Учебное пособие 1901

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (23), 2018 ISSN 2587-8093

Stage 3 - prosodic skills formation

Stage 4 - implementation of complicated and technologically advanced techniques

The model of stages of prosodic skills formation among non-linguistic students.

Conclusion

An effective approach to teaching prosody of foreign language speech and increasing phonological competence requires the development of effective teaching methods that are adequate to the learning objectives and minimize the time and intellectual efforts of students and teachers. The study shows that for the qualitative training of the pronunciation side of speech and prosodic organization, the teacher should strive for universality due to the commonality of speech ontogenesis and the place of prosodic speech design in it. The article offers step-by-step recommendations for teaching prosody of a foreign language of business communication. The given model for the formation of prosodic skills has been empirically confirmed in the study of the level of phonological competence in the process of teaching a foreign language to students of non-lin- guistic universities (Level A2-B1). The results showed that increased prosodic awareness and conscious theoretical learning in English can significantly improve pronunciation in general. The experimental group used traditional and modern methods of teaching the prosody of a foreign language (articulation warm-ups, breathing, practising of intonation constructions). The evaluation of the effectiveness of specific prosody training methods seems to be quite challenging. As a result of the analysis and interpretation of existing researches on the problem of teaching prosody, we have identified several basic approaches, varying within certain theoretical directions in the field of teaching foreign languages. (active, functional, cognitive, psychomotor approaches).

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The primary goal of the present research was to provide insight into traditional and new trends in teaching prosody of a foreign language and demonstrate diverse efficient teaching methods, adequate learning goals that minimise time expenditures and intellectual efforts of students and teachers.

It should be emphasized that the proposed list of methods for improving competence in the framework of teaching prosody, of course, is not complete. The presented model of the stages of prosodic skills’ formation among students is a reflection of a conscious approach to the qualitative mastering of the pronunciation of a foreign language and it is also aimed at the increasing of the efficiency of teaching prosody of a foreign language for students in non-linguistic universities.

References

[1]Delais-Roussarie Elisabeth, Avanzi Mathieu, Herment Sophie (eds.) Prosody and Language in Contact: L2 Acquisition, Attrition and Languages in Multilingual Situations Springer, 2015. — 295 p.

[2]Lavrent'eva N.G. Prosodicheskie osobennosti ehkonomicheskogo diskursa // Vestnik Ivanovskogo Gosudarstvennogo universiteta. — 2015. — № 1. — S. 44-47

[3]Pereyashkin, V.V. Prosodiya kak odin iz yazykovyh indikatorov skrytyh smyslov // Vestnik Pyatigorskogo gosudarstvennogo lingvisticheskogo universiteta. — 2012. — № 1, ch.

1.— S. 97-100

[4]Frejdina E.L. Prosodiya diskursa i sociokul'turnyj kontekst // Metodologicheskie osnovy issledovaniya kognicii i kommunikacii v sovremennoj lingvistike. — M: OOO "MAKS

Press", 2017. — S. 268-275.

[5]Ledeneva S.N. O faktorah kommunikativnoj ehffektivnosti teksta // Vestnik Camarskogo universiteta. Istoriya, pedagogika, filologiya. 2017. Tom 23. № 2. S. 97-101..

[6]Malyuga E.N. Angloyazychnyj professional'nyj zhargon v delovom diskurse // Nauchnyj vestnik Voronezhskogo gosudarstvennogo arhitekturno-stroitel'nogo universiteta. Seriya: Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniya. 2010. № 14. – S. 11-17.

[7]Tomalin B., Malyuga E.N. Delovoj anglijskij v vek globalizacii // Voprosy prikladnoj lingvistiki. – 2016. – № 24. – S. 7-18. Angl. Malyuga E.N. (2016). Business English in the global age. Voprosy prikladnoj lingvistiki [Issues of applied linguistics]. N 24, pp. 7-18.

[8]Malyuga E.N., & Tomalin B. (2017). Communicative strategies and tactics of speech manipulation in intercultural business discourse. Training language and culture, vol. 1, issue 1, pp. 28-47.

