- •Alexander kamensky
- •4.5. Conclusions 93
- •5.7. Conclusions 108
- •7.8. Conclusions 163
- •8.7. Conclusions 202
- •9.6. Conclusions 205
- •9.2.2. Grammar 209
- •9.4. Aims of teaching reading in a secondary school 219
- •9.5. How to teach reading 224
- •9.6. Conclusions 233
- •Introduction
- •1.1. Reasons for learning languages
- •1.2. Success in language learning
- •1.2.1. Motivation
- •1.2.2. Extrinsic motivation
- •1.2.3. Intrinsic motivation
- •He teaches good pronunciation.
- •He explains clearly.
- •He speaks good English.
- •1.3. Motivational differences
- •1.3.1. Children
- •1.3.2. Adolescents
- •1.3.3. Adult beginners
- •1.3.4. Adult intermediate students
- •1.3.5. Adult advanced students
- •1.4. Conclusions
- •2. Areas of a native speaker knowledge
- •2.1. Pronunciation
- •2.1.1. Sounds
- •2.1.2. Stress
- •2.1.3. Intonation
- •2.2. Grammar
- •2.3. Vocabulary
- •2.4. Discourse
- •2.4.1. Appropriateness
- •2.4.1.1. Communicative competence
- •2.4.1.2. Interaction with context
- •2.4.1.3. Structuring discourse
- •2.4.2. Global communicative competence
- •2.5. Language skills
- •2.5.1. Skills and sub-skills
- •2.6. Conclusions
- •3. What a language student should learn
- •3.1. Pronunciation
- •3.1.1. The importance of listening
- •3.2. Grammar
- •3.2.1. The importance of language awareness
- •3.3. Vocabulary
- •3.3.1. Vocabulary in context
- •3.4. Discourse
- •3.4.1. Language functions
- •3.5. Skills
- •3.6. The syllabus
- •3.6.1. Structures and functions
- •3.6.2. Vocabulary
- •3.6.3. Situation, topic and task
- •3.6.4. The syllabus and student needs
- •3.7. Language varieties
- •3.8. Conclusions
- •4.1. Methods of language teaching
- •4.1.1. Traditional learning theories and approaches
- •4.1.1.1. Grammar-translation method
- •4.1.1.2. Direct method
- •4.1.2. Behaviourism: Audio-lingual method
- •4.1.3. Cognitivism
- •4.1.3.1. Structural approach
- •4.1.3.2. Structural-situational method
- •4.1.3.3. Situational syllabus
- •4.1.4. Communicative approach
- •4.1.5. Functional-notional courses
- •Functions and notions
- •4.1.6. Acquisition and learning
- •Intonation
- •4.1.7. Task-based learning
- •4.1.8. Humanistic approaches
- •4.1.9. Self-directed learning
- •4.1.10. Neuro-Linguistic Programming
- •4.2. Foreign language learning
- •4.3. Input and output
- •4.4. A balanced activities approach
- •4.5. Conclusions
- •5. Teaching the productive skills
- •5.1. The nature of communication
- •5.2. The information gap
- •5.3. The communication continuum
- •Communicative Activities
- •5.4. Stages in language learning/ teaching
- •5.4.1. Introducing new language
- •5.4.2. Practice
- •5.4.3. Communicative activities
- •5.4.4. The relationship between different stages
- •5.5. Integrating skills
- •5.6. Speaking and writing
- •5.7. Conclusions
- •6. Typology of exercises in teaching english
- •6.1. What is an exercise: Psychological and pedagogical background
- •6.1.1. Exercise as an item of teaching
- •6.1.2. Teaching curve
- •6.1.3. Structure of an exercise
- •Exercise
- •1. Instruction
- •2. Model
- •3. Control
- •6.2. Different approaches to the problem of classification of exercises
- •6.3. Criteria of classification of exercises: Types and kinds
- •6.4. System of exercises
- •6.4.1. Basic notions of a system, subsystem, complex, series, cycle, group of exercises
- •4 Skills
- •6.4.2. Characteristics of the system of exercises
- •6.4.3. Basic methodological principles of constructing the system of exercises
- •6.5. Conclusions
- •7.1. Speaking as a skill
- •7.2. Aims of teaching speaking in a secondary school
- •7.3. Linguistic peculiarities of dialogical speech
- •7.3.1. Functional correlation of dialogue replies
- •7.3.2. Structural correlation of replies
- •7.3.3. Kinds of dialogical unit
- •7.3.4. Functional types of dialogue
- •7.4. Stages of teaching dialogue
- •7.4.1. Dialogical unit as an item of teaching
- •7.4.2. Communicative situations
- •7.4.3. Four faces of a situation
- •7.4.4. System of exercises in teaching dialogical speech
- •7.4.4.1. Exercises of group 1
- •7.4.4.2. Exercises of group 2
- •7.4.4.3. Exercises of group 3
- •7.4.4.4. Exercises of group 4
- •7.5. Psychological and linguistic peculiarities of dialogic and monologic speech. Types of monologue
- •7.5.1. Psychological characteristics of dialogue and monologue
- •7.5.2. Linguistic characteristics of dialogue and monologue
- •7.6. Functional types of monologue
- •7.7. System of exercises in teaching monologic speech
- •7.7.1. Exercises of group I
- •7.7.2. Exercises of Group 2
- •Verbal sound and illustrative (visual) aids
