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

After-hour dialogue in a foreign language of pupils comes nearer in some measure to natural мотивирован¬ному to using it, it can serve important сред¬ством to the motivation so necessary for speech practice and mastering by language. The fullest realization of this methodical requirement is possible at observance of some conditions.

First, subjects of an educational language material and sequence of its studying should allow использовать it not only at lessons, but also in after-hour work, certainly, differently combining and varying it. Учебники on foreign languages allow to develop, комбинировать and to unite educational subjects in new dialogue and in new themes in after-hour меропрforeign language тforeign language х basically within the studied language material.

On this base carrying out of mass school actions in a foreign language is possible. Certainly, introduction of certain quantity of a new language material неизбежно and even is desirable, because this material allows to improve the substantial party of speech activity and by that essentially to enrich experience of pupils in a foreign language. At the same time methodically and psychologically unfairly перегружать out-of-class employment by a considerable quantity of a new material because it reduces interest of pupils to such employment owing to its difficulty, недоступности, especially for expressional kinds speech деятельности pupils.

The second condition of realization of organic communication учеб¬ной and out-of-class work is interest of pupils, информативность maintenances, привлекательность forms of after-hour work.

The material used on out-of-class employment by preparation of mass actions, should be интересным, informative, developing. It should учитывать to individuality, propensities and level of preparation of pupils on language.

A variety of receptions and forms of work taking into account conditions of carrying out of employment (a place, time, etc.), age учащихся, specificity of out-of-class work is one of important means of increase of interest of pupils (about it see further).

2. Compulsion in performance by pupils добро¬вольно taken by them on itself of out-of-class commissions in соответствующих work kinds (for example, in mugs, массовых actions). Without it performance следующего the third requirement is impossible.

3. Purposefulness and a regularity out-of-class занятий according to features of kinds of after-hour work: weekly, daily, monthly, once in half-year, year (see about it further).

4. Mass coverage of pupils by different kinds внеклассной works is one of means of its strengthening воз¬действforeign language on pupils.

 

5. FACULTATIVE EMPLOYMENT, AS THE KIND OF OUT-OF-CLASS WORK OF OUT-OF-CLASS WORK IN THE SENIOR CLASSES AND THEIR FEATURE.

By the nature facultative employment on a foreign language, on the one hand, is based on the standard program, and on the other hand, represents a link in the chain of employment pursuing the aims different from the standard program. Therefore the program of a facultative course should be under construction so that the schoolboys visiting it, didn't test boredom at usual lessons, but also facultative employment shouldn't восприниматься them as certain "repetition" ("fastening") of that was studied in a class.

Accordingly, in a basis of a facultative course on иностранному at unspecialized school it is desirable for language поло¬жить a principle, namely development of the maximum quantity of speech abilities on a minimum with lexical and грамматического a material. In a similar situation the facultative course should be focused not so much on expansion of a dictionary and structural stock, how many on mastering by ways of speech behavior in various жизненных situations and at the decision of various problems. At observance of an aforementioned principle школьники not visiting facultative employment, don't feel hopelessly lagged behind from those who visits them, but последние can be an example for the first for are capable to show. Be how much fuller, more various and more logical can высказыванforeign language in the limits which practically aren't exceeding a program material. Hence, work over lexical and грамматическими skills on facultative employment Should be guided by development of flexibility of skill and its readiness for inclusion.

It is necessary to notice, however, that such approach can't be considered as universal at construction of facultative employment of any type. Here the facultative course is considered. Not putting узкопрофессиональных the purposes and suitable it is equal for city and rural school, namely - developing logicality and efficiency of dialogue in household sphere. We don't limit household sphere to purely tourist communicative situations of type «How to order at restaurant a dinner» or «How to learn road to hotel». The wide scale of human mutual relations of habitual employment, hobbies, perceptions of the various parties of the validity means. Therefore communicative situations provide such forms of expression of thoughts, as рас¬спрос, an explanation, commenting, polemic.

At material selection the positive role is played by a thematic principle as he promotes lexicon ordering. But we understand this principle widely: as a basis for an establishment between thematic communications that words not «froze in a context». For example, the theme «Carrying out of vacation» is connected with themes "Tourism", "Playing sports", «Survey of sights», etc. Differently, our approach is defined by not so much subjects, how many a problematics. Sometimes specificity of formed ability forces and to refuse at all from thematic обьединенности. For example, ability to give to a definition to household concepts, on the contrary, assumes припоминание lexicon from the most various spheres of activity and knowledge: from kitchen utensils to exotic animals. Besides, there can be problems which difficultly rank as any traditionally allocated school theme: for example, you respect what people; you easily forgive what lacks, and what aren't present; You wait for what relation to from associates; as it is better to communicate with friends - in letters or by phone, etc.