[9]Radyuk A., Ponomarenko E., Malyuga E. (2017). Prosodic peculiarities of discursive strategies in English economic discourse: the strategy of solution search. 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017, www.sgemvienna.org, SGEM2017 Conference Proceedings, Book 3, Vol.1, pp. 189-194, DOI:10.5593/SGEMSOCIAL2017/HB31/S10.025

[10]Galynya, I.V. Funkcional'nyj podhod k obucheniyu studentov prosodii kitajskoj rechi [Tekst] / I. V. Galynya // Vesnik Grodzenskaga dzyarzhaunaga universitehta imya YA. Kupaly. Seryya 3, Filalogiya. Pedagogika. Psіhalogіya. - 2017. – Tom 7, N 1. - S. 94-101

[11]Fomichenko L.G. Kognitivnye osnovy prosodicheskoj interferencii : Dis. ... d-ra filol. nauk : 10.02.04 Moskva, 1998 357 s. RGB OD, 71:99-10/43-3

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Analysed sources

[1*] Ogorodnikova Tat'yana Mihajlovna. Prosodicheskie osobennosti ehmotivno-nemarki- rovnnoj rechi (ehksperimental'no-foneticheskoe issledovanie na materiale britanskogo varianta anglijskogo yazyka): dissertaciya ... kandidata filologicheskih nauk: 10.02.04 / Ogorodnikova Tat'yana Mihajlovna;[Mesto zashchity: Nizhegorodskij gosudarstvennyj lingvisticheskij universitet im.N.A.Dobrolyubova].- Nizhnij, 2015.- 200 s.

[2*] Salagaj, M.O. Prosodicheskie sredstva zashchity smyslovoj informacii (ehksperi- mental'no-foneticheskoe issledovanie v oblasti stenografii) [Tekst]: dis. ... kand. filol. nauk: 10.02.21 / M. O. Salagaj. – M., 2011. – 203 s.

[3*] Crystal, D. A. Dictionary of Linguistics and Phonetics. 6th edition [Tekst] / D. Crystal.

– Oxford: Blackwell publishing, 2008. – 560 p.

[4*] Svetozarova N.D. Funkcii i sredstva frazovoj intonacii: specializaciya ili vzaimodejstvie // Vestnik Vyatskogo gosudarstvennogo universiteta. — 2014. — № 5. — S. 86-93.

[5] Büring D., Jun, S.A., Focus and intonation, Routledge companion to the philosophy of language, pp. 103-115, 2012.

[6*] Carrier M., Automated Speech Recognition in language learning: potential models, benefits and impact, Training language and culture, vol. 1/issue 1, pp. 48-65, 2017.

[7*] Pickering L., Hu G.G., Baker A., The pragmatic function of intonation: Cueing agreement and disagreement in spoken English discourse and implications for ELT, Pragmatics and prosody in English language teaching, Springer, Dordrecht, pp. 199-218, 2012.

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UDC 371

CONTEMPORARY METHODS OF TEACHING MODERN YOUTH (IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING)

S.N. Popova

____________________________________________________________________________

Peoples' Friendship University of Russia PhD, Senior Lecturer

departments of foreign languages Economic Faculty

Svetlana Nikolaevna Popova e-mail: vetka-aktev@yandex.ru

____________________________________________________________________________

Statement of the problem. Modern society is gradually changing its attitude to the process of education and the formation of competencies necessary for the future employment of the individual. Education of young people today should be different from what it was 50, 30 or even 20 years ago. Technological development has changed the equipment of classrooms. Political and economic events influence the formation of a new generation of students. Their interests and ways of obtaining information differ from the motivation and leading channels of perception of older generations. The task of the researcher is to identify the peculiarities of reality perception for representatives of Generation Z, as well as possible methods and techniques of teaching modern youth of the present and future, which are able to support and strengthen interest to the subject in particular and to the educational process in general. Results. The author offers a selection of techniques that take into account the special characteristics of modern youth and can improve the effectiveness of the learning process. These include the principle of gamification of education, the method of blended learning, a meta-subject approach, learning using a problem situation and a role-playing game. The article provides specific examples of their implementation.