- •7.7.3. Exercises of group 3
- •7.8. Conclusions
- •8. Teaching the receptive skills: listening
- •8.7. Conclusions
- •8.1. Role and place of listening in teaching English
- •8.2. Listening as a skill in real-life communication
- •8.3. Typology of listening
- •8.3.1. Kinds of listening
- •8.3.2. Types of listening
- •8.4. Types of text for teaching listening in school
- •8.4.1. Authentic and non-authentic listening
- •8.4.2. Structure of texts for listening
- •8.4.3. Types of text for listening
- •8.5. Major premises and conditions for effective teaching listening
- •8.5.1. Major premises for listening
- •8.5.2. Conditions for effective listening
- •8.6. System of exercises in teaching listening comprehension in school
- •8.6.1. Preparatory exercises: Isolating the listening skill
- •8.6.2. Preparatory exercises: Non-isolated listening skill
- •8.6.2.1. Exercises in finding grammatical cues
- •8.6.2.2. Exercises in guessing the meaning of unfamiliar words
- •8.6.2.3. Exercises in understanding sentences containing unfamiliar words which do not interfere with comprehension
- •8.6.2.4. Exercises in anticipation
- •8.6.2.5. Exercises in eliciting different categories of meaningful information (time, space, cause, effect, etc.)
- •8.6.2.6. Exercises in estimating types of cohesion
- •8.6.2.7. Exercises in telling the main idea in a group of sentences
- •8.6.2.8. Exercises in developing auditive memory and attention
- •8.6.3. Authentic listening material
- •8.6.3.1. Authentic listening material at the early stages
- •8.6.3.2. Communicative exercises: Teaching listening as a skill
- •8.6.4. Using listening comprehension dialogues in class
- •8.6.5. How to justify the use of songs
- •8.7. Conclusions
- •9. Teaching the receptive skills: reading
- •9.2.2. Grammar
- •9.6. Conclusions
- •9.1. Reading as perception of information
- •9.1.1. Vocalisation and verbose
- •9.1.2. Redundancy
- •9.1.2.1. Uncertainty and information
- •9.1.2.2. Sources of redundancy
- •9.2. Reading as interpretation of information
- •9.2.1. Surface and deep structures
- •9.2.2. Grammar
- •9.2.3. Learning: Knowledge
- •9.2.4. Three faces of memory
- •9.3. Reading as a skill
- •9.3.1. Reading in real life: Functions
- •9.3.2. Interest and usefulness
- •9.3.3. Purpose and expectations
- •9.3.4. Specialist skills of reading
- •9.3.4.1. Predictive skills
- •9.3.4.2. Extracting specific information
- •9.3.4.3. Getting the general picture
- •9.3.4.4. Extracting detailed information
- •9.3.4.5. Recognising function and discourse patterns
- •9.3.4.6. Deducing meaning from context
- •9.4. Aims of teaching reading in a secondary school
- •9.4.1. Reading as a vehicle of teaching
- •9.4.2. Aims of teaching reading in school
- •9.4.3. Kinds of reading mastered in school
- •9.4.4. Techniques of reading and stages of teaching
- •9.5. How to teach reading
- •9.5.1. Teaching reading aloud
- •9.5.1.1. Three methods of teaching reading aloud
- •9.5.1.2. Grapheme-phonemic exercises
- •9.5.1.3. Structural information exercises
- •9.5.2. Teaching silent reading
- •9.5.2.1. The twin problem of analysis and synthesis
- •9.5.2.2. Semantic-communicative exercises
- •9.6. Conclusions
7.3.3. Kinds of dialogical unit
According to functional interrelations of replies within a dialogue, there are several kinds of DU. From the point of view of teaching dialogical speech, the most acceptable is the classification of DUs after the communicative-logical principle, suggested by A.V. Greyser. According to this classification, all kinds of DU fall into three groups after the character of their first reply. The first group includes the following kinds of DU: information vs. information; information vs. a question; information vs. inducement. By the general term of inducement one is to understand a request, an offer, an invitation, a piece of advice, an order. The second group includes inducement vs. agreement; inducement vs. refusal; inducement vs. a question. The third group includes a question vs. an answer; a question vs. a counter-question. Besides, there are two more kinds of DU - greetings vs. greetings; expressing gratitude vs. reaction to gratitude – that should also be taken into account. All the kinds of the enumerated DUs are simple, as they are supposed to include either a stimulating or a responsive reply. However, both stimulus and reaction may be expressed in one and the same reply. If a DU contains such a reply it is called complicated, for example: information vs. responsive information + additional information; a question vs. an answer + inducement.
7.3.4. Functional types of dialogue
Teaching dialogical speech in school is done with strictly limited, selected, finely tuned input. Selected input comprises both language and speech input. Language input contains phonetic, lexical and grammar material. Speech input is presented in pupils’ textbooks as samples of various types of dialogue existing in real-life communication. The results of T.I. Oleynick’s research work allow for discrimination among four main functional types of dialogue: 1) making inquiries; 2) agreeing; 3) exchanging impressions or opinions; 4) discussing.
Each functional type includes certain kinds of unit characteristic of a given type of dialogue and can be presented in the table:
Functional type of dialogue |
Kinds of DU |
making inquiries |
question – answer; information – question; question – answer + information; information – information; information – responsive information + additional information |
agreement |
question – answer + information; information – responsive in-formation + additional information; information – responsive information + question; inducement – agreement/ refusal; question – answer; information – question. |
exchanging impressions and opinions |
information – information; question – answer + information; information – question; information – responsive information + additional information; question – answer. |
discussing |
information – information; question – answer; information – question; information – responsive information + additional information. |
It should be noted that kinds of DU are given in the table the same way they occur in real-life communication, starting with the most frequent up to less frequent occurrence.
Teaching dialogical speech at the elementary level usually begins with the formation of a skill to obtain information and to inquire about information, i.e. with the first functional type of dialogue. This type of dialogue can be both one-way directed (the 1st partner asks for some information and the 2nd answers) and a two-way exchange (mutual exchange of information takes place). The latter is closer to real-life communication that is why it should be given preference while teaching dialogue.
Among the other three functional types of dialogue, the second type – dialogue-agreement – is the most accessible for learners. Having mastered the first and the second types teaching the mixed type of dialogue begins. It is the combination of making inquiries and agreement/ refusing. Next in the degree of difficulty comes the 3rd type – exchanging impressions/ opinions, when partners discuss some subjects, events, phenomena and express their opinions, agree/ disagree with the other partner’s point of view. Such a dialogue is characterised by a two-way initiative in conducting a conversation. The dialogue-discussion is the most difficult one to be mastered. With the discussion the participants of the dialogue are aimed at working out a certain judgement or decision or at coming to definite conclusions. As soon as the learners master the mentioned above types of dialogue, the teacher encourages them to combine these types, i.e. to master a dialogue of a mixed type.
A definite set of DUs corresponds to each functional type of dialogue.
As it is clearly seen from the above-mentioned kinds of DUs, the DU of a ‘question vs. answer’ kind makes up nearly 50% of all DUs reckoned among the dialogues in pupils’ textbooks. At the same time the ‘question vs. answer’ kind comes first only in the first type of dialogue, the one of making inquiries.
The DU of an ‘information vs. information’ kind and its variants are spread among all types of dialogue. This kind of DU comes first in the dialogue-exchange of impressions and in the dialogue-discussion. At the same time performing the dialogue-agreement is impossible without the DU of an ‘inducement vs. agreement/ refusal’ kind and so on.
Thus, starting to teach dialogical speech within a cycle of lessons based on a definite topic the teacher should clearly foresee what functional type of dialogue he would be teaching his pupils. Depending on the functional type of dialogue the teacher should select and compose the corresponding dialogues-patterns (dialogical standards). He will specify what DUs and set expressions his students are able to use and which of the units and expressions are to be mastered by them.