Современное педагогическ


partment of a large multinational company. The com-



Pdf көрінісі
бет124/246
Дата10.11.2023
өлшемі4.6 Mb.
#482960
1   ...   120   121   122   123   124   125   126   127   ...   246
form 312-41801

partment of a large multinational company. The com-
pany has decided that it is time to launch in your coun-
try a shampoo which has been very successful in the 
United States and Canada. The target customers for 
this shampoo, called Provocation in the US and Can-
ada, are young women aged 12–25. Your job is to 
prepare a promotional campaign for the launch. You 
should: brainstorm ideas for possible promotional ac-
tivities; evaluate the ideas and decide which ones you 
want to use; produce a plan of action; compare your 
plans with other creative teams, do follow-up [3].
Talking Circles is another strategy to promote learn-
ers’ speaking skills. Talking circles create safe envi-
ronment through confidence where learners are given 
opportunities to share their viewpoints with their peers 
using the target language without fear of judgment or 
criticism. These activities are of immense use when 
the students are feeling, sharing, considering moral or 
ethical issues. These activities are effective strategies 
for real life solving problems and reaching group con-
sensus. So the teachers’ main concern is to encour-
age the learners to narrate the stories, may be short 


85
СОВРЕМЕННОЕ ПЕДАГОГИЧЕСК
ОЕ ОБР
АЗОВАНИЕ
or long, related to their daily life, morality, humanity, 
ethics, social problems, cultural issues and so on. The 
approximate topics can be: “Is it fair that votes of peo-
ple with various levels of education, life, and cultural 
background have equal weight at elections?” “People 
shouldn’t marry outside their nation!”
Debates are one of the most useful activities imple-
mented by the English language lecturers to develop 
the learners’ speaking skills. P. Rao defines debates 
as “a discussion about a subject on which people have 
different views” [16]. According to D. Krieger, a debate 
is an excellent activity for language learning because it 
engages students in a variety of cognitive and linguis-
tic ways [15]. Debates enhance the learners to acquire 
content as well as conceptual knowledge on the top-
ics given, develop incorporating critical thinking, pub-
lic speaking, research skills, vocabulary enhancement 
and so on. The topics to be explored include any of the 
controversial issues going on in the society, religious 
expression, peace, education, diversity, cultural differ-
ences, e.g. “How do you define your national identity? 
What are the values, beliefs and customs that make 
up your national identity?” “How do you think your ge-
ographic region is unique in terms of the language, in-
cluding accent, idioms, jargon, slang, cultural values 
and priorities (festivals, music, food, sport, and land-
scape)?” “What kind of social person are you in terms 
of openness to newcomers, friendliness, extroversion, 
economic status, prestige, concepts of time and per-
sonal space?” The lecturers encourage the learners to 
think of positive and negative aspects of the given task 
to prepare arguments both for and against.
Discussions or group discussions are one among 
the best ways of speech presentation and it is con-
sidered as an interesting form of oral practice in the 
English classroom. P. Rao defines ‘discussion’ as “the 
activity in which people talk about something and tell 
each other their ideas or opinions” [16]. The practice 
proves that the most fruitful discussions are those that 
arise spontaneously either because a learner reports 
something provoking or because a topic or a text in 
the course book triggers some debate. Discussions 
play a very valuable role in seminars, lecture cours-
es, studios, labs, quiz sessions and a variety of other 
settings. The approximate task can be “Work in small 
groups. Choose a few nationalities that you know. First 
describe them in a stereotypical fashion, and then dis-
cuss how much you experience of them fits the ste-
reotype. What is your nationality stereotype? Are you 
like that? What stereotyping of your own country or 
region don’t you like?” A well-planned and prepared 
discussion not only encourages the learners and stim-
ulates their learning but also adds variety to the Eng-
lish classroom.
A ‘Mock Interview’, also known as a ‘Practice In-
terview’, is a simulation of an actual job interview. It 
is urgent to practice such types of assignment nowa-
days because the number of job seekers has been on 
increase by leaps and bounds. After completing their 
education with good credentials, many of the well-ed-
ucated young people are struggling for jobs as they 
have lack of oral communicative skills in the multicul-
tural environment. A mock interview gives an opportu-
nity to the job seekers to practise for the real interview 
and gives proper feedback to them. Learners should 
prepare for a mock interview: bring all the materials 
they need for a real interview, take notes during each 
mock interview, always wear professional attire, re-
cord their responses. Options for mock interview can 
be “Mock interview with a new colleague from abroad 
who has come to work in your office” “In-person mock 
interview with an employer from another country”. With 
the advent of mock interviews, the job aspirants have 
many advantages like answering difficult questions
improving their communicative skills, developing inter-
view strategies and even reducing their stress before 
they come across with the real or actual job interviews. 
The lecturers have to train the learners in such a way 
that they have to face the interview with positive atti-
tude and self-confidence.
In fact, the above- mentioned activities are excel-
lent for developing communicative skills because they 
make the language lecture-room more meaningful and 
authentic. They provide an opportunity for the higher 
school students to achieve communicative skills and 
to master the general professional competency. So, 
language lecturers have to apply different approaches, 
use only authentic printed materials that correspond to 
the trainee’s objectives, assess speaking by language 
appropriacy and accuracy, focus on different engage-
ments that make the educational process of teaching 
speaking skills to higher school students in the multi-
cultural environment more interactive and promote the 
target language use.


Достарыңызбен бөлісу:
1   ...   120   121   122   123   124   125   126   127   ...   246




©dereksiz.org 2024
әкімшілігінің қараңыз

    Басты бет