Use the World Wide Web in teaching English to secondary school

3.1.2 Use the World Wide Web in teaching English to secondary school

graduates

The Internet – a network that links computers all over the world – is now used widely by businesses, educators, government staff, and individuals for information gatthering, entertainment, commerce, and

Communication. Much has been written about the use of Internet technologies such as e-mail, listsers, bulletin boards, and newsgroups in ESL and foreign language classroom.

Skills developed through the World Wide Web.

Websites cover a wide variety of topics and interests including health, entertainment, news,, and sports. These sites provide information with which learners can interact in order to built basic language and employability skills.

A number of websites were created especially for English learners and contain exercises in grammar, vocabulary, writing, or reading.

with the help of many websites we can develop the linguistic intelligence. It gives us opportunity to write, listen and speak. We can speak with our partners in the UK or the USA using computer’s Web. For example, one of my pupils likes to write letter by e-mail. He gets more information not only about another country or city but he learns the genuine English. He is developing the Linguistic Intelligence there.

with the help of Sound Card we can develop the Musical Intelli-

gence. If a person listens to the music he (or she) feels the musical

elements - pitch, rhythm, and timbre (understanding the

characteristic qualities of a tone).

3.1.3 Use of the Video in teaching English to secondary school graduates

Video can be used in a variety of instructional settings – in classrooms. In distance-learning sites where information is broadcast from a central point to learners who interact with a facilitatir via video or computer. It can be used in teachers’profecional development or with students as ways of presenting content, starting corversations, and providing illustration for concepts. Students or senior pupils can create their own videotapes as content for the class. It provides the development of MI.

There are such advantages there:

 

There are a number of good reasons to use video in the senior forms . Video combines visual and audio stimuli, is accessible to those who have not yet learned to read and write well, and provides context for leanning. As for TEFL, video has the added benefit of providing real language and cultural information. Video can be controlled (stopped, paused, repeated), and it can be presented to a group of students, to individuals. It allows learners to see facial expressions and body language at the same time as they hear the stress, intonation, and rhythms of the language.

Authentic videos.

Many excellent videos present real language and the senior pupils can hear the genuine language. These videos include movies, television programmes, and news broadcasts; they can provide a realistic view of American culture.

Challenges

The use of authentic videos is challenging. Often they do not provide the best means of explaining complex concepts or practicing particular grammar or writing skills.

It takes time for the teacher to preview and select authentic videos and then to prepare activities for learners. As the language use and the context of authentic videos are not controlled, teachers will need to take time these.

Selecting videos.

The teachers have to ask themselves the following questions before choosing a video or video series:

 

- Inspiration/Motivation/Interest:

 Will the video appeal to to my students? Will it make them want to learn?

Content:

 Does the content match my instructional goals? Is it culturally appropriate for my learners.

 Clarity of message:

Is the instructional message clear to my students?Here the teacher is vital. Preparing the learners to understand what they are going to watch makes the difference between time wasted and time well spent.

Pacing:

Is the rate of the language or instruction too fast for my students?

Graphics:

What graphics are used to explain a concept? Do they clarify it? Do they appear on screen long enough to be understood by the learner? In some instructional videos, graphics , charts, and even language patterns may be on the screen too briefly to be fully comprehended.

Length of sequence:

Is the sequence to be shown short enough? With ESL learners, segments that are less than five minutes are often sufficient. A two- to three- minute segment can easiely furnish enough material for one -hour lesson.

Independence of sequence:

Can this segment be understood without lengthy explanations of the plot, setting, and preceding and following it? Teachers need to decide whether it’s worth investing the time and effort to prepare learners to understand the context of certain language and cultural nuances, or distinctions.

Availability and quality of related materials:

What print materials accompany the video.

Use of videos:

How will I use the video?

After the viewing, the teacher have to discuss the films with the senior pupils.

Videos are a powerful tool in helping English language learners improve their language skills. They provide the learner with content, context, and language. Videos will play an increase role in prividing ESL instruction to students in the classroom. The students get more information about U.S. culture.

Conclusions

1.Multiple Intelligences are used as strategy for TEFL.

2.According to the structure there are seven intelligences:

Logical-Mathematical Intelligence,

Linguistic Intelligence,

Spatial Intelligence,

Musical Intelligence,

Bodily-Kinesthetic Intelligence,

The Personal Intelligence,

Intrapersonal Intelligence.

 3.With the help of these Intelligences we can teach English.

 4.According to Howard Gardner's theory there are such principles:

1.Intelligence is not singular: intelligences are multiple.

