«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. 


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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 


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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.


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