- •1.1. Foreign language communicative competence
- •1.2. Foreign language communicative competence and plurilingual and intercultural education
- •1.3. Framework for foreign language communicative competence
- •1.4. Definition of methodology
- •1. The majority of people study English so that they were able:
- •2. The statement that people's speech both in the native and foreign languages is influenced by a social context means:
- •4. By Foreign Language Communicative Competence I mean:
- •5. Choose two correct items.
- •2.1. Fundamental categories and notions of methodology
- •Example 1
- •2.2. History of methodology
- •2.2.1. The Classical Greek Method
- •2.2.3. The Direct Method
- •6. From the multiple choice below choose two correct answers. The Direct Method:
- •7. From the multiple choice below choose three correct answers. The principles of the Direct Method:
- •3.1. New methods created between the 1930s and 1970s
- •3.1.1. Influence of Philology on Creating New Methods of Teaching Foreign Languages. Structural Approaches
- •3.1.2. Palmer's Method
- •3.1.3. Audio-Lingual Methods
- •3.1.4. Tasks and Drills Topical of the 1930s and 1970s
- •3.2. Communicative methods
- •3.2.1. Community Language Learning as Method of Humanistic Approach
- •3.2.2 Some organizational peculiarities of the cll
- •3.2.3. Method of Total Physical Response as Comprehension-Based Method
- •3.2.4. Kitajgorodskaya's Method of Activation of Individual and Group Potential
- •The principle of concentration and distribution of teaching material.
- •1. The methods created between the 1930 and 1970
- •2. From the multiple choice below choose four correct answers. Community Language Learning
- •3. The Method of Transformations and the Modelling Method
- •4. The main idea of all Communicative Methods is
- •4.1. Postulates of methodology
- •4.2. General considerations of integrated, or interactive, teaching
- •4.3. Methodological techniques of integrated, or interactive, teaching
- •Conditions of its Implementation
- •Teacher's Behaviour
- •Grammatical item
- •1. The goal of the first stage is to create conditions for learners' comprehending the suggested language items intuitively and spontaneously, e.G.:
- •4.3.2. Oral speech — visual-and-graphic situation with things and objects of everyday practice to present grammatical point
- •A phonetic item
- •2. The goal of the second stage is to form in learners initial imitative reading of the text.
- •4.4. Polyfunctional sequences of learners' activities as technique of interactive, or integrated, teaching
- •4.4.1. Teaching Reading through Polyfunctional Sequences of Learners' Activities
- •10. Read the text trying to notice in what it differs from your the version you have written.
- •Reading Tasks
- •1. From the multiple choice below choose two correct answers
- •2. A teacher is dependent in his choice of the text-book on
- •4. A language form is trapped by sense when
- •2. From the multiple choice below choose two correct answers.
- •5.1. Lesson as basic link of language instruction
- •5.2. Psychological peculiarities of lesson
- •5.3. Standard lessons
- •5.4. Planning standard lessons
- •Beginning Stage of Lesson Plan
- •Greeting and warming- up 2 m
- •5.5. Lesson procedure
- •1. Write down the number of the item in which the general goal of the lesson is formulated most correctly.
- •2. Choose the correct:
- •4. The lesson plan of a novice teacher should consist of:
- •5. When processual motivation is applied students
- •6. Practical and Educational Tasks of the lesson are to be included into:
- •6. Formation of foreign language speech
- •6.1. Distinguishing characteristics of plot lessons
- •6.2. Quizzing-game lesson
- •6.4. Auction lesson
- •6.5. Press-conference lesson
- •6.6. Round-table lesson
- •6.7. Brain-storming lesson
- •6.8. Discussion lesson
- •6.9. Debate lesson
- •6.12. Project lesson
- •7. Some psycholiguistic peculiarities
- •7.1. Psycholinguistic peculiarities of speech. Subject of psycholinguistics
- •7.2. Universal object code
- •7. 3. Significative structure of word
- •7.4. Importance of mental operations of translating one component of word into its other component
- •1. From the multiple choice below choose two correct answers. Generating meaning in speech is controlled by:
- •2. From the multiple choice below choose three correct answers. In the Universal Object Code:
- •4. In language instruction:
- •8.1. Developing sound-motor-spelling and image relationships
- •Mastering speaking
- •Mastering reading
- •Mastering writing
- •8.2. Contents of learners' theoretical and practical knowledge in phonetics
- •8.3. Requirements for secondary school learners' skills in pronunciation
- •8.4. List of phonetic items of the english language to be studied in secondary school
- •Vowels in open, closed and conventionally open syllables.
- •Vowels before -le.
- •1. If sound-motor-spelling and image relationships are well developed in learners:
- •2. The most important skill to be developed in learners while teaching read ing is skill in:
- •4. The practical goal of studying pronunciation in a secondary school is:
- •9. Theoretical fundamentals
- •In dialogical speech
- •9.1. Spontaneity of speech
- •9.3. Interlocutors' personal interest to solve non-linguistic tasks in oral speech interaction
- •9.4. Level of formation of habits and skills in pronunciation, grammar and lexis
- •Vm sorry to hear that.
- •9.5. Level of formation of sociocultural activity
- •9.6. Skill of applying speech stimulating phrases
- •9.7. Speaking and understanding strategies in dialogical speech
- •1. From the multiple choice below choose two correct answers. Speech can be considered spontaneous and unprepared if
- •2. From the multiple choice below choose two correct answers. Situational character of speech helps learners to develop
- •4. Choose the correct:
- •In reading
- •10.1. Significance of reading
- •It is through reading that people get most of the information available in the world.
- •10.2. Definition of reading
- •10.3. Comparison of reading skills of fluent readers and beginning readers. Tasks in teaching reading
- •Skill of using various reading strategies
- •For you to Choose
- •For you to Choose
- •10.4. Bilateral nature of reading in teaching
- •In English.
- •10.5.2. Imitative Reading as Means of Developing Technique of Reading at Starting and Beginning Stages of Teaching
- •Sequence I
- •Chart 2
- •10.6.2. Preventive Work Preceding Teaching Reading for Meaning
- •10.6.3. Teaching Skimming Reading
- •10.6.4. Teaching General Reading
- •10.6.5. Teaching Close Reading
- •10.6.6. Teaching Searching Reading
- •1. It is important to teach reading foreign languages in Ukraine because
- •11.1. Active, or productive, command of language. Passive, or receptive, command of language
- •Grammar
- •In order to show the animation Pete switched on the dvd.
- •1 To inform clients about the terms of delivering the goods, the firm
- •3 3 Them by telephone.
- •11.3. From first-time presentation of grammatical structure to forming grammatical speech competence
- •12. Theoretical fundamentals of formation
- •In secondary school
- •12.1. Vocabulary learning as central to language acquisition
- •12.2. Goals of teaching vocabulary
- •12.3. Main factors favouring acquisition of foreign language vocabulary
- •12.4. Functional groups of vocabulary. Ways of increasing them
- •2. From the multiple choice below choose two factors which do not favour bet- r understanding and memorizing meanings of unknown words.
- •3. A group of words or combinations of words which people are able to com- rehend though they have never seen them before are called
- •4. From the multiple choice below choose as many correct answers as you can. The clues to understand new words are based on
- •Bibliography
3.2.1. Community Language Learning as Method of Humanistic Approach
To understand the characteristic features of this method it is first of all necessary to get in the know what they mean by humanistic techniques or humanistic approach (pedagogy).
Humanistic techniques (pedagogy ) implies teaching, which is organized as whole person learning. It requires from a learner full engagement in the activities of fellow-learners' and teacher community. Learning is viewed as something achieved collaboratively, and that's why it engages the whole person, including all his/her emotions, feelings and developing a new person [81,116].
The CLL was created by professor of psychology Curran in the USA [59]. The dominating ideas of this method can be formulated as follows:
First: secure environment for the learner is to be created. The relations between the teacher and learner should be like those between the counselor and client (a person who gives advice, assistantance and support and a person who needs advice to solve some problems). This kind of relation leads to mutual warmth and understanding.
Second: self-actualization of the learner is to be realized, this raising learners' self-esteem and that's why learning is to be organized in the form of a community of fellow-learners and teacher.
Third: no pedagogical constraint is to be exercised, learning is to be self-constraint. No obvious outside pressing is used, the teacher only helps to solve this or that task or problem; learners want to look properly up to the mark in the eyes of the community (the co-learners and teacher) and this makes them impose some self-constraint on themselves for they don't want to let the community down and do their best to be understood when speaking the foreign language and to understand the others.
3.2.2 Some organizational peculiarities of the cll
In the description below we used some material from the book by Richards J. С and RodgersT. S. [82, 113 - 122].
Learners are organized in circles from 6 to 12._Circles are grouped typically and not at random: all the members of a circle must have the same cultural context and knowledge of the language. The number of teachers in a circle is from one for each learner or two for a circle.
Before learning the teacher and learners are getting acquainted with each other, sizing up their tastes, likings and dislikings and getting to know each other better.
A course of CLL lasts a month, four hours every day: 10 units are planned, mastering of each takes 3 days.
A round desk is used for classes. The teachers stand round the desk behind the learners, all the learners have good visual contacts with each other and each has a tape-recorder microphone.
The first day's class is as follows:
The teacher makes a statement of the goal of the lesson, e.g.:
Today we begin studying how people can make reservation of a room in a hotel, how they behave when they come to a hotel. Suppose some of you work at a hotel, and some are hotel guests. If the circle's knowledge doesn't allow to speak English the teacher uses the native language.
Then there follows a discussion of the script to be used as the main guide-line and the roles are distributed, e.g:
You are a hotel-receptionist. You are hotel manager. You are hotel-guests. and so on).
Each learner is asked to individually add the main script with details of his/ her own. In the course of time students start feeling like having an urgent desire to add something to the script.
Then a period of silence follows: learners try to determine what is supposed to happen. They concentrate on the lines of the script.
Then a conversational session follows: a student initiates conversation by giving a message to the other student:
Добрий день! Я телефоную з Ku'iea. Я хочу забронювати номер з наступно! середи.
The message is given in the native language, and everybody hears it. The teacher standing behind the student whispers an eauivalent of the messaee in the foreign language. The student then repeats the message to its addressee and into the microphone for it to be stored for further learning. The other students give answers constructing them with the help of their teachers. Any learner may build his/her answer not foreseen in the script.JThis gives a possibility to the others to react spontaneously. Each student has a chance to produce 3—4 messages.
After a conversation session there follows a period of reflection: learners discuss the conversation conducted, express their feelings, the teachers ask them what they have memorized and ask the students to give their personal estimation of the conversational session. The circle decides whether it had been a success and what is to be done to improve it.
Then there comes a period of learning. The tape-recorder is rewound and replayed. Each student repeats his message in English. They focus on learning the linguistic items of the conversational session. The teacher writes sentences to be studied, highlights elements of grammar, vocabulary and phonetics. All traditional exercises and drills in all three language elements are carried out. Sometimes translation into learners* native language takes place.
Grammar explanations are directed from the usage to the rule and are fragmentary (only what is needed for the message). Transcription is studied. However, learners are not constraint, to say more exactly learners are self-constrained.
Listening to a monologue given by the teacher is the last period of the first day class. In the monologue the language items, which had been overheard by the students, are used. After the monologue the following hometask is given: to memorize all the messages and be able to pronounce them.
The second day class is as follows:
It begins with the teacher's stating the goals of the class. The circle together with the teachers develops another script on the topic studied yesterday. The succession of the periods is the same, however, the learners play one script several times, each time changing the roles and adding some new details and messages. During the second day less time is required to develop and conduct conversational sessions for learners had already studied a rather sufficient number of language forms. Two or even more scripts are role-played during the second day.
The Third-Day Class
Learners develop a script of their own which is prepared and trained. After the period of reflection they create a new script; so, up to 5 new scripts are prepared at the third-day class.
As we can see, in CLL learners don't use ready-made texts. In the history of methodology it was the first method in which suggesting ready-made texts to learners was rejected from the very first class. In the process of studying learners create texts themselves. This was a very peculiar feature of the method.