Teaching of independent activity at foreign language lessons
Formation and development of skills of the independent creative activity with the usage of educational game at the English language Lessons
Development of skills of independent creative activity in the course of teaching a foreign language
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Formation and development of skills of the independent creative activity with the usage of educational game at the English language Lessons
Development of creative abilities at English lessons
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1.2 Formation and development of skills of the independent creative activity with the usage of educational game at the English language Lessons
As far as we can judge, the great value in the organisation of educational process promotes a played motivation of the doctrine. Thinking activization causes interest to this or that kind of task, to filfilment of this or that exercise. The ways of training satisfying requirement of children in novelty of the studied material and a variety of carried out exercises are the strongest motivating factor. Usage of various ways of teaching promotes fastening of the language phenomena in memory, create more proof visual and acoustical images, maintenance of interest and activity of pupils. The foreign language lesson is considered as the social phenomenon where the class audience is a certain social surroundings where educational process is an interaction of all present. Thus, the success in teaching is a result of collective use of all possibilities for teaching.
Great opportunities for formation and development of skills of independent creative activity are given by use of game in the course of teaching a foreign language.
Game makes active aspiration of pupils to contact with each other and with the teacher, creates equality conditions in speech partnership, destroys a traditional barrier between the teacher and the pupil. Game gives the chance the shy to break an uncertainty barrier. In it everyone receives a role and should be the active partner in speech dialogue. In games pupils seize such elements of a dialogue as ability to begin conversation, to support it, to interrupt the interlocutor, from time to time to agree with his opinion or to deny it, ability to listen to the interlocutor purposefully, to ask specifying questions etc. Language games help to acquire various aspects of language (phonetics, lexics, etc.) They devide on: phonetic, lexical, grammatical and stylistic.
The main objective of phonetic games is statement (correction) of a pronunciation, training in a pronunciation of sounds in words, phrases, working off intonation. They are used regularly, mostly at the initial stage of teaching a foreign language (an introductory-corrective course) by way of the illustration and exercises for working at the most difficult sounds for a pronunciation, intonation. In process of advancement forward phonetic games are realised at the level of words, offers, rhymings, tongue twisters, verses, songs. The experience got in games of this kind, can be used by pupils further on speaking foreign language.
Lexical games concentrate attention of pupils exclusively on a lexical material. They help to get the vocabulary and to increase it, to illustrate and fulfill the use of words in dialogue situations. There are various kinds of lexical games:
Grammatical games urged to provide ability of pupils practically to apply knowledge on grammar, to stir up their cogitative activity directed on the use of grammatical designs in natural situations of a dialogue.
Stylistic games pursue the aim of teaching pupils to distinguish official and informal styles of a dialogue, and also to apply each of them correctly in different situations.
Speech games teach the skill of using language means in the course of fulfilment of the speech act and make a start from a concrete situation in which speech actions are carried out.
Games for training urge to help reading and listening with the decision of the problems connected with data VRD. And in the basis they assume work of pupils with the text: coding and an illustration, guess, designing, paraphrase, compression/expansion etc.
Games are very important for forming pupils’ informative interests. They promote the realised development of a foreign language. They promote development of such qualities as independence, initiative; to educate the feeling of a collectivism. Pupils work actively, with enthusiasm, help each other, listen to the companions attentively; the teacher only operates educational activity. It is necessary to note efficiency a role game as a methodical way of training raises, if the teacher defines duration of speech dialogues correctly. Duration of optimum working capacity of pupils of elementary grades in a dialogue reaches five minutes. The expediency of use of role games, in 1-4 th forms is caused by the fact that children prefer the group form of study. For them joint activity and a dialogue get the personal importance, they aspire the development of new forms and ways of a dialogue, knowledge of other people of a dialogue, the organisation of mutual relations with contemporaries and adults.
At all variety of plots in games the same maintenance essentially is activity of the person and the relation of people in a society. Essential psychological feature of children's role game isn’t its utilitarian character defining appeal of the process of game. Participation in it is accompanied by the diverse and strong emotions connected about breakdown of own forces, self-affirmation. Role game is under construction on interpersonal relations which are realised in the course of a dialogue.
Game use in class allows to form and develop pupils at trained skills and abilities to find out the necessary information, to transform it, to develop on its basis plans and decisions, both in stereotypic and unstereotypic situations. It means that educational game can act as the means of pedagogical science. Most active educational game is used on fulfilment in foreign languages that speaking features of the given subject overall an objective – teaching language as a dialogue means. Game helps to provide a mutual dialogue of all participants and motivates participants’ active speech. It is necessary for formation of creative independent initiative thinking:
1) to create the external and internal conditions providing a high emotional inclusiveness (by principles of good, fascinating games) through:
- Children’s creation and understanding a freedom in choosing the ways and means of achievement of the purpose at lessons;
- Understanding of possibility of "loss" at wasteful actions and the overestimated claims;
- Comprehension of dependence of "prizes" from own knowledge, skills, from ability of risking, which is well-grouned;
2) the teacher shouldn’t be in a position of «the senior companion» or the partner equal in rights, and the commentator and the leader of game-lesson, the adviser;
3) to give pupils independence in their actions, to create conditions at which they should not count on the help of the teacher. Such lessons combine with lessons-consultations. Children, besides, have the additional information materials facilitating fulfilment of a problem;
4) in every possible way to encourage originality, a non-standard, efficiency of thinking.
Conclusion on chapter I
In this light, we will underline that fact that formation of creative activity – the activization of suprime aim, but it is impossible to ignore its lower steps. Drawing up and a presentation of the tasks intensifying learning-informative and (wtat is more important) creative process at a foreign language lessons represent a content matter. Its other side is the organisation of the made active study. Value of this method is great enough, but increasing efficiency is necessary to combine it with other forms. Tasks for face-to-face work can be directed on activization:
1) memory process;
2) process of logic thinking on the basis of available skills and knowledge;
3) creative activity and search of new knowledge. Specificity of a foreign language consists on the one hand on, mastering by speech activity. Speaking another language represents rather labour-consuming intellectual process demanding mobilisation of their attention from pupils, memory, purposefulness, will, and with another – process of mastering a foreign language stimulates the further knowledge of the world and cultural wealth of the people of other countries, their psychology, a way of life.
Any subject of a school course does not demand such constant, regular work of pupils as a foreign language, which mastering demands abilities, not much knowledge. The fewer meetings of schoolchildren with the teacher in a class, at the lessons the more especially necessety of significancy for formation of learning-informative motivation. There is a purposeful independent work of pupils during free time at school and at home.
Chapter II. Practical application of methods and ways of development of independent creative activity of pupils at lessons at an average comprehensive school
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