Использования аутентичных материалов в преподавании английского языка как иностранного
Дипломная работа - Иностранные языки
Другие дипломы по предмету Иностранные языки
for the negotiation of meaning and probable communicative events (Kitajima & Lyman-Hager, 1998, p.40). In addition to silent videos, language-focused video materials like ethnographic interviews with individuals in the target culture can be a good source for developing effective communication strategies (CSs). Ethnographic interviews are useful for establishing an understanding of presuppositions and assumptions of the words community.addition visual clips are good at activating emotional memory. Students can remember lexical or grammatical items by recalling emotions that he or she experienced in the same moment of perceiving the language data. Emotional memory (affect) can speed up, or slowdown, or even inhibit the process. So, teachers should pay close attention not only to students progress in acquiring a language but also to emotional background behind which this data is being stored. Otherwise students can end up knowing everything but not willing to do anything. A careful selection of visual prompts is needed. There are tons of good inspiring visual clips in the Internet.
2.2.3 Realia
Realia in EFL terms refers to any real material objects we use in the classroom to bring the class to life (Budden, 2011). The use of realia in classroom lessons makes up for textbook deficiencies and encourages students by making them aware of their abilities to interact successfully with practical living when they finish the language course. The main advantage of using real objects into the classroom is that it helps to make the learning experience more memorable for the learner. For instance, when you teach vocabulary of fruit and vegetables it can be much more effective for students if they can touch, smell and see the objects at the same time as hearing the new word. This would appeal to a wider range of learner styles than a simple picture of fruit or vegetable.most difficult part of using realia would be to find appropriate and suitable materials. There are limitations as to what can be brought into the classroom. However, there is still a great choice of various materials that are available for every teacher and may be used to conduct interesting, worthwhile English activities. Plants, flowers, sticks, stones, and recycled items may be used as teaching materials for the English language class. Lund (1992) also proposes the use of restaurant advertisements and menus, shopping-mall directories, tour brochures, trains schedules, and maps (p.21).the Internet there are many ideas for using material objects. Here are some suggestions by Budden (2011):information Gather some city/town maps from the tourist information bureau wherever you are. Use them to create role plays that could happen with English speaking visitors to their town or city. Give students a scenario for them to build a role play out of. If you had trouble finding your way around their town/ city when you arrived use your own experiences to create situations.brochures of places of interest (in English if possible but not vital) and ask students to use them to plan a trip for a group of students who are coming to their town for a week. They can plan the itinerary, work out the budget, etc.survival Bring in a selection of items such as a coat hanger, a corkscrew, a packet of dental floss, a clothes peg, a plastic bag, a wooden spoon, some swimming goggles, elastic bands etc. Put the students into groups and tell them they have been shipwrecked on a desert island with their group. Luckily, there are some random items on the island they can use to help them survive. Reveal the items one by one and elicit vocabulary. Then tell students they have ten minutes to think about how they are going to use the items to help them survive. At the end, listen to each groups ideas and vote on which group you think would survive the longest.envelopes Get three or four envelopes and fill them with bits and bobs you find around the house such as foreign currency, shop receipts, postcards, photos, buttons, etc. Put students into groups and ask them to have a good look at the objects and to decide who they belong to. They should be able to build up the identity of a character from the objects. You could say they are all suspects from a crime and they have to decide who did it, or simply create the characters to use in a role play.we can see, it is not so difficult and any English teacher can use advantages of realia in his or her classroom.
2.3 Movies
general, using movies is similar to using of visual clips. Watching movies, as well short visual clips, is a way to expose students to naturally occurring language. Good movies reveal habits, customs, worldview, and values of the native speakers of the target language, in our case, English. Since language is a part of culture, students should be exposed to the culture in order to acquire the language., the length of movies and the magnitude of covered events vary from visual clips. In general, the movie takes about 2 hours, so in regular Russian schools where the class lasts 40 minutes it might be difficult to watch the whole movie even if you have two subsequent classes. Teachers should plan ahead of time where to pause.is good to be aware that there might be some pitfalls we can encounter while using movies. We will discuss three issue the teacher might face. According to Davis (1999), sometimes it is not easy to choose films that are culturally appropriate and that present language at a level that is accessible to the students we are teaching. Probably the best choice will be old classical movies that are time-proved as masterpieces. We have to admit most of the students are consumers of Hollywood PR, they do not know that movies can be more than mere entertainment, that there are important things about life we can learn from movies. In this case the teacher is called to help students to develop a good taste, to look deeper into the very heart and essence of things. I remember the words of our teacher pedagogy, "It does not matter what subject you teacher but what personality you shape". It is worth to spend time to develop a good movie lesson plan and find a way to motivate your students to watch it.teacher should consider language level and social maturity of his or her students. It is preferred to watch the film yourself, even if you have seen it before, with your particular students in mind. Will they be able to follow most of the dialogues? Will they be embarrassed or offended by the visuals, theme, language, etc? Also we have to ask ourselves what our educational purpose is. Are we focusing on language first and culture second, or the opposite? Or are we simply giving the students a break from test anxiety? Our purpose determines how we plan our lesson and how we show the film., we have to overcome students belief that they have to understand every word they hear. An introduction to the story, characters, setting, genre, cultural context, themes, etc. is very helpful for encouraging students not to give up when they have a hard time understanding the language. They can hear much better when they know what to expect to hear. Here are other suggestions for students not to get lost in the flow of new information: they should watch the body language, listen to the music, and pay attention to the visuals., we have to teach the films rather than simply show them. We do not watch movies just for the sake of movies. We show them for specific purpose. How we teach them depends on the students level and the purpose of our course.movie lesson should be well-structured. Otherwise, students will not profit from the video session. Mari (2010) proposed three stages that each video lesson should have: Tune-in, While-watching, and After-watching.
Firstly, by Tune-in we mean that students are gradually guided and involved in the plot, the characters, and the setting of the film. They can be led at this stage by prediction-based activities, brainstorming speculation patterns with the aid of visual materials, such as pictures, vocabulary banks with words and expressions from the story, or just through questions related to the main topic.
Secondly, at the While-watching stage, there is more thorough work on the plot and the characters. Students are exposed to a variety of activities such as problem-solving, filling blanks, multiple matching, ordering events, true and false or comprehension questions. The main aim at this stage is to exploit the film at its best profiting from the wide variety of idiomatic expressions, collocations and slang that the students will encounter in real life.
Thirdly, the After-watching stage is considered to be the follow-up one where the film plot is used together with the lexical terms by making students either role-play the best parts or by organizing group debates based on the moral aspects of the plot.
Furthermore, a written homework assignment may be set asking students to describe their favorite character at lower levels or writing a film review as well as an article to be placed in the school magazine at higher ones.
Here are some practical rules by Linell (1999) for teaching with movies that can be useful for Russian teachers as well:
1.Never show a 2-hour film in a 2-hour class. Always multiply the viewing time by at least 2 when planning your lesson. A two hour film requires 4 hours of class time - or more, depending on what you do with it. Plan ahead for pauses. If you dont your students will succumb to the hypnotic effect and become passive viewers. You dont expect to read a story in one sitting, so there is no reason to expect to view a film in one sitting.
2.Tell students that film is the great art form of the 20th century. They can and should learn to read a film