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Файл:Вопросы современной лингвистики и методики обучения иностранным языкам в школе и вузе. Материалы X Международной конференции FEELTA «Раздвигаем горизо
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подходят для них. Обеспечить студентам такие возможности, помимо описанных
методов, помогут творческие задания, индивидуальный подход и вариативность
заданий и методов с учѐтом стилей учения.
Эффективное обучение сочетает в себе много элементов: знание материала и
психологии, вопросы планирования и управления; умения и навыки решения
проблемных ситуаций, коммуникативную компетенцию, креативность, и многое
другое. Эффективное обучение означает сбалансированность структуры занятий (через
организацию рутинных дисциплинарных моментов, поурочного планирования,
целеполагания и т.п.) и открытости (посредством гибкости, вариативности, выбора
методов, форм и средств обучения, учѐта разных мнений и точек зрения, овладения
методикой эффективного обучения). Эффективное обучение основывается на знании,
умении и навыках, на мудрости, обретѐнной в процессе практического опыта, но
действительно успешное обучение выходит за рамки методики обучения. В конечном
итоге, эффективное обучение основывается на внимательном и заботливом отношении,
как к самому процессу, так и его носителям, на выстраивании взаимоотношений со
всеми участниками педагогического процесса.
Библиографический список:
1. Parker J. Palmer, The courage to teach: Exploring the inner landscape of a teacher's life. San
Francisco: Jossey-Bass. \\ (2007-08-17) [1997-11-21]. – p.11, ISBN 978-0-7879-9686-4.
2. Chickering, Arthur W. and Gamsone, Zelda F. Seven Principles for Good Practice in
Undergraduate Education. - The Wingspread Journal: Special Section. ISW Handbook for
Participants p.19-21 https://scholar.vt.edu/access/content/user.
3. Котикова, Л.Н. Метод мозгового штурма как средство развития культуры
педагогического общения у будущих учителей иностранного языка в практике
специальной предметной подготовки //Амурский научный вестник. Вып.2: Сб. науч.
тр. – Комсомольск-на-Амуре: Изд-во АмГПГУ, 2007. – С. 113-120.
4. Пассов, Е.И. Коммуникативный метод обучения иноязычному говорению. - Изд. 2-е.
- М.: Просвещение. 1991 - 222 с.
5. Котикова, Л.Н. Метод синектики в практике обучения будущих учителей
иностранному языку// Актуальные вопросы лингвистики и методики преподавания
иностранных языков: сборник научн. статей – Комсомольск-на-Амуре: Изд-во
АмГПГУ, 2009.
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6. Котикова, Л.Н. Использование графических организаторов информации как
инструмент развития логико-смыслового компонента дискурсивной компетенции //
Актуальные вопросы лингвистики и методики преподавания иностранных языков:
сборник научн. статей – Комсомольск-на-Амуре: Изд-во АмГПГУ, 2009.
УДК 372.8
TEACHING ARGUMENTATION: FROM THEORY TO PRACTICE
Krasnoperova Yu. V.
Amur State University of Humanities and Pedagogy,
Komsomolsk-on-Amur, Russia,
e-mail: pona77@mail.ru
Summary:
The paper is devoted to the methods and techniques of teaching argumentative speech.
The importance of using accurate and complete information as a basis for critical thinking,
reasoning, decision-making is highlighted.
The concept of argumentation as intellectual communicative process based on causeeffect relationship is revealed. The basic notions of argumentation theory and principles of
classical and contemporary rhetoric are provided which are further supported by a number of
exercises to teach students how to plan, prepare, organize, deliver, and evaluate argumentative
speeches.
Key words: argumentation, argumentative speech, critical thinking, reasoning
Argumentation is providing evidences, arguments, explanations, examples to justify
some thought to the audience (readers) or a communication partner.
Argumentation structure includes thesis, arguments, illustration.
Thesis is formulating of your position (your opinion, your suggestion, etc.) for your
opponent. e.g.: Education - Reduce tuition for those students who maintained an A average
during the previous year. Smoking - Sale of cigarettes must be outlawed for the public health.
