Процесуальний аспект змісту навчання мовленнєвої адаптації майбутніх учителів англійської мови
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2015
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У статті уточнюється процесуальний аспект змісту навчання мовленнєвої адаптації майбутніх учителів англійської мови. Проаналізовано класифікації функцій мовлення вчителя на уроці, визначено необхідний перелік умінь мовленнєвої адаптації для ефективного педагогічного спілкування. Навчання мовленнєвої адаптації повинно бути спрямоване на формування адаптивних мовленнєвих умінь організації, оцінки та корекції, стимулювання, фасилітації, інформування та контролю. Результати дослідження надають обґрунтування для створення системи вправ та методичних завдань, спрямованих на формування вмінь мовленнєвої адаптації в майбутніх учителів англійської мови.
Considering the problem of the English language teacher training optimization it is worth mentioning that the professional communicative training and the professionalization of the English Practice classes play the utmost role in its solution. One of the ways to increase the effectiveness of the professional communicative training is to determine and resolve the contradictions between the real teacher trainees’ level of English and the requirements of the today’s English classes where teachers should facilitate pupils’ learning. The significant component of the English language teacher trainees’ professional communicative training is teaching speech adaptation which aims at forming teacher trainees’ skills to modify the teacher talk according to the particular conditions of the English lesson. The effectiveness of forming speech adaptation skills depends on the solving of the problem of the components’ selection for the content of speech adaptation teaching from the point of view of conceptual and procedural aspects. It will help substantiate the development of the system of professionally oriented activities and tasks and the learning process model for forming speech adaptation skills of the third and fourth year pedagogical university students. The purpose of the article is to determine and to substantiate the procedural components’ selection for the content of speech adaptation teaching of the English language teacher trainees. The methods of investigation include analyzing and comparing