- •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
9.7. Speaking and understanding strategies in dialogical speech
Training learners to use speaking and understanding strategies of communication in dialogical speech is another prominent feature of today's language instruction [61; 56; 7].
Though there are some methodologists who consider teaching strategies a debated question, it is clear that "learners must be competent at using such strategies as circumlocution, hesitation devices and appeals for help". [76,104].
Very often it turns out that due to the lack of foreign language communicative competence learners experience difficulties in producing and understanding dialogical speech. A teacher should tell learners that in such cases people usually resort to some speaking strategies, and they do it irrespectively of what language they speak: their mother tongue or a foreign language. The main points of such strategies are described below.
If while speaking out you lost the thread of your thought you can return to what you have already said. Don't be shy and say: Pardon, I'd like to start from the beginning.
If you see that your interlocutors don't understand you, then you may try to paraphrase your speech utterance. For example, your peers didn't understand what "the Edinburgh military tattoo" meant in your utterance. Tell them: I'll try to say it in some other way: In Edinburgh military shows with music are held every August. They are called military tattoos.
If you don't know the exact name of a thing you are speaking about or the exact name of a profession, then you can try to substitute it with a word expressing a wider concept and then try to describe the meaning of this word. For example you
say: "Then I see the child takes " and then you stop retelling because an exact
word can't be found. In a moment you start again: "Then I see the child takes out this thing out of the pocket. This is a thing we usually keep money in." This time everybody understands that you mean either a purse or a wallet.
If you don't know the exact name of a thing you are speaking about you can try to describe its physical properties defining its specific feature more exactly (its colour, size etc.), you can always use some gestures to communicate your idea, e. g.: This thing is usually made of metal. It is a metal container for water. I sually it contains a litre or two litres of water. (Mind, these properties are I Minmon for kettles, pans and metal cooking pots. So, you can explain the meaning of these words in the same way) // has a handle, a lid and a spout through which water can be poured out. We usually put such a metal container on . / \ love to boil water for tea.
If you are not able to pronounce a word in English but you see an object or a thing whose name you want to use, then you can point at it or show it to the interlocutors.
Trying to be more expressive you are allowed to use various gestures and even mime.
Trying to be more expressive you are allowed to use prosodic means of your own, e. g.: to stress the words whose meanings are most important for the story, make longer pauses between syntagmas to attract listeners' attention or exaggerate tones on purpose.
If you are not able to understand the interlocutors, you can ask repeated questions, e. g.: What?, You what?, 1 didn't hear what you said., Sorry. Why?, Why do you ask ?, etc.,
If you can't understand what your interlocutor means and you are in confusion, then you can beg him/her for help: Couldn 'tyou tell me what the Ukrainian is for... ?or Couldn'tyou explain to me in English what this word means.
Besides the described speaking strategies a teacher must explain to learners that dialogues do not always consist only of a pair of phrases which usually present a question and an answer (Where are you from? — I'm from Odessa). Learners are to be taught to construct the last phrase of two parts: the first one is an answer to the question, the other being a means of stimulating the interlocutor to go on speaking, e. g.:
Peter, is it really so difficult to decide what to do after school?
Really it is. What do you think about it?
The first part of the answering phrase "Really it is." is a reaction to the previous phrase. Its other part "What do you think about this?" stimulates a continuation of the dialogue [38, 148; 39], 69].
TEST YOUR KNOWLEDGE OF PART 9
Ground your choices on the paragraphs of the text