- •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
12.4. Functional groups of vocabulary. Ways of increasing them
Finding clues of a word is closely connected with division of vocabulary into several functional groups: real vocabulary and potential vocabulary, active vocabulary and passive vocabulary.
Real vocabulary are units of vocabulary which make up a group of words and word collocations which are to be definitely studied by students in accordance
with the Syllabus in a secondary school or in any other educational establishment. These words are usually included to each unit or lesson of a text book under the titles "Keywords" [88, 54], "Vocabulary to the Unit" [66, 319] or given in a special list [34, 6].
An important feature is that units of real vocabulary are used with facility without learners' looking up words in a dictionary or in any other reference book.
Units of real vocabulary can be used in oral speech, reading and listening comprehension.
Real vocabulary of one student can't be equal in number to that of another student. The number of words making up real vocabulary of a person is highly individual and depends upon the learner's personal motivation, level of education, gift for languages and diligence.
Potential vocabulary is represented by a group of words, combinations of words and word collocations which can be understood by people in reading or listening though they have never come across these words before.
The clues to understand new words of potential vocabulary are based on the following:
/. Knowledge of word-building models. For example, on the basis of knowledge of the word-building model N. + -LESS = ADJ. in such words as waterless, helpless students are able to understand such a word group as airless space, a bookless shelf and the like.
2. Similarity of semantic structures of words in the native language and those of their translationalequivalents in the foreign language can also help in widen- mg potential vocabulary. For example, comprehension of the combination of words to have dinner allows learners to reveal the meanings of such combina tions of words as to have breakfast, to have supper/lunch/ a bite and even to have a walk.
If the main meaning of the word head is known to students, then they would be able to understand such combinations of words as the head of a pillar, the head of a marching column.
3. Knowledge of international words is also a source of widening potential ibulary. If a word "доминанта" is known to learners in their native lan- ■c, then it won't be difficult for them to understand the adjective "domi-
ii.im" and the verb "dominate".
Logical educated derivation of the meaning of a unknown word adds many и, и words to potential vocabulary. For example, the noun puck in the sen tence "Hockey is played with a puck and not with a ball." can be understood
with facility, because its grammatical category is evident and the meaningful context the word is used in is very clear and monosemantic.
5. Derivation of the meaning of an unknown word or a word collocation through insight is rather frequent. Through it students acquire a lot of new words of potential vocabulary. At the beginning and pre-intermediate stages students coming across such word groups as "home town" (He returned to his home town.) and "clock tower" (The clock tower was 15 meters high.) have difficulties in understandding them on the spoL It is proved by such variants of translation as «домашний город» and «часы на башне». Even at the intermediate stage not all students are able to understand such a combination of words as "The lights began to go down".
The practice of teaching shows that understanding speech presents a chain of visual images constantly changing in mental vision of a person. The process of comprehending a speech utterance can be discontinued by the inability to imagine the visual image of an unusual combination of words. This leads to the inability to understand the meaning of the utterance and discontinues comprehension. Comprehension is usually renewed only in case adequate visual images of the words appear in mental vision of a re-cepient. The time of discontinuity (a break) of comprehension is individual for each person. If adequate visual images do not appear in mental vision of a person, understanding the utterance is not renewed. It can't be said in what way after a break in understanding it is possible to arrive at correct understanding. Researchers consider it occurrs like a mental insight. |62, 159] It was noticed that those words whose meanings students revealed through insight are memorized by them better and very often for all and good.
To increase the number of foreign language words belonging to potential vocabulary, it is necessary to develop in learners habits and skills of comprehension of word-building models, international words and polysemantic words of the language, train learners in logical educated derivation as well as in derivation through insight.
Active vocabulary is made up of words frequently used by people to express thoughts and ideas of their everyday life.
Using words referring to active vocabulary, people don't need to resort to a dictionary, because they don't experience any difficulty in using words of active vocabulary.
To increase the number of foreign language words of active vocabulary it is necessary to sufficiently train learners in taking part in foreign language speech interaction. In school it can take place at plot lessons.
Passive vocabulary is made up by words which are generally not used in oral everyday speech. These are words which are understood in reading specialized texts or in listening to reports, speeches on certain content topics. Words of passive vocabulary are of lesser frequency than those belonging to active vocabulary. Bloomfield L., an American linguist noticed that people understand a great number of words which they never or rather seldom use in speech [55, 327], e.g.: spheroidal, knighthood, high-toned etc.
Passive vocabulary is much wider than active vocabulary. The meanings of its words are cleared up with facility in meaningful contexts, they come to light only when people come across them while reading or in speech of others.
To increase a number of words belonging to passive vocabulary it is necessary to expose learners to communicative reading and communicative listening to develop learners' habits and skills in extensive reading, as well as in listening comprehension.
Considering all the above, the strategies of finding clues to unknown words of potential vocabulary can be described as follows.
The first step is to examine the immediate context of an unknown word and decide to what part of speech it belongs. If the unknown word is a noun, then it'll be of help to look for an adjective or a clause describing it.
The second step is finding whether there is a predicate-verb after the unknown noun, so deciding what action is carried out by it or what action is carried out over it.
If an unknown word is a verb, then it is necessary to find what noun goes in front of it. It'll help to decide who or what is the doer of the action expressed by the unknown verb. If the word is an adjective, it is necessary to find out the noun to which it is an attribute trying to comprehend the meaning of the adjective.
The third step is looking at the relationship between the clause or sentence and other sentences or paragraphs of the text. At this stage adequate acceptance of the meaning of the conjunctions but, because, if, when, as a result etc., as well as that of the relative pronoun such as this, that, and such is of great importance.
At the following stages recognition of the word-building structure of unknown words, recognition of their international character, recognition of their polysemantic structure are of great help.
Considering all mentioned above, it can be stated that in order to achieve success in forming learners' competence in lexis it is necessary to develop learners' habits, skills and knowledge in:
pronunciation, so that they would be able to produce aloud and compre hend by ear phonetically correct lexical units;
sound-spelling relationship, so that they could easily and with facility tran slate sound-letter images of words into their sound-motor and visual images and further could get understanding of oral or written speech;
grammar, so that they could both produce and identify grammatical forms and word-building models in order to express and attribute adequate mean ings to words, sentences and utterances;
combinability of words with each other.
TEST YOUR KNOWLEDGE OF PART 12
Ground your choices on the paragraphs of the text
From each of the multiple choices below choose two correct answers.
l.The goal of mastering lexis of a foreign language in a secondary school is
a/ to know all the words in order to be able to speak the foreign language; b/ to know all the words according to the Syllabus; c/to use in oral speech and recognize while reading a sufficient number of words; d/ to be able to read and speak the foreign language on the topics of the Syllabus; e/to recognize the words while reading and speaking.