2.Every person is a unique blend of dynamic intelligences.

3.Intelligences vary in development, both within and among individuals.

4.All intelligences are dynamic.

5.Multiple intelligences can be identified and described.

6.Every person deserve opportunities to recognize and develop the multiplicity of intelligences.

7.The use of one of the intelligences can be used to enhance another intelligence.

8.Personal background density and dispersion are critical to knowledge, beliefs, and skills in all intelligences.

9.All intelligences provide alternate resources and potential capacities to become more human, regardless of age or circumstance.

10.A pure intelligence is rarely seen.

11.Developmental theory applies to the theory of multiple intelligences.

I have sketched the background and the major claims of a new

approach to the conceptualization and assessment of human intelligence. Put forth in 1983, the theory of multiple intelligences has inspired a number of research-and-development projects that are taking place in schools ranging from preschool through high school. Until now, our focus has fallen largely on the development of instruments that can assess strengths and weaknesses in an "intelligence-fair" way.

This research-and-development process has proved time consuming and costly. The measures must involve materials that are appealing and familiar to children; there is little precedent for developing scoring systems that go beyond linguistic and logical

criteria; and materials appropriate for one age group, gender, or social class may not be appropriate for others. Of course, it should be recalled that huge amounts of time and money have already been invested in standard psychometric instruments, whose

limitations have become increasingly evident in recent years.

Once adequate materials have been developed, it becomes possible to begin to address some of the theoretical claims that grow out of MI Theory. They have presented here some preliminary findings from one of our current projects. These results give some support to the major claims of the theory, inasmuch as children ranging in age from three to seven do exhibit profiles of relative strength and weakness. At the same time,

even these preliminary data indicate that the final story on Multiple Intelligences may turn out to be more complex than we envisioned. Thus, the rather different profile of results obtained with our two young populations indicates that, in future research, we must pay closer attention to three factors: (a) the developmental appropriateness of the

materials; (b) the social class background, which may well exert an influence on a child's ability and willingness to engage with diverse materials; and (c) the exact deployment of the Spectrum materials and assessment instruments in the classroom.

Some critics have suggested that MI Theory cannot be disconfirmed. The preliminary results presented here indicate some of the ways in which its central claims can indeed be challenged. If future assessments do not reveal strengths and weaknesses within a population, if performances on different activities prove to be systematically correlated, and if constructs (and instruments) like the IQ explain the preponderance

of the variance on activities configured to tap specific intelligences, then MI Theory will have to be revamped. Even so, the goal of detecting distinctive human strengths, and using them as a basis for engagement and learning, may prove to be worthwhile,irrespective of the scientific fate of the theory.

Schools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner's Theory of Multiple Intelligences provides a theoretical

foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted,

children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a

wider range of students to successfully participate in classroom learning.

Speaking is key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.

Pronunciation can be one of the most difficult parts of a language for adult learners to master and one of the least favorite topics for teachers to address in the classroom. Nevertheless, with careful preparation and integration, pronunciation can play an important role in supporting learners' overall communicative power.

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Teaching to other sciences

Methods of foreign language teaching is understood here as a body of scientifically tested theory concerning the teaching of foreign languages in schools and others educational institutions. It covers three main problems:

1.  aims of teaching a foreign language;

2.  content of teaching, i.e. what to teach to attain the aims;

3.  methods and techniques of teaching, i.e. how to teach a foreign language to attain the aims in the most effective way.

Methods of foreign language teaching is closely related to other sciences such as pedagogies, psychology, physiology, linguistics and some others.

Pedagogics is the science concerned with the teaching and education of the younger generation. Since Methods also deals with the problems of teaching and education, it is most closely related to pedagogics. To study foreign language teaching one must know pedagogics. One branch of pedagogics is called didactics. Didactics studies general ways of teaching in schools. Methods, as compared to didactics, studies the specific ways of teaching a definite subject. Thus, it may be considered special didactics. In the foreign language teaching, as well as in the teaching of mathematics, history and other subjects taught in schools, general principles of didactics are applied and, in their turn, influence and enrich didactics. For example, the so-called “principle of visualization" was first introduced in teaching foreign languages. Now it has become one of the fundamental prin­ciples of didactics and is used in teaching all school subjects without exception. Programmed instruction was first ap­plied to teaching mathematics. Now through didactics it is used in teaching many subjects, including foreign lan­guages.