Conclusion. Despite the presence of characteristics that favorably distinguish them from previous generations, modern young people need reasonable control by the teacher, who acts as a facilitator of students’ abilities and skills, coordinates educational activities and contributes to increasing motivation to the learning process.

Key words: gamification, blended learning, teacher, facilitator, generation Z, motivation, method, meta-subject.

For citation: Popova S.N. Contemporary methods of teaching modern youth (in the context of English language teaching) / S.N. Popova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2018. - №4 (23). – P. 67-75

Introduction

System of education is an element that has remained more or less unchanged for many years, despite all the political and economic changes that have taken place in our state and beyond. Quality education has always been the guaranty of employment and future well-being. Students were required to attend classes regularly, get good grades and nothing more. But over time and with the change of several generations, we observe a situation that is much different from the previous experience. Today, employers will appreciate the competencies and skills of their potential employees more than their red diplomas and certificates of participation in competitions. The Nobel Prize winner is not the one who read the most books, but the one who managed to put his knowledge into practice and transform it into something meaningful for society and science. And although today's education is mainly focused on the principle of following the curriculum and testing the knowledge gained, in the near future we are waiting for

__________________

© Popova S.N., 2018

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changes associated with the introduction of a problem-based approach to learning, with cooperation and non-standard thinking. The generally accepted classroom and lecture halls, where students have been sitting in rows for centuries looking at each other’s neck, will be replaced by study spaces that will prepare students for real adulthood. The modern teacher is no longer the only keeper of knowledge. His role in education extends to the teacher-curator, teacher-assistant, facilitator, who provides not only the content of the subject, but also is involved in the process of the formation of the student’s personality, in his upbringing. Today there are different points of view on the computerization of society in general and education in particular, but most agree with the inevitability of this process [1, p.91] [2, p. 60]. The main task of the modern teacher is to explain students how to find, sort, and analyze the information obtained from numerous digital sources, do it quickly and use it for further positive transformation of their own personality, society and environment.

Methodology

In this article, the modern youth belonging to Generation Z (2003- ...) has become the object of research, since it is these children and adolescents that make up the bulk of schoolchildren at the moment. They should be guided by the transformation of the structure, techniques and technologies of teaching the present and the future. The subject of research is the peculiarities of reality perception by Generation Z, as well as possible methods and techniques of teaching modern youth of the present and future, able to support and strengthen interest in the subject in particular and in the educational process in general.

The research material was domestic and foreign experience of practicing teachers and researchers, presented in a printed and electronic form. The author was also guided by personal experience of teaching English for various age groups (over 15 years).

The analysis used the methods of observation, comparison, interview and experiment.

Research results

In the course of the study were found specific features that are characteristic of the overwhelming majority of representatives of modern youth. One of such features of their portrait is that teenagers are not ready to hear criticism. They are prone to hasty conclusions, often based on emotional responses. They tend to “step on the same rake” several times, to be disappointed and radically change the train of thought, completely abandoning the old idea, because of which they failed.

This is because the generation of modern youth (Generation Z) is not able to reflect: to evaluate and analyze their actions. For them, there is only the present moment - "here and now." When a difficult situation arises, requiring revision and reassessment of previous results, the current generation is prone to rapid disappointment, loss of interest and motivation for what is happening [3, p.114].

In part, this behavior can be explained by the excessive popularity of computer games among young people and, as a result, the transfer of virtual reality behavior patterns to a situation that has arisen in reality. The fact is that when a computer game loses, a user can return to a difficult obstacle for him an unlimited number of times and try his hand until he passes the level to the end. It is also important that the teenager can start the game at any time convenient for him: late in the evening, at night, or during a trip in public transport. The traditional model of education implies strict adherence to the time frame. Teachers and students operate in the system of curriculum and timetable, established deadlines and verification of certification work, and so

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on. A certain amount of classroom and extracurricular hours is allocated for the implementation of the educational process. Of course, additional consultations are appointed for students who are not succeeding, and the possibility of several re-training is provided, but this is often not enough for modern young people.