Any employment within the limits of facultative employment of the given type should be directed on formation of abilities of oral dialogue. Accordingly, employment can be classified depending on the purpose approximately as follows:

- "The monotarget" employment devoted to development of abilities of the monologic statement or dialogical dialogue;

- "The polytarget" employment combining development of abilities of the monologic statement or dialogical dialogue or with development of abilities of reading (audition), or with perfection of lexical or grammatical skills of registration of the statement.

Thus, the orientation on perfection of skills means that employment can be under construction on a material with prevalence either lexical, or grammatical aspect. Thus the grammatical phenomena are generalized so that to provide certain set of various communicative intentions on employment. If it is simultaneously fulfilled несколько designs such communicative intentions where all these grammatical phenomena equally would be necessary for achievement of the speech purpose and if there is a work on one difficult grammatical phenomenon in speech tasks it is necessary to show variability of its application for realization of several communicative intentions steal up.

Main principles on which, both construction of facultative employment is based on a school lesson, and on employment in high school: comprehension of the purpose and ways of its achievement and results, interrelation of kinds of speech activity, the maximum communicativeness of training and smooth transition to speech practice, the prevention of errors at the expense of correct sequence of tasks etc.

Concerning employment stages it is necessary to notice that as we don't enter the extraprogram grammatical phenomena or essentially new lexical themes, the stage of acquaintance with a language material, as a rule, doesn't happen detailed, developed and doesn't occupy a considerable part of employment. And still this stage can sometimes take an important place in employment structure. In some measure necessity of acquaintance is caused недостатка¬ми the textbook operating throughout much years on English language for unspecialized schools. However at any basic textbook it is necessary to generalize the studied material at other qualitative level, from the point of view both telling, and perceiving the information (for example, generalization of ways of prompting to action, expressions of obligation, the message on the made action, ways of decoding of homonymic grammatical designs). Such generalizations shouldn't overload a facultative course. As to speech abilities acquaintance with them just happens on facultative employment, rather than at the usual lesson focused in a greater degree on carrying over concerning simple speech actions from a native language, than on development of difficult intellectual abilities, such, as a definition, definition of logicality or objectivity of the statement etc. is more often

So, in connection with modest enough place of a stage of acquaintance in structure of facultative employment there is a possibility to give more attention to communicative problems, than at a usual lesson. If the new difficult material speaks a lesson where it is entered and in detail, it is possible to be limited sometimes to is conditional-communicative tasks under rigidly set scheme each facultative employment includes variety of originally speech tasks.

Thus the preference is given to tasks not so much in a role-playing game, how many in expression of own opinions. The matter is that training role-playing games stimulate internal motivation insufficiently, and Actually speech, creative role-playing game demands huge preparation on which there is no time at one-two hours of facultative employment per week. But expression of the opinion can learn on each employment, and not only at a stage of speech practice, but also at a training stage.

One of the primary goals of facultative employment - development of the person of pupils. In the course of learning of foreign language the intelligence structure is improved: various kinds of memory and thinking / various intellectual operations, and first of all, such, as comparison, generalization, classification. Acceptance of the semantic decision. From here the problem of formation of essentially new abilities, and not just carrying over of the abilities which are available in a native language also follows, i.e. the practical purpose on facultative employment is inseparable from the developing purpose.

As schoolboys, as a rule, visit no facultative employment not more often one-two times a week (at the best this dual employment) and frequently have homeworks application of the diversified support which simultaneously would exclude possibility of language errors is very important, would prompt a language material and would give a maximum of possibilities for self-expression, for display of as to the person.

Difficulties of the organization of independent work on a house foreign language are connected with absence of the special manual. Therefore it is very important, that pupils still had so-called "abstract" of employment in which the employment purpose is formulated, sequence of instructions and the language material with which it is necessary to work is specified, and also samples of performance of new kinds of tasks are given. It helps them to recreate, specify, add, change the statement once again. Besides, distribution of abstracts helps to strengthen and interthematic communications, i.e. on the subsequent employment as required to return pupils to language units and vital problems which were offered on the previous employment.