Teaching a foreign language means first and foremost the formation and development of pupils' habits and skills in hearing, speaking, reading, and writing. We cannot ex­pect to develop such habits and skills of our pupils effec­tively if we do not know and take into account the p s y c h o l o g y of habits and skills, the ways of forming them, the influence of formerly acquired habits 'on the formation of new ones, and many other necessary factors that psychology can supply us with. At present we have much material in the field of psychology which can be applied to teaching a foreign  language. For example, N. I. Zhinkin, in his investigation of the mecha­nisms of speech came to the conclusion that words and rules of combining them are most probably dormant in the kinetic center of the brain. When the ear receives a signal it reaches the brain, its hearing center and then passes to the kinetic center. Thus, if a teacher wants his pupils to speak English he must use all the opportunities he has to make them hear and speak it. Furthermore, to master a sec­ond language is to acquire another code, another way of receiving and transmitting information. To create this new code in the most effective way one must take into consid­eration certain psychological factors.

Effective learning of a foreign language depends to a great extent on the pupils' memory. That is why a teacher must know how he can help his pupils to successfully memorize and retain in memory the language material they learn. Here again psychological investigations are significant. In learning a subject both voluntary and in­voluntary memory is of great importance. In his investigation of involuntary memory P. K. Zinchenko came to the con­clusion that this memory is retentive. Consequently, in teaching a foreign language we should create favourable conditions for involuntary memorizing. P. K. Zinchenko showed that involuntary memorizing is possible only when

pupils attention is concentrated not on fixing the material in their memory through numerous repetitions, but on solv­ing some mental problems which deal with this material. To prove this the following experiment was carried out. Students of group A were given a list of words to memorize (voluntary memorizing). Students of group B did not re­ceive a list of words to memorize. Instead, they got an English text and some assignments which made them work with these words, use them in answering various questions. Dur­ing the next lesson a vocabulary test was given to the stu­dents of both groups. The results were approximately the same. A test given a fortnight later proved, however, that the students of group B retained the words in their memory much better than the students of group A. This shows that involuntary memorizing may be more retentive under certain circumstances. Experiments by prominent scientists show that psychology helps Methods to determine the role of the mother tongue in different stages of teaching; the amount of material for pupils to assimilate at every stage of instruc­tion; the sequence and ways in which various habits and skills should be developed; the methods and techniques which are more suitable for presenting the material and for ensuring its retention by the pupils, and so on.

Methods of foreign language teaching has a definite relation to p h y s i o 1 o g y of the higher nervous system. Pavlov's theories of "conditioned reflexes", of the "second signaling system" and of "dynamic stereotype" are the examples. Each of these interrelated theories bears a direct relation to the teaching of a foreign language.

According to Pavlov habits are conditioned reflexes, and a conditioned reflex is an action performed automatically in response to a definite stimulus as a result of previ- ous frequent repetitions of the same action. If we, thoroughly study the theory of conditioned reflexes we shall see that it explains and confirms the necessity for frequent repetitions and revision of material pupils study as one of the means of inculcating habits. Pavlov showed that man's higher nervous activities — speaking and thinking — are the func­tions of a special system of organic structures within the nervous system. This system is developed only in man. It enables the brain to respond to inner stimuli as it responds to outer stimuli or signals perceived through the sense or­gans. Pavlov named this the second signaling system.

Consequently one of the forms of human behaviour is language behaviour, i. e., speech response to different communica­tion situations. Therefore in teaching a foreign language we must bear in mind that pupils should acquire the language they study as a behaviour, as something that helps people to communicate with each other in various real situations of intercourse. Hence a foreign language should be taught through such situations.

Pavlov's theory of "dynamic stereotype" also furnishes the physiological base for many important principles of language teaching, e. g., for the topical vocabulary ar­rangement.

Methods of foreign language teaching is most closely related to linguistics, since linguistics deals with the problems which are of paramount importance to Meth­ods, with language and thinking, grammar and vocabulary, the relationship between grammar and vocabulary, and many others. Methods successfully uses, for example, the results of linguistic investigation in the selection and arrangement of language material for teaching. It is known that structur­al linguistics has had a great impact on language teach­ing. Teaching materials have 'been prepared by linguists and methodologists of the structural school. Many prom­inent linguists have not only developed the theory of lin­guistics, but tried to apply it to language teaching. The following quotation may serve as a proof of this:

"It has occurred to the linguist as well a s to the psycholo­gist that the foreign language classroom should be an excel­lent laboratory in which to test new theories of language acquisition."

Methods of foreign language teaching like any other sci­ence, has definite ways of investigating the problems which may arise. They are: