The purpose and psychology-pedagogical aspects of out-of-class work on a foreign language

Content

Introduction

Chapter 1

 

Theoretical Part

1. The purpose and psychology-pedagogical aspects of out-of-class work on a foreign language … … … … … … … … … … … … … … … … … … … ….

2. Principles of the organization of out-of-class work on a foreign language … …

3. Forms of out-of-class educational work on a foreign language … … … … … …

4. Requirements to out-of-class work … … … … … … … … … … … … ….

5. Facultative employment, as a kind of out-of-class work in the senior classes and their feature … … … … … … … … … … … … … … … … … ….

 

Chapter 2

Practical Part………………………………………………………………………..

1. Use the Internet in out-of-class work on English language … … … … … …
2. Used out-of-class activities during my practical work……………………..

 

 

The conclusion … … … … … … … … … … … … … … … … … …

The used literature … … … … … … … … … … … … … … … … ….

Appendix………………………………………………………………….

 

 

 

 

INTRODUCTION

 

      Out-of-class work on a foreign language has the big general educational, educational and developing value. This work not only deepens and expands knowledge of a foreign language, but also promotes also to expansion of a culturological outlook of schoolboys, development of their creative activity, esthetic taste and, as consequence, raises motivation to studying of language and culture of other country.

The object of the research work: the process of foreign language teaching.

The subject of the research work: training process to English language at the senior step of training (10 – 11 class) average comprehensive school.

The aim of research – to highlight the peculiarities of the out of class activities at the lessons of English at schools.

Objectives of the research:

1. To study the organization of out of class activity
2. To highlight peculiarities of the organization of out of class activities on the English lessons 
3. To analyze the importance of usage out of class activity
4. To compare the results of the analysis

Basis of Investigation: Methodological basis of the research work composed the basis of learning process, investigation of the outstanding teachers` experience.

The Method of research:

• Included learning scientific, pedagogical and methodological literature;
• Aim –oriented observation on the educational process
• Using of out of class activity at the English lessons

Theoretical value theoretically to prove, develop and approve a design technique in system of educational and nonlearning employment on a thread, to prove efficiency of its use at training FLT  at the senior step (10 ─ 11 classes) average comprehensive school.

Practical value is to increase of cogitative activity of pupils and acquisition of skills of logic thinking on the problems connected with real life, expansion of sphere of dialogue speaking another language;

The structure final qualifying work is structurally presented by three heads, conclusions under heads, the conclusion, the list of the used literature, the appendix

 

At the organization and carrying out of out-of-class action from the teacher thin both skillful supervision and studying of interests of pupils, the account of their age and psychological features, their interests is required.

The choice of a theme of out-of-class action for this or that level of training is defined, on the one hand, by volume of a language material, on the other hand, level of general educational preparation of pupils, possibility of realization of some intersubject communications. It is necessary to use as much as possible knowledge and the abilities of pupils got by them in the course of study and participation in out-of-class work, minimum to load their learning of a new material, especially such which contains unfamiliar lexical units and the grammatical phenomena.

The term paper theme has been chosen recognizing that out-of-class actions have huge value for mastering by schoolboys of a teaching material and mastering by additional knowledge on a foreign language with use of accessible and interesting methods.

In work main objectives and problems, out-of-class actions, a technique of their carrying out, the requirement to them, and also modern methods and means in carrying out of facultative employment are considered.

 

1. THE PURPOSE AND PSIHOLOGO-PEDAGOGICAL ASPECTS OF OUT-OF-CLASS WORK ON THE FOREIGN LANGUAGE

The modern school has a wide experience of carrying out of educational work on a foreign language which makes a part of uniform teaching and educational process. Out-of-class work on foreign language can be defined as system non-uniform on sense, appointment and a technique of carrying out of educational actions which fall outside the limits obligatory curriculums.

Out-of-class work on foreign language solves such problems:

Improvement of knowledge, habits and the abilities got at lessons foreign language;

Expansion of outlook of pupils;

Development of their creative abilities, independence, esthetic tastes;

- Education of love and respect for people of the native land and the country, which language is studied.

The account of psychology-pedagogical features of training FOREIGN LANGUAGE at different levels is the important factor of successful performance of these problems. The knowledge of properties of the person of this or that age gives the chance to define correctly the maintenance and the form of out-of-class activity on foreign language.