Argumants are reasons, attitudes, proofs, you provide to prove your point of view.
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Arguments are supposed to give the answer to the question: WHY should we believe in
something and do something particular.
Illustration presupposes the connection of thesis and arguments (i.e. the process of
persuasion itself).
Argumentative tactics are characterized by the classic appeals to logos, pathos and
ethos in the pro and contra arguments. Logos appeals to reason and the rational intellect.
Pathos appeals to emotion, to their passions and deeply held values. Ethos appeals to
character, the sense of right and wrong, the sense of justice and fair play of your audience.
In teaching methodology the following types of argumentation are singled out: logical,
psychological, illustrative.
Logical arguments are considered to be those which appeal to human common sense,
to reason, e.g.: scientific axioms, hypotheses, theories; the laws of nature, the findings
confirmed experimentally; the results of experiments and expert examination; regulations of
laws and official documents; expert opinions; facts; statistics.
Psychological arguments are reasons that cause the recipient to experience certain
feelings, emotions and form a definite attitude and opinion to a described person, object,
phenomenon, e.g.: emotional conviction of the writer; examples causing emotional response
from the addressee; indication at the positive or negative consequences in case the speaker‘s
theses is accepted; appeal to universal moral values (compassion, conscience, honor, duty,
etc.).
A special emphasis within the domain of psychological arguments should be given to
so-called ―Reference to authority‖ arguments, e.g.:
opinion of a famous respected person – a scientist, philosopher, statesman, etc.;
quotations, aphorisms, proverbs from an authoritative source;
opinion of a specialist, expert;
appeal to experience and common sense of the audience;
eyewitnesses‘ testimony;
opinion of an official;
public opinion which reflects the way one is to talk, act, evaluate smth in the society.
Illustrative arguments provide the examples which support the argument. Examples
can be real/concrete such as a life event account or an example from literature or
imaginary/supposed examples.
Argumentative speech teaching includes a number of stages and implies concrete
strategies.
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Theoretical aspect of argumentative speech teaching includes the following stages:
Stage 1: Studying the basic notions ―ARGUMENTATION‖, ―TYPES OF
ARGUMENTS‖;
Stage 2: Describing the algorithm of actions:
а) Formulate the topic or the public opinion on the issue
б) Express your agreement or disagreement with the existing opinion: it can be done
explicitly, i.e. the speaker/writer states his position clearly and explains it, or implicitly, i.e.
the opinion is not expressed clearly but the author‘s attitude is revealed through general
modality (evaluative words, rhetorical questions, etc.);
c) Make a thesis statement: support it with 2-3 arguments in favour of your own
opinion; give 1-2 existing counterarguments;
d) Drawing a conclusion.
Practical aspect of argumentative speech teaching includes the following stages:
Stage 3: Practice argumentation skills.
Exercises:
1. «Give an example» (from your life experience, literature) to the following theses:
Extreme sports help to build character
Epidemics
Animal Experimentation
Slavery
2. Continue the reasoning/argument (give the examples, draw a conclusion)
e.g.: The affect of fashion on every person:
a) Fashion is an integral part of a personality‘s identity.
b) Clothing is basically a covering. This covering is a need, a necessity that is dictated by
the norms of social conduct.
3. Illustration as an argumentation means – helps to visualize some abstract notion to
facilitate understanding of the uttered thesis.
Task: Try to find the visual embodiment of the following concepts:
conscience, love, compassion, faithfulness, kindness, caring attitude to the world, a brilliant
scientific discovery, e.g.: compassion, caring attitude to the world, love, a brilliant scientific
discovery
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4. Discussion
involves the students into the search and selection of arguments on the stated the
problem;
increases the intensity of the learning process due to the active involvement of all the
students in a collective search for truth;
presents a kind of knowledge sharing,
students acquire skills of presentation logic and of the personal position expression
5. Method of ―CONCISE" TABLES presupposes defining the problem and the idea of
the material being studied, students recall the previously learned material with similar issues
and make notes of it in the table. The table is also recommended to record the key quotes,
literary and figurative associations connected with the study topic. It facilitates the search for
arguments.
6. «BOX OF ARGUMENTS» METHOD – accumulation of ready-formulated
illustrative arguments.
Stage 4: Replenish arguments supplies (task for homework as the students have more
time to reflect and search for arguments).
Stage 5: Final argumentation formulation. Typical mistakes analysis.
Typical mistakes in argumentation are as follows: tautology (movement in a circle),
substitution of arguments by clarifying or explaining, use of examples limited to literary texts,
retelling, use unverified data.
Stage 6: Learn the correct expression of disagreement with your opponent.
References:
1. Eemeren F.H. van. Fundamentals of Argumentation Theory. A Handbook of Historical
Backgrounds and Contemporary Developments / F.H. van Eemeren, R. Grootendorst. –
Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers, 1996. – 356 p.
2. Goffman E. Supportive interchanges / E. Goffman // Relations in Public. – New York:
Basic Books, 1971. – P. 62 – 94.
3. Gumperz J. Discourse Strategies / J. Gumperz. – Cambridge: Cambridge University Press,
1982. – 225 p.
4. Kirilova, V.V. Formirovanie navykov argumentatsii v ustnoj rechi uchashchihsya srednih
spetsyalnyh uchebnyh zavedenij Respubliki Severnaya Osetiya-Alaniya / V.V. Kirilova –
Avtoreferat dissertatsii na soiskanie uchenoj stepeni kandidata pedagogicheskih nauk. Vladikavkaz, 2008 – 25 p.
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5. Leech G. Principles of Pragmatics / G. Leech. – London: Londman, 1983. – 321 p
6. Nadeina, N.A. Obuchenie sposobam argumentatsii v shkole: evolyutsiya metodov -
http://nsportal.ru/shkola/russkii-yazyk/library/obuchenie-sposobam-argumentacii-vshkole-evolyuciya-metodov
УДК 372.8
PREPARING EFL PRE-SERVICE TEACHERS FOR USING MOBILE
TECHNOLOGIES IN LANGUAGE LEARNING
Maximova N.R.
Far Eastern University for Humanities,
Russia
e-mail: nrmaximova@gmail.com
Summary:
Educational institutions are facing the challenge of providing students with tools for
mobile learning. However, professional training and development for teachers in the sphere of
mobile learning is often underemphasized. In this article, the proposed solution is to engage
EFL student-teachers on special mobile technology courses to prepare them for using various
m-learning tools. Special activities engage students in recognizing and exploring the potential
of the mobile devices to support foreign language learning.
Keywords / phrases: MALL, mobile learning, mobile technologies in
education, using mobile language applications in EFL teaching
The growing use of mobile devices by students in the classroom of various
educational institutions in today‘s world is a reality. Mobile devices are wide-spread and
ubiquitous (only Russians in 2013 owned 256 mln mobile devices: the population of Russia is
143 mln people), available and cost-efficient, technologically-advanced (wireless connection,
simple to use, portable), provide social learning. But they are also a concern for many school
and university teachers, who view mobile technologies and, especially, mobile access to
social media as a classroom distraction. Though the use of mobile devices during class can be
distracting, the reality is that smartphones and hundreds of new mobile applications that
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appear every year are here to stay and are an important part of every student‘s daily life. How
to employ them as effective learning tools is a question that many teachers, including
language teachers, try to answer.
The boundaries of mobile technology use in the classroom are still in the making. In
this vein, it is crucial to prepare pre-service teachers for the new teaching and learning
environment that poses such questions as: What type of mobile technologies enhance or
hinder the students‘ learning? What can these technologies add to the classroom learning? Do
students have suggestions for technologies they use for an in-class activity? These and other
questions encouraged me as an EFL teacher trainer to develop a special module on using
mobile technologies in foreign language learning in the framework of a compulsory course
entitled ―Using modern IT in the EFL teaching‖ taught at the Far Eastern University for
Humanities (Khabarovsk, Russia). The course has a strong focus on integrating various
Internet resources in the EFL classroom but the highlight of this year course was the didactic
potential of various mobile technologies that can enhance the teaching/learning process.