Considering distinctions in language preparation, psychological features and interests of pupils in each group, for maintenance of internal motivation on facultative employment still большее value in comparison with lessons is got by an individualization of tasks. In the abstract it can выражаться in different level of problematical character. More truly, tasks can assume different degree of independence in language registration of the statement in the presence of a problem in each variant of the task.

Facultative course, possessing относительной autonomy, makes with a standard course a single whole. It is spent in parallel with a basic course and consequently the teacher doesn't have special need to outline the intermediate purposes though the account of in addition developed abilities should be conducted as there is a possibility in a greater degree to involve interrelation of different kinds of speech activity.

 

 

 

 

 

 

 

 

 

 

 

 

 

Practical Part

1. USE THE INTERNET IN OUT-OF-CLASS WORK ON ENGLISH LANGUAGE

 

Now use of means of a network the Internet in out-of-class work became very popular and accessible.

So, what kinds of activity the pupil in a network during after-hour time for the purpose of the best mastering by a foreign language can carry out?

1. Individual work on liquidation of blanks in knowledge of pupils, to formation or perfection of grammatical, lexical skills.

With that end in view it is very useful to suggest for children to use or described above program English Club net, English-to-Go, other, courses of remote training on domestic sites (http://www.ioso.iip.net/distant) or compact discs available in a media library. Such work can be spent and from the house computer. Now in a network it is a lot of possibilities to organize individual independent activity of schoolboys on perfection of that or other knowledge, abilities, skills in mastering by a foreign language.

Compact discs let out now can render the big help to children. However, not all they are equally effective, as is far not in all advertized courses the methodical party of a course is thought well over and realized.

It is thought, the most successful can recognize course Reward Internative prepared by firm “New disk” on the basis of a well-known series of textbooks of Sajmona Grinholla with the same name. The course provides elements of remote training.

Dynamic English – a course on 6 compact discs of 3 levels of complexity (beginner Basic, Upper Basic) on two disks for each level. There is a soundtrack and animation, exercises of interactive character lexical, grammatical are provided. Built in system Shuffle Level allows to adjust automatically level of complexity of tasks depending on answers of the pupil. There is a built in program of control. It is a series of courses (Dynamic English, Dynamic Classics, Business English).

Design activity of pupils is a widespread kind of work with use the Internet.

 

It is the most effective activity of pupils during after-hour time. However at once it is necessary to make a reservation that its efficiency to the full depends on the organization and coordination from teachers. So than so design activity is attractive to educational process on a foreign language? The answer is quite obvious. Only by means of a network the Internet it is possible to create the original language environment and to set the task of formation of requirement for learning of foreign language on the basis of intensive dialogue with native speakers, work with the authentic literature of the most different genre, audition of original texts performed by native speakers. It, perhaps, the most effective possibility of formation социокультурной the competence on the basis of dialogue of cultures. Schoolboys and teachers can find any information necessary for the project in the Internet: About museums and their exhibits worldwide, the statistical data on the diversified questions, the information on current events in different corners of the world and reaction of people to these events, the information on an ecological situation in different areas of the world, about national holidays etc. It is possible to have a talk in a mode on-line (in a mode of real time), using IRC (Internet Relay Chat) with contemporaries or with experts of an interesting trade from the different countries of the world. That is why joint international projects with native speakers are so attractive to learning of foreign languages. The Olympic Games, quizes in a foreign language can bring also the mite in foreign language perfection, but they concern, basically, the advanced pupils. In projects participate all.

Projects can be carried out, both at a lesson, and during after-hour time. Design activity is most effective, if it manages to be connected with a program material, considerably expanding and deepening knowledge of pupils in the course of work on the project. At the heart of the project any problem always lies. The project shouldn't be limited to a theme. The significant problem is necessary let small, but. Only thus it is possible to switch attention of schoolboys from the statement form to the maintenance.