At the average level (7-9 classes) teenagers show the big social activity directed on mastering of certain samples of behavior and values, aspire to perception new, interesting, their memory develops in an intellectualization direction, storing gets purposeful character, speech becomes more operated and developed. Teenagers demand the sincere and serious relation to the interests, don't love restriction of the independence from adults.

At the senior level (10-11 classes) pupils aspire to an all-around development of the person, profound mastering of knowledge. At this age the scientific outlook is formed, social activity increases, interest to problems of human mutual relations increases, hobbies become versatile, and the self-appraisal of the abilities decreases. The great value for young men gets dialogue with the contemporaries. Dialogue for them - an integral part of their life, an information channel and an activity kind in which process there is a formation of individual style of behavior of senior pupils.

It is necessary to pay attention that in the course of the organization of out-of-class work on foreign language it is necessary to consider both psychological features of the person, and psychological features of collective: level of its development, degree of organizational, psychological, intellectual and emotional unity, an orientation of activity of collective on relations between its members, an emotional condition of a class during performance of problems on out-of-class work.

Knowledge of psychological features of pupils - the necessary precondition of a successful choice of corresponding forms of out-of-class work, definition of the maintenance of these forms, the organizations and carrying out of out-of-class action.

Though the purposes and problems of educational and out-of-class work completely coincide, in the maintenance, the organization and forms of carrying out of last are observed essential Distinctions.

The basic differences of out-of-class work from educational are:  

1. A voluntary nature of participation of pupils in out-of-class to work unlike compulsion educational Activity. Pupils solve for themselves a question on participation in those or other kinds of out-of-class work first of all in

Conformity with the interests, desires to learn something new to be engaged in language in addition with any definite purposes.

This leading principle of the organization out-of-class работы obliges the teacher in due time to find out Interest of pupils out-of-class work and language, To involve them in their interesting activity during after-hour time and by that to clear in them interest to it. This principle defines the maintenance and the form out-of-class  — it should support, deepen and develop interest to a foreign language constantly.

2. After-hour character of employment, which It is expressed, first, in absence of strictly fixed regulation, concerning time, a place, the form of their carrying out. The park, a museum hall, a school garden and etc. Secondly, in absence of the strict account of knowledge, skills and abilities, estimations in points can be a work venue. Check of results of out-of-class work is carried out in the form of accounting , concerts, gathering, release of wall newspapers in a foreign language and etc.

3. The big independence and initiative учащихся in performance of after-hour commissions. Unlike study where the help of the teacher plays the leading part, in out-of-class work pupils show more independence, ingenuities, creativity both in performance, and in the organization of after-hour actions, in a choice of forms of the work which are equitable to interests of separate age groups of pupils, to their propensities.

 

 

 

 

 

2. PRINCIPLES OF THE ORGANIZATION OF OUT-OF-CLASS WORK ON THE FOREIGN LANGUAGE

Principles of out-of-class work on FOREIGN LANGUAGE - starting positions which define requirements to its maintenance, methods and organizational forms. They answer the purposes and problems of all out-of-class work on FOREIGN LANGUAGE at school and illustrate an essence of pedagogical activity of the teacher - the organizer of out-of-class work.

The basic organizational principles of out-of-class work on FOREIGN LANGUAGE are voluntariness and mass character principles, a principle of the account and development of specific features and interests of pupils, a principle of communication of out-of-class work with (V.I.Shepeleva's) lessons.

The voluntariness principle consists that pupils join in out-of-class work at own will. This principle has the feature: the pupil, which itself has defined the participation in this or that kind of out-of-class activity, incurs the voluntary obligation to continue studying FOREIGN LANGUAGE that will demand from it additional efforts. The mass character principle provides active participation in out-of-class actions of the greatest quantity of pupils with different level of foreign language skills. The principle of the account and development of specific features and interests of pupils provides the account in a context of activity of pupils of their private experience, interests, desires, bents, outlooks, emotionally-sensual sphere and the status of the person in collective. The principle of communication of out-of-class work with lessons first of all consists in providing unity of the practical, developing and educational purposes of out-of-class employment and lessons. It also provides communication of teaching materials which are used in out-of-class work, with a material of operating methodical complexes on FOREIGN LANGUAGE .