Before selecting the materials for the module I questioned 30 5th year- students on
their knowledge, attitude, and experiences of using mobile technologies for language learning
The results demonstrated that students are familiar with e-learning and distance language
learning but do not know much about mobile learning and mobile language learning
technologies. Since all of my students have mobile devices of different types at their disposal
they expressed interest in learning about recent theory and practice of using them more
effectively in and out of the EFL classroom. Answering the question about the experiences of
using the mobile devices in the process of learning a foreign language the students mentioned
frequent use of reference materials such as dictionaries, encyclopedias, specialized language
learning web-sites, e-magazines and journals. Their attitude to the teaching and learning
potential of mobile devices was connected with the more frequent and more effective use of
them in accessing various authentic materials in and outside the classroom and as a means
of interaction in social networks.
The survey showed that most of the students rarely use language learning mobile apps
for developing and testing their language skills or in collaborative project activities.
Answering the same questions the university language instructors reported that they
unwillingly employ mobile devices in the classroom because of their frequent misuse and
undesirable consequences. They are familiar with very few available educational mobile apps
and therefore cannot guide the students through them. The survey proved that the interest in
the use of mobile devices is higher among the students than among the instructors most of
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who, being so-called ―digital immigrants‖, still adhere to more traditional teaching methods
and tools. Having the results of the survey in mind I set the following goals for myself and my
students:
- to briefly overview the history and development of mobile assisted language learning;
- to explore the potential of various mobile devices to support language learning;
- to explore recent studies about the practical effect of mobile learning on foreign language
acquisition;
- to identify and evaluate a number of recent mobile apps that can help increase learners‘
language accuracy and all four communication skills.
We started with researching the history of mobile learning. The students prepared
presentations about the first steps as well as the further development of mobile learning in
different countries based on the studies of such experts on mobile learning as S. Geddes
(2004), J. Traxler (2009), A. Kukulska-Hulme (2008), S. Titova (2012), A. Avramenko
(2012) and others. The conclusions that students made concerned mostly the advantages of
mobile learning that consist in providing students with:
- instant access to various authentic materials;
- educational multisensory experiences that would otherwise be difficult or impossible [3];
- opportunities to learn just-in-time, just enough, and just-for-me [4];
- new forms of collaboration and interaction through content Moblogs, Tweet feeds, etc [4];
- new ways of self-assessment enhancing learner autonomy [4].
Special attention in the course of studies was paid to long-term international projects
on Mobile learning. Among them: the Mobile Learning Network Project (MoLeNET) (UK):
Hist (Norway) http://www.histproject.no, Mobile Learning Environment Project (The MoLE)
(US), Mobile Technologies in Lifelong Learning: best practices, MOTILL (EU), Mobile
Pedagogy for English Language Teaching http://www.open.ac.uk/blogs/mobped/
(UK). Among the Russian Projects students mentioned the project «M-learning» created by
the publishing house «DROFA» and the project ―Mobshkola‖ by A.Barkov
(http://www.mobshkola.narod.ru).
One of the most successful University projects that is currently being implemented in
Lomonosov Moscow State University is the project Learning and Teaching with the WEB. It
started in 2001 under the supervision of Prof. S.Titova involving students and teachers in the
process of integrating web resources and tools into learning and teaching experience. The
project tutors and material designers also keep professional language teachers up to date with
the latest developments in blended and mobile learning by providing on-line courses and
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webinars. Since 2011 the participants of this Russian project have collaborated with HiST
mobile learning project in Norway organizing international workshops and conferences on
new mobile technologies and learning tools.
After familiarizing themselves with some theoretical issues concerning mobile
learning the students were encouraged to explore the potential of mobile devices and their
functions in organizing classroom work [6]. For example, the mobile phone camera may save
time when learners take photographs of information that they may otherwise have had to
copy down in their books, such as the teacher‘s explanation on the board or a completed
matching card task. With the help of the camera learners may take photographs out of class
time which can then be used in class activities. These could include photos of public signs and
symbols, a room in their house or a family member. These kinds of photos lend themselves to
communicative information-gap pair activities and are inherently motivating as the learners
will have taken the photos themselves. Using the camcorder learners record (and later
analyze) class-work such as discussions, role plays, interviews and presentations.
Furthermore, learners who have pronunciation difficulties can video their teacher saying
certain words and then video themselves saying the same words to analyze and correct their
mistakes using both audio and visual cues.
Learners can download and read a variety of different types of text on their phones,
many of which are free or inexpensive. A useful application for accessing and reading these
texts is the application Kindle, which allows readers to highlight words, look up word
definitions and make their own annotations. Particularly useful for learners are the Quick
Reads and Oxford Bookworms ranges of short, accessible texts. In addition to being used to
encourage learners to read more extensively in their free time, such books can be used
effectively in class to develop both reading and digital literacy skills.
Another advantage of smartphones is the opportunity to quickly download language
learning podcasts or videos so as to listen to various authentic texts in the classroom and at
leisure. Such media texts (often accompanied by transcripts and comprehension exercises) can
be downloaded directly from websites such as www.bbc.co.uk/worldservice/learningenglish
or can be accessed through apps such as the British Council‘s LearnEnglish Podcasts. In class,
learners could listen to podcasts and complete the corresponding activities, after which they
could consolidate their learning by downloading the podcast to listen to again in their own
time. Alternatively, learners could be set the task of listening to the podcast and completing
comprehension exercises before the lesson, and come to the class prepared to discuss it.
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Search engines on the phone help to find information for an essay or project, pictures
for a poster, flight prices, maps, instructions, etc. The teacher could ask learners a question
such as ‗How high is Mount McKinley?‘ and give the learners a time-limit to find the answer.
Learners could also access a web-based concordancer such as http://corpus.byu.edu/bnc from
their phones to research the usage of a particular word and words with which it normally
collocates.
The Internet offers many opportunities for authentic written communication with real
people, such as through the micro-blogging features of social networking websites like
Facebook or FriendFeed. Learners can create profiles to communicate with each other using
their phones as part of class activities or in their own time. An example micro-blogging
activity is that each learner can post a ‗status‘ on FriendFeed stating a problem (real or
fictional) that they are facing and asking for advice. The other learners will see these statuses
on their homepage and can then comment on other learners‘ statuses, offering advice, using
language for referring back to others‘ comments, agreeing and disagreeing.
Another step in exploring the potential of mobile language learning was identifying
and assessing various mobile language applications. Such apps as the British Council‘s Learn
English Grammar on the website http://elt.oup.com/student/headway are available for
learners to access from their phones in their own time or in class (as an alternative to using a
worksheet). There are also a number of online dictionary websites accessible from
smartphones, such as http://dictionary.cambridge.org/dictionary/learner-english, and free
dictionary apps, such as the Merriam-Webster Dictionary, which can be downloaded to
smartphones and used offline.
Other useful vocabulary-building tools are multi-sensory flashcard-based vocabulary
learning apps such as the British Council‘s My Word Book
(www.cambridgemobileapps.com).
Learners can be set the task of recording and learning five words using two different
methods and then discussing in small groups which method they found to be most successful
and why.
MacMillan Sounds app (www.soundsproapp.com) is specifically designed for learning
phonetics. Quizlet (http://quizlet.com/) is an app which students can use to create their own
flashcards to help them memorise vocabulary. Blackboard Collaborate
(http://www.blackboard.com/) can provide meeting places for several students to get together
and practice the language they're learning. Some language learning apps such as DuoLingo
provide feedback from native speakers, which can be very useful to learners as well.
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