The thought of children in this case is occupied by how to solve a problem, what to find rational ways of its decision where to find the convincing arguments proving correctness of the chosen way. At the heart of speech activity as we know, the thought lies. Language is means of formation and a thought formulation. If the problem dares in joint activity with native speakers, there is no possibility to discuss this problem in a native language. It is necessary to inform the thoughts to partners and precisely to understand a course of their thoughts. Work on problem discussion, search of its decision is better to spend all at a lesson in groups so that children conducted all discussions, discussions in a foreign language, prepared a material in common, casting for each participant of the project from our party. Much depends on a problem which is offered for the decision. If the problem appears interesting, both for our schoolboys, and for schoolboys from other countries there are suitable conditions for the organization of the international telecommunication project. Search of partners under the problem - business hard, persistence, time here is necessary. If foreign partners in which the given problem has interested are found, it is necessary to get acquainted, first of all. For this purpose it is accepted to exchange so-called representation letters. It is possible to use web-pages of the schools or even personal pages, having informed potential partners of the address. Then it is possible to get acquainted more close, to see each other in photos, to show the school etc. After acquaintance it is possible to agree about subgroups-partners from each party, having distributed between these subgroups of a problem of the general project. Further start discussion of the participatory action plan, terms of intermediate results and total, ways of registration of results. Agree in case of need about on-line chats, conferences. It is possible to create a joint web-page on which total materials of the joint project, results of discussions will take place. All necessary letters, materials are discussed in a class. The project goes as though in a class and out of it, on the Internet. Letters of partners also can be discussed in groups at lessons.

It is one possible variant. Can be, certainly, and purely out-of-class projects, especially, if children join any international project offered in networks. Such projects will always be organized round any interesting problem. If the offered problem is interesting to group of schoolboys or even for separate schoolboys, it is necessary to stimulate them to individual or group design activity during after-hour time. But also in this case it is impossible to release them in free swimming. Control and the necessary help should appear regularly. Otherwise, if the pupil doesn't see sincere interest of the teacher, parents in its activity, the enthusiasm quickly dies away. Affairs at our children and so suffices, and design activity is rather labor-consuming.

Intersubject projects, also организуемые round a certain problem are very interesting. It can be the international projects on ecology, geography, demographic projects, historical, creative, the avenue But if they international, means they should be spent in a foreign language. Anyway in design activity with native speakers the foreign language acts in the basic function - means of formation and a formulation of thought, dialogue means. And Dialogue occurs to carriers of other culture which language is studied by schoolboys. Hence, mastering by language naturally occurs on социокультурном a background. Children not only solve a problem in common, they get acquainted with national and cultural features of the countries-partners, learn weight of interesting things about each other which at times and didn't guess. Also that is especially important and valuable, they learn to understand each other and to realize that fact that all of us we live on one planet what to divide to us there is nothing. Means it is necessary to learn to respect each other. Now design activity became the most popular kind of activity of schoolboys in networks. At the same time, as it often happens, when something becomes fashionable, the project call anything you like. The teacher suggests to collect a material on native land - the project, to let out the newspaper - the project, to organize evening of English language - the project. If to address to semantics of a word, that, probably, they and are right. But from the pedagogical point of view, us ways, ways of achievement of the purposes of education and development interest. For this reason we have addressed in due time to a method of projects, understanding as it a set of methods, the operations directed on the decision of a certain research problem, it is a way of achievement of the didactic purpose through detailed working out problems (technology) which should come to the end with quite real, tangible practical result.

It is possible to formulate the basic requirements to use of a method of projects in a foreign language course:

  

1. Presence significant in the research, creative plan of a problem / the problem demanding integrated knowledge, research search for its decision (for example, research of history of occurrence of celebrating of various holidays in the English-speaking countries -

2. St. Patrick's Day, Thanksgiving Day, Halloween, Christmas, Mothers' Day, etc; the organization of travel to the different countries, comparison of features of such organization for travel to our country and abroad; family problems; a problem of free time at youth; a problem of arrangement of the house; a problem of relations between generations; the problem of the organization of sports actions, is a lot of others);

3. The practical, theoretical importance of prospective results (for example, the report in corresponding services about a demographic condition of the given region, the factors influencing this condition, the tendencies traced in development of the given problem; joint release of the newspaper, the almanac with reportings from a place of events; the program of a tourist route with all details, concerning features of a foreign trip; the plan of arrangement of the house, park, a site, a lay-out and apartment arrangement, avenue);

4. Independent (individual, pair, group) activity of pupils at a lesson or during after-hour time.

5. Structurization of a substantial part of the project (with instructions of stage-by-stage results and cast).

6. Use of research methods: definition of the problem, research problems following from it, promotion of a hypothesis of their decision, discussion of methods of research, registration of the end results, the analysis of the received data, summarizing, updating, conclusions (use during joint research of a method of "brainstorming", "a round table", creative reports, project protection, avenue).