Adolescents who are used to blurry temporal and spatial boundaries in virtual reality find it very difficult to adapt to the circumstances of reality. If they are not given due attention, such students gradually move from the category of successful students to the category of laggards. They do not attend classes, lose rating points, pass exams badly or do not pass them at all and, as a rule, are expelled. It is difficult to imagine how the fate of such a teenager can continue, if he does not learn to overcome elementary life difficulties, analyze actions, work on himself and overcome weaknesses.

The modern education system offers several possible solutions to this problem. First of all, this is introduction of gamification elements in the learning process.

“Easy gamification” is not related to a particular game, but borrows its features. Such elements as competition, ratings, medals or points can be added to the daily components of the learning process. Such an idea is quite simple to implement [4].

For example, it is possible to develop and assign a special system of rewards for the performance of each stage of tasks for each activity in a class. The simplest is the cumulative points system and their equivalent to the generally accepted rating system. For example, 10 points received for active participation and answers at the seminar, give the right to get an excellent grade.

The system of rewards that promotes the improvement of the student’s social status also arouses interest among students and motivates them to achieve further results. An example of such a technique can be a certain scale of competencies:

The student read and translated the article - trainee; Highlighted the key points of the discussion - analyst;

The student has found and mastered useful additional material on the topic of the lesson - academician;

Collected statistics or conducted a survey on the topic of employment - a sociologist; Did all of the above - a top manager or boss.

Often, when searching the Internet for any given topic, students “do not go” beyond the first page of links found by the browser. To do this, you should specifically consider the search algorithm so that in order to find the necessary information it was necessary to take at least several steps, and not be limited to such sites as Wikipedia, for example.

Mini-quests, included in the outline of the lesson, can become a modern solution for the development of non-standard thinking and student initiatives [5, p.90]. This may be a small adventure, which is impossible without performing some grammatical or lexical tasks.

For example, a grammar lesson can begin as follows:

Today we are going to travel across the see of Grammar. Our ship is called Present Simple. We need to follow the route marked on the map. Only if we manage all the tasks and overcome all the difficulties on the way we can reach the mainland and come ashore.

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Thereafter the students are given a task to find the way to the islands which are named after the cases of Present Simple grammatical use. Among them should be the following items: Regular action, General Truth, Laws of nature, Timetable. On these islands, the crew will be able to replenish the supply of water and food if they manage to do some tasks. But among the islands there are also those that do not correspond to the cases of correct Present Simple grammatical use. These are pre-prepared traps for students. For example, an Island of Action, happening at the moment of speech, which can be abandoned only if the students separate state verbs from action verbs correctly.

Such creative tasks will be interesting and understandable to modern teenagers, since gamification techniques, problem solving situations and a team game are elements of many modern computer games. If you partially use them in the classroom, you can observe increased motivation of students and involvement in the learning process.

Successful introduction of gamification elements in classes at schools and universities led to the formation of a separate gaming market. More and more manufacturers of computer simulators are developing games for education. An example is MinecraftEdu and Simsity Edu, which introduce students to the urban infrastructure [6]. It was found out that the more complex the studied topic is, the more elements of gamification it should contain. Psychologists have repeatedly noted that modern education system is focused on obtaining applied knowledge and is not conducive to the development of leadership skills, communication skills, ability to work in a team, cooperate and negotiate. Embedding elements of gamification in a lesson plan will help eliminate this problem.

Most of today's youth are individualists with poor teamwork skills. This is a consequence of the recent computer technology and social networks boom, which replaced interpersonal communication with the process of putting "likes" and acquiring the status of "followers" of interesting blogs and vlogs for teens. Thus, interactive forms and methods of cooperation are becoming increasingly popular in working with modern youth. This approach enriches traditional, wellknown methods, encourages active analytical thinking and provides an opportunity for the students to show their own initiative.

Another "know-how" of the modern educational process should be blended learning - this is an educational concept, in which the student / schoolchild gains knowledge both independently and internally, and with a teacher. This approach makes it possible to control the time, place, pace and the way of learning the material. Blended learning allows combining traditional techniques and current technologies [7].