Out-of-class work is based on possession of pupils of habits and the abilities got at lessons FOREIGN LANGUAGE , therefore very important there is that pupils most full used these habits and abilities during out-of-class action. At the same time out-of-class work can positively influence educational activity of pupils on a foreign language. G.I.Mokrousova and N.J.Kuzovleva is supplemented with aforementioned principles with principles of integrated approach, enthusiasm and initiative and amateur performance development. The integrated approach principle can provide unity and interrelation moral, esthetic, labor and physical training. Out-of-class work on FOREIGN LANGUAGE should bring up the sincere citizen who yours faithfully concerns the country and the country which language it studies. This citizen should be fair, decent, understand people with whom communicates, to respect and understand FOREIGN LANGUAGE . On out-of-class actions it is necessary to impart to pupils love to fine, to learn to sing songs, to listen and understand music, it is good to make out albums, wall newspapers, to produce suits and a different requisite to performances.

The enthusiasm principle is connected with a choice of concrete interesting receptions which assist effective achievement of tasks in view, and also with the maintenance of teaching materials which can be new, unusual, grasping, mostly regional geographic character.

The principle of development of the initiative and amateur performance provides stimulation and development in schoolboys of amateur performance and the initiative in work. In out-of-class work the teacher can give the chance to use independently to pupils the knowledge and abilities, to allow to do everything, as to preparation and carrying out of out-of-class action, was able and imperceptibly supervising over this process. Amateur performance is a basis of creativity, namely the creative satisfaction always assists in work to desire to work better, to know a foreign language more absolutely. The initiative can become a vital position of each pupil. It is necessary for teacher to induce the pupils to that they have chosen subjects and forms of out-of-class dialogue.

All above-named principles supplement each other and in a complex provide purposeful, consecutive, regular and at the same time versatile influence on development of the person.

3. FORMS OF OUT-OF-CLASS EDUCATIONAL WORK ON THE FOREIGN LANGUAGE

In the methodical literature and in school practice traditionally distinguish three forms of out-of-class work: individual, group and mass. In a basis of such distribution the sign of quantitative coverage of participants is assigned. Underlining an illegibility of concept of "mass character", V.I.Shepeleva suggests to distinguish forms of out-of-class work on FOREIGN LANGUAGE to organizational-structural signs. Accordingly it carries group forms to organizational-structural forms, and individual and mass - to not structural.

Individual out-of-class work is spent with separate pupils who prepare the message or the report on the country which language is studied, about considerable dates and events, outstanding people, study verses, songs, fragments from literary works in a foreign language, produce visual aids, make out wall newspapers, albums, stands, etc. Individual work can constantly be spent or incidentally.

The group form of out-of-class work has accurate organizational structure and rather constant structure of the participants united by the general interests. To this form various mugs belong: colloquial, vocal, drama, translators, philatelists, home reading, etc. Some methodologists recommend to organize for pupils of all classes colloquial and choral mugs, for pupils of the senior classes - literary-translational and regional geographic. Have positively proved the combined mugs where different kinds of activity, for example, learning of songs and preparation of performances, home reading and viewing of filmstrips with the further discussion of the seen unite. Employment in mugs, as a rule, are spent regularly.

Mass forms of out-of-class work have no accurate organizational structure. To them carry such actions as evenings of amateur performances, festivals, competitions, carnivals, thematic evenings and т.п. These actions are spent incidentally.

On sense it is possible to allocate such forms of out-of-class work on FOREIGN LANGUAGE :

1) competitive,

2) mass media,

3) cultural-mass,

4) politiko-mass.

Each group of the specified forms provides concrete actions. Actions of competitive character, competition, game, the Olympic Games, a quiz and other. Mass media - the wall newspaper, the announcement, the bulletin, oral magazine, the digest, an exhibition-quiz and т.п. Actions of cultural-mass character, the evening-holiday devoted to national traditions of native land or the country, which language is studied; the evening-portrait devoted to life and activity of known writers, Poets, composers, actors, etc.; evening-meeting with interesting people; evenings-chronicles in connection with significant events. Actions of politiko-mass character: a forum, festival, press conference, solidarity fair, a space bridge and other.

In the pedagogical literature there is a concept "uniting forms of out-of-class work" (T.M.Kalechits, Z.O.Kejlina). To uniting forms carry children's and youthful clubs on interests, school museums, libraries, film studios, cinemas and clubs cheerful and resourceful. Clubs are the effective form of out-of-class work on FOREIGN LANGUAGE as they unite pupils of different age and different interests, create wide space for dialogue, operate on bases of self-management and become the centers of out-of-class work at schools. Clubs have the names, emblems, positions and charters. Among schoolboys clubs of cheerful and resourceful (KVNs) which provide carrying out of interesting competitions, execution of songs, verses, solving of riddles, crossword puzzles, rebuses with a visual support in the form of posters, pictures, filmstrips use special popularity. Each command which takes part in KVN, has the motto, an emblem, a song and the form. As "homework" participants of club prepare a performance of products of known foreign writers and playwrights.

It is expedient to allocate such form of out-of-class work as Week of a foreign language at school. This form in character is mass as provides participation in it of a wide contingent of pupils, and on the structure is complex as includes a complex different in sense and the form of actions which occur during the certain period of time and are directed on realization of problems of the complex approach to education of pupils.

Week of a foreign language at school as the complex form should assist the purposeful organization and ordering of all out-of-class work on FOREIGN LANGUAGE in school, activization of work of circles for which Week becomes the original creative report, to formation of creative relations between pupils, teachers and parents who cooperate in the course of preparation and carrying out of Week. Week of a foreign language spend to the certain period of academic year under preliminary made program which defines the purposes, the maintenance and the form of any of its components. The subjects of actions within the limits of a Week should be interesting, informative, accessible, connected with a teaching material and to answer age features of pupils, level of their language preparation.

Process of preparation and carrying out of Week FOREIGN LANGUAGE passes in three stages.

I stage (preparatory) begins drawing up of the program of Week. At this stage the organizing committee in which structure teachers of a foreign language, the director of studies, representatives of student's and parental weight are selected is created. Members of organizing committee define executors of the program, will organize manufacturing of suits, a requisite, registration of premises, exhibitions, announcements, invitations, and also preparation of necessary phonomaterials, filmstrips, films, slides. Directly preparation of pupils for performances is spent by teachers FOREIGN LANGUAGE , working individually with each pupil or with groups of pupils in mugs. During rehearsals pupils will improve the pronunciation, learn to behave on a scene, etc.

//the stage is a carrying out of Week of a foreign language. Creation of atmosphere of conviviality, ease is an indispensable condition of carrying out of Week. Pupils should feel satisfaction and pleasure from the participation in a holiday.

 

III stage is devoted results of Week. It is desirable to let out the newsletter and to inform on how there has passed the Week, what successes its participants who from pupils was most noted have reached.

As the separate form of out-of-class work on a foreign language it is possible to allocate correspondence of pupils. It has not only big educational, but also practical value as assists development of speech of pupils. Correspondence gives the chance to pupils to use practically a foreign language as means of dialogue and to receive the additional information to program themes. That correspondence assisted development not only written, but also oral speech of pupils, at sessions of a circle or club section the information in a foreign language about which it is gone in the letter listens with delight, exhibitions of letters during which time their maintenance is made comments are arranged. The organizing center of this work is "the School post office" which helps pupils with correspondence, gives FOREIGN LANGUAGE the information on how correctly to issue letters (to write the address, date, etc.) Offers addresses of foreign friends which wish to correspond, provides with envelopes, marks, advises concerning the use of a language material, characteristic dialogue for the epistolary form.

As practice shows, kinds of out-of-class work which provide optimum results, should have such characteristics:

• информативность and pithiness which realizations of the practical and general educational purposes of out-of-class work assist;

• a communicative orientation: all kinds of out-of-class work should provide using a foreign language as with means of reception and information transfer in typical natural situations of dialogue;

• ситуативность: the overwhelming majority of kinds of out-of-class work should include "set" of situations which are a subject background and stimulus to purposeful language acts;

• orientation of problems to increase of language activity of pupils;

Emotionality of forms and ways of realization which assists increase of interest of pupils to activity speaking another language.

 

 

 

4. REQUIREMENTS TO OUT-OF-CLASS WORK

Listed above feature out-of-class and вне¬школьной works find the reflection in methodical requirements to their maintenance.

It is possible to carry the following to such requirements:

1. Organic communication of fixed and after-hour work. This communication can be bilateral. Out-of-class work leans against work in a class. Out-of-class employment иностранным language are based, as it is known, on possession of skills and the abilities created at lessons иностранного of language, therefore it is important, that pupils used these skills and abilities probably full, одновременно improving and developing them according to условforeign language ми and features of after-hour work. Out-of-class work thus can render positive a cart-action on educational activity of pupils on иностранном language.