Teaching of English as an international language
Курсовой проект - Иностранные языки
Другие курсовые по предмету Иностранные языки
on secondary school students in communication?
modern, innovative, motivate;
develops learning skills in English lesson with the tools of web 2.0 technology such as "You Tube", Blogs, Wikis, Podcasts;
Creates teachers and students collaboration (interact with peers, experts and other audiences);
Expands the learning process beyond the classroom;we need to engage todays students, which means involving what is important to them, to train them for their prospect, especially to create skills in communication. The main three skills are important for the secondary school students to focus more on the 21 century. They are:
Life and career skills
Learning and innovation skill
Information, media and technology skills.results of theoretical analysis, the study of literature method analysis allowed to make a hypothesized model of training future teachers to the formation of communicative competence in senior pupils.the development of the model for teacher preparation to the formation of communicative competence, we adhere to the following definition. The model refers to visualize implemented system, which displays the object of research and study gives new information about this property.the research model we can separate individual components, to establish the relationship, the each relationship between the structural components, to identify the conditions for implementing.model of training future teachers to the formation of communicative competence is preceded from communicative language teaching approach.approached teaching provides a basis to describe the model of training future teachers to the formation of communicative competence means of the following blocks: the target, content, process and criterion-result.block model of training future teachers to the formation of communicative competence of secondary school students includes improving the quality of future teachers to the formation of communicative competence in communicative approach teaching with the help of web technology.
1.3 The objective of the model is instantiated a number of conditions
The objective of the model is instantiated a number of conditions:
formation of the students a holistic view in communication of senior pupils at secondary school in the pedagogical process
increase knowledge of communicative competence of senior pupils at secondary school
improvement of skills to plan and organize training activities with senior pupils at secondary school
development of communicative skills with modern technology in teaching English to senior pupils at secondary school.next component of the model of training future teachers to the formation of communicative competence is substantial unit that includes an interdisciplinary theoretical and practical training for students. It results to motivational-adaptive, cognitive, pragmatic, imaginative formation. Each of these components describes:
Adaptive motivational - a self-adaptive relationship material and immaterial stimuli which aim at providing quality and high performance communication in the pedagogical process senior pupils at secondary school
Cognitive training based on cognitive abilities of the student. To cognitive abilities include: logic and emotion-type ability, meaningful and reflexive vision, the ability to ask questions, predict the future, formulate hypotheses, draw conclusions, etc.
Pragmatic involves "web technology training that significantly enhance the intellectual component of a modern society. Searching psychological and pedagogical conditions for transition to developmental, challenging, playful, intensifies;
Imaginative readiness describes the creation of fundamentally new ideas methodologies of teaching English in high school to improve their communication skills in the pedagogical process.next component of the model is the technological training stages. It consists of three main divisions. Such as: specialized oriented, academic analysis, competently innovative. It is necessary to use some forms and methods of educational work in preparing future teachers to the formation of communicative competence. The forms are: lectures, seminars, tutorials, pedagogical practice, methods: explanatory and illustrative, reproductive, partial research, exploit modern technology, use of authentic materials and presentations.last criterion-effective component of the model represents a synthesis of selected criteria: a) young teachers linguistic knowledge, b) their communicative skills with secondary schools senior pupils, c) ability to use the authentic materials with modern technologies for their teaching effectiveness, d) their teaching results, i.e. secondary school students formed communicative competence) allows to determine the future teachers readiness to the formation of secondary school students communicative competence: low, intermediate, advanced., the idea of competence-based approach indicated clearly enough formulated, its main provisions and characterized by the transition from the stage of self-determination to the stage of implementation.world of modern technology is developing fast, for example the change of Web 1.0 to Web 2.0 allows many people to be creative with digital technologies and becoming the important part of the youth life.we talk about the training future teachers to the formation of communicative competence of senior students at secondary school, it must be integrated the use of technology into their courses, without hesitations in using the syllabus and course book.
CHAPTER 2. COMMUNICATIVE COMPETENCE FOR INTERNATIONAL COMMUNICATION
As Kasper (1997, p.345) points out, "in applied linguistics, models of communicative competence serve as goal specifications for L2 teaching and testing." The notion of communicative competence as applied to language teaching theory (Hymes 1972) needs to be reconsidered for the teaching of English for international communication. Richards et. al. (1985, p.48) suggested that a communicative approach forefronted "communicative competence" as "the goal of language teaching". Working from an ethnographic perspective, Hymes emphasized the way language was used in speech communities, arguing that there were, "rules of use without which the rules of grammar would be useless." (Hymes 1972, in Brumfit and Johnson 1979, p.14). The change of emphasis in language teaching theory, while not always followed in practice, towards a more "communicative" approach was partly dependent on the influence of this view of language.important notion of communicative competence is "appropriateness". Hymes (1980, p.49) argued that "appropriateness" was a "universal of speech", related to the social codes of speech communities, what he refers to (p.42) as "shared understandings of rights and duties, norms of interactions, grounds of authority, and the like." For Hymes, communication is "pre-structured by the history and ways of those among whom one inquires." (p.74) Learning to communicate "appropriately" has sometimes been taken to imply learning to fit into a particular way of communicating in a target community. Learning might, for example, have focused among other things on the appropriate use of speech acts as social functions used in particular speech communities, such as how to give and receive invitations or how to apologize. Students own norms would then be seen as inappropriate, interfering with successful communication in a target culture.is not new for teachers to challenge this view when carried to extremes, resulting in unconscious cultural imperialism in the very situations where the opposite is intended. In 1984, for example, I found myself in the unreal situation of being required to teach the kind of indirect requests to Bedouin Arab students I could never remember using myself during my Northern English upbringing, but which we British were thought to use, such as, "I wonder if you could direct me to the station?" This approach may have been and may still be justifiable, for example, in language schools where students are learning English in Britain to use in Britain or for professional training. However, in the more varied and unpredictable contexts in which many students will use English in this new century, it is clearly inappropriate to teach language that is only appropriate in limited situations in a target culture that may never be visited by the students. What constitutes making an "appropriate" contribution in international communication cannot be defined in terms of a single speech community and there is no such thing as a global speech community in any definable sense.already available for more than twenty years has not neglected the kind of competences needed for international communication. Canale and Swains (1980) and Canales (1983) four-part framework included linguistic, socio-linguistic, discourse and strategic competences. Bachman (1990) and Bachman and Palmer (1996) include grammatical competence, which encompasses vocabulary, syntax morphology and phonemes/ graphemes (See Skehan 1998, pp. 157-164 for a full discussion). In this discussion we can identify an important distinction between what we could term linguistic knowledge and abilities which enable us to better apply or compensate for lacunae in linguistic abilities. (See Kasper and Kellerman, 1997).
Applying linguistic competence involves the activation of a body of knowledge that has been learned and stored in memory for retrieval. Performance will never reflect the full body of knowledge available to a lang