Dramatisation: one of the motivation means

Dramatization is one of the means of increasing motivation of the English language learners. There is a great difference between dramatization in the classroom and a play on the stage. Dramatization in the classroom is often unprepared and spontaneous. Even short dialogues can be regarded as a kind of dramatization.

Because of such psychological characteristics of secondary school children as their being emotional, creative, active and energetic, they like, the so-called “class theatre”.

Besides dramatization also develops communicative skills of the pupils. It greatly facilitates the learning of grammatical structures and expands their vocabulary, especially in real life situations.

Dramatization does not only stimulate the development of students’ abilities and talents, but it also removes psychological barriers as children perform a role [2,14].

Rehearsing of the roles also gives children a certain emotional satisfaction as they always know they can come back to reality at any moment [1, 8].

Dramatization activates even the laziest and unmotivated students.

The main advantage of the use of dramatization is automatic memorizing of the material, because children understand the purposes of speaking and where they can use the language in the future. It means that the process of communication takes place on the conscious level.

Teachers have found out that dramatization is the most effective in the following cases:

1. As a breaking-the-ice activity.

2. For the purpose of learning new vocabulary.

3. To learn new grammatical material.

In the last two cases (i.e. automatization of grammar and vocabulary) dramatization can be used for creation, improvement, and summarizing of the knowledge and skills.

Thus, the dramatization as a means of motivation can be effectively applied in the classroom for the formation and development of communicative skills and abilities.

Literature:

1. Белова Л.К. Современные методы в современном преподавании.// Преподавание истории в школе. – 2003.- №9.

2. Козаченко Т.О. Використання природних і життєвих ситуацій на уроках як один із дієвих засобів підвищення ефективності навчання// Англ. мова та л-ра.- 2010.- серпень №22-23.- с.12-16

Liaskovska O.

(Vinnytsia)

Teaching speaking with socio-cultural component

• A special set of exercises for the development of socio-cultural competence in the process of dialogical speech for the sixth grade comprehensive school students in the situation “At the Restaurant” contains three groups of exercises aiming at mastering extralinguistic, linguistic, and speech competence, i.e. nonverbal and verbal conduct.

• Each group, in its turn, includes the corresponding subgroups and blocks of exercises for mastering specific knowledge, abilities and skills with socio-cultural component.

• The exercise group for mastering extralinguistic knowledge and skills with socio-cultural component is aimed at teaching nonverbal means of communication; hence, exercises on imitation, discrimination, identification, distinction, grouping etc. should be used here.

• The exercise group for mastering vocabulary with socio-cultural orientation contains perceptual, reproductive and productive exercises with the help of which students apprehend the speech models and acquire specific communicative functions in accordance with the intercourse situation crated by the teacher.

• The exercise group for mastering dialogical speech habits with socio-cultural component comprises situational exercises alongside with perceptual-reproductive, reproductive, and productive ones applied at three basic stages.

• At the first stage a model conversation is presented to the students in the situation “At the Restaurant”.

• At the second stage students learn “to ask about an order – to make an order”.

• At the third stage students make up microdialogues in the situation “At the Restaurant” making use of natural and artificial prompts. The samples of the activities of this group are given below.

• At the fourth stage students learn to make up their own dialogues in the situation “At the Restaurant” using only natural prompts.

THE LIST OF LITERATURE:

1. The English Language. The Curriculum /standard level/ for the students of 2-12 grades of comprehensive schools. – K., 2004.

2. Kuzmenko U. V. The Methodology of Socio-Cultural Competence Formation in Secondary School in the Process of Teaching English Interactional Speech: Author’s Abstract of Dissertation. – K., 2007.

3. Foreign Languages Teaching Methodology in Secondary Schools. Textbook for HEE Students / ed S.U. Nickolayeva. – Kyiv, “Lensvit”. – 1999. – 320 p.

Luchko K.

(Vinnytsia)