In the process of blended learning, an individual approach to each specific group of students takes place. The teacher determines the ratio of Face-to-face classes, online learning and distance forms of mastering the material. This proportion may also differ for each grammatical or lexical topic taken separately. Successful implementation of blended learning usually depends on how well the course is designed and the training material is distributed. At this stage, the teacher acts as a process facilitator. He decides which materials to give in the classroom, which additional links and tests should be posted online on a special online platform, and which materials should be left for self-study.

The advantage of this approach to learning is the ability to customize knowledge, which is aimed at adapting the subject content, taking into account the needs and capabilities of the individual student. This implies a conscious and motivated approach to learning for each student.

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Taking into account the hypertext method of processing information about the world that is usual for young people, that is, the ability to choose and change the algorithm for familiarizing and mastering the material, it can be assumed that this approach will be understandable and accessible to teenagers of Generation Z. The main difficulty in the mass introduction of Blended learning into the process of learning foreign languages, for example, may be the unevenness of existing skills on information technology for teachers of different ages. The need to learn new programs and software for teaching modern youth becomes one of the main requirements for the teachers, along with other quality indicators. It should also be borne in mind that blended learning is possible with the availability of technical support and well-developed video materials, training programs and testing modules.

The inability to hear one’s interlocutor is another characteristic feature of modern youth.

Most likely, this is because almost all adolescents belonging to this generation are accustomed to chatting in online chat rooms, where they do not need to follow the interlocutor's reaction to their words carefully. As a rule, the emotional and dynamic dialogue that takes place online in text messengers has a non-linear structure. It contains a certain amount of confusion, since the interlocutor can always change the linear development of the conversation by referring to any previously printed message and, thereby, change the subject of the conversation.

The modern generation of young people does not know how to “cooperate” in a dialogue. Due to the fact that many children today are pronounced individualists, every second dialogue turns into a monologue. The development of this quality is not worth promoting. Pupils should be encouraged to build mini-dialogues of 4-6 replicas, training the skills of an adequate response to a certain situation, stimulating expression of interest in the interlocutor and his opinion, facilitating analysis of existing circumstances and choice of a logical remark.

For example:

Task: build up two different dialogues using all the cues below. Play the dialogues with your desk mate.

A:Hello Chris, what are you going to do tonight?

B:Hi. (I have a free evening from classes today and planning to go to a live concert of my favourite band. / I am seeing my granny, she needs some help with the household.)

A:(Can I come with you?/ I can give you a hand with the chores./ Ok, give my regards to her. / And tell her she is the best cook I’ve met. / Still can’t forget her strawberry pies.)

B:(Of course, it’ll be great! /I’m afraid the tickets are sold out already, sorry. Maybe next time. /Yes, no problem. She’ll be glad to hear it.)

In order to train attention and reaction to what is happening, students should be asked questions regarding the progress of the lesson, when the task has already been completed, and the class has moved on to another task.

For example (at the end of the lesson): How many people answered their homework tasks today? What are the three new word combinations we’ve learnt today? What mistake has

Michael made in the grammar task today?

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Thus, students will show more attention to the details of the assignments and the course of the lesson.

It is also useful not to correct the mistakes of the monologue in the course of the answer, but rather to tap with a pen on the table surface each time an error was made. After the end of the answer, you should ask the student to remember and correct all the shortcomings. So students will acquire the skills of elementary self-analysis and self-correction.

Today's young people are a special target audience in the intellectual market, which prefers entertainment and adrenaline to classical forms of education. They are not interested in academic lectures and do not sit in libraries, no matter how modern and computerized we try to make them. Modern youth requires special attitude to them. Teens expect satisfaction of their desires on demand and at the highest level. They want to receive only interesting information that will be useful for life. Young people appreciate when a special atmosphere is created, the so-called microclimate, where they can feel comfortable and emotionally relaxed, but at the same time, will be able to demonstrate their creativity, wit and intelligence. "Now there is a shift of interest towards non-standard forms of activity and scenarios of user interaction" [8, p. 19].

One of the most effective methods of teaching modern youth, representing Generation Z, can be an intellectual game, a riddle, a problem situation that they need to solve in a limited period of time. Such games are already appearing online and in stores, but not yet integrated into the learning process. An example of such a product could be the game "Yes-No" or "Situations". The rules are simple: the presenter reads a description of the situation in which the cause and effect component is omitted; players must ask him leading questions and restore these causal relationships. The solution is usually non-standard and not without a humorous component. To win, participants will have to show ingenuity and resourcefulness, use their background knowledge and ability to analyze available information. The model of this game can be adapted by modern teachers to fit their subject. Such creative and unusual tasks will surely arouse the genuine interest of students, since one of the main characteristics of a teenager of Generation Z is his curiosity and immediate reaction to everything unusual and new. If necessary, a modern teacher should be able to adapt the plan of an already constructed lesson to a specific audience. Below are several tasks that were developed for an English lesson based on the Yes-No game described.

Presenter: you will hear a situation, a riddle and will have to find the answer to it asking me inducing questions. I can answer only “yes” or “no”. The time limit is five minutes.

Situation 1: Manager of the bank:

Once, on the way to work, the bank manager put on a mask. Why?

The answer is: The manager was flying in an airplane from New York to Switzerland for an important meeting. He needed to sleep on the plane, so he put the mask on his eyes so that he would not be disturbed by the light.

Situation 2:

Against the rules: Once, on the way to work, the driver did not carry a driver's license. In addition, he stopped where the "stop and parking prohibited" sign was installed, and also moved with an unfastened safety belt along a one-way street in the opposite direction! All

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this was seen by the inspector of the traffic police, but he did not even try to stop and fine this driver. Why?

The answer is: The driver went to work on foot that day [9].

Due to the world globalization and growing economic ties between countries, the value of specialists who speak a foreign language has significantly increased in certain sectors. An employee who aspires to take a confident position on the labor market should use his knowledge not only in the framework of intercultural communication, but also in the professional sphere, within his specialty and areas adjacent to it. In today's world, young employees that see the situation in its historical development (diachronic) and are able to take into account all possible factors of the current state of affairs from different market areas that can directly or indirectly influence the desired result (synchronic) are more appreciated. In order to have more specialists of this level in the future, today we should pay more attention to the meta-subject component of education.

English itself, being a “subject outside the subject”, is the best opportunity to develop students’ ability to think globally, to see a complete picture of the world, to assemble 5D puzzles from historical, cultural, linguistic, philosophical, geographical knowledge. At a certain level of mastering a foreign language, a certain metamorphosis happens to a thinking student. Words and sentences of the text cease to be simple elements of the task for reading, grammatical formulas and compatibility of certain words. They are transformed into a single picture of the surrounding world, integrated into a kaleidoscope of links and patterns. A modern teacher should prepare students for this moment of their life, try to bring this day closer. However, it is necessary to remember that “the accumulation of knowledge is only the initial stage of knowledge of the world

... it is at this stage that the role of the teacher is important as a conductor of the experience of mankind” [10]. The main thing is not to delay the intrigue, so that they do not lose interest in the "world of unknown", and to have enough time to teach them during the course of training, so that the students are able to carry out creative research activities on their own. The words of an outstanding psychologist V.V. Davydov, that the school should first of all teach children to think - and, moreover, all children, without any exception, despite the different property and social status of families, as well as the inheritance of children.

To do this, at the initial stages of language acquisition, it is necessary to position the most elementary knowledge as part of a kaleidoscope of a holistic picture of the world. For example, the lesson “English around us” will help you understand a large number of international words and concepts that are part of our daily life. A class called “Live Grammar” will acquire a new, previously unknown meaning if you go to the store or to the nearest grocery market and practice the numerals and the use of the words “many / much / few / a few / little / a little” while making a purchase. Offer the students a simple research assignment when analyzing the “Fruit” topic, where everyone is invited to select one type of fruit and write a brief reference article about it on Wikipedia. Today, it is necessary to form educational and cognitive competencies in children, as more and more Olympiad tasks in languages are of a meta-subject character. Only children who are keen on languages and have extensive knowledge in other subjects are able to manage.

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