«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова
Methods to develop this competence
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| Methods to develop this competence
When choosing the methods and techniques to develop sociolinguistic competence it is important to keep in mind the reasons why this competence is neglected. Therefore, first it is necessary to develop this competence in teachers of non-native English countries on all the levels of education not depending on the status (bachelor, master and professor degree) and not depending on age. Second, it is necessary to shift the focus from English for exams to English for real life situations. Third, it is vital to think how to increase students’ exposure to the variety of authentic contexts. It is also important to keep these methods independent of financial issues and accessible to anybody (not dependant on the level of computer literacy) Here are 3 methods that can be used ordered according to the level of students’ active participation. The first is mainly receptive, the second involves some level of productive skill, and the third is solely productive. However, it is up to the teacher to set up a follow-up productive activity for students. 2.1 Method 1 Watching reality shows and sitcoms Reality shows are vastly popular everywhere and there are so many of them that you can choose. Although you need a paid subscription to TV channels to watch the full episodes, there are shortcuts and reviews on YouTube where anybody can turn on the subtitles if necessary. One of them is Bachelor. This franchise is shot in many countries so this is an opportunity to be exposed to many accents and to real life conversations of people with different genders and social statuses as the contestants range from models to lawyers, from nurses to pilots. 194 America Britain Austarlia It has a variation ‘Bachelorette’ and ‘Bachelor in Paradise’ The show is so popular that there is even Bachelor generation and there are also podcasts where ex-contestants discuss what happened on the show and each other’s lives after the show. The contests gain so much popularity that they are invited to other shows and Hollywood and presidents family are fans of these contestants. Thus, this is not just exposure to the authentic language but to the culture of English speaking community. Teachers can ask students to comment on what happened in the episodes and to discuss their opinions. Some quotes can be taken to explore their linguistic features: accents, slang etc. 2.2 Method 2 Comment sections Any YouTube video has a comment section underneath. The comments are mostly from native speakers and they do not have boundaries to any age, job, etc. This is an authentic source of live language. The students can use comments to learn the idioms, colloquialism, etc. The advantage of using a comment section is that students can literally interact with the native speakers. They can ask to clarify the meaning and they will always get the response either from the author of the comment or from the other commentators. ‘My gut tells me something is fishy there…’ or the next comment ‘I can’t wait how this turns out, because what they are telling us doesn’t add up’. The students could be asked to choose a comment that they find interesting, analyse the lexis or grammar used in the comment, write a response to this comment or write the 195 other comment using the learnt piece of language. This way the language will become related to them and live. 2.3 Method 3 Role-play various situations Whereas reality shows and comments are helpful to merge into the sociolinguistic contexts, they do not cover many of the everyday sociolinguistic situations. For instance, a student cannot practice starting the conversation with the stranger, asking for help and explaining the problem. Role- play is a good method to try your communicative skills in different situations. The teacher can take day-to-day communicative tasks like shopping, asking for directions, etc. The suggestion is to combine task-based learning with test- teach-test method. The procedure is the following. First, as a test phase, students are given a social communicative situation (task) which they try to deal with without any prior preparation. Consequently, students advance their compensatory competence whose essence consists in the ability to use verbal and nonverbal tools of communicative strategies for the purpose of compensating the lack of language competency. Second, as a teach phase, after students perform their communicative situation, teacher provides necessary language and do appropriate practice. Third, as a test phase, students have to perform the same task applying newly learnt language. The ideas and language can be taken from Oxford course books English files or Cutting Edge for any age. жүктеу/скачать 5.2 Mb. Достарыңызбен бөлісу:
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