы ұқсастықтар мен айырмашылықтарды жазу. VII Бағалау Сабаққа талдау жасау Мұғалім сабақты окушылардың белсенділігін, шығармашылық ойлау, талдау, салыстыру қабілеттерін арттыру мақсатында жоспарлаған. Екі елдің салт-дәстүрін талдай отырып оқушыларды өз елінің салт-дәстүрін қастерлеуге баулыды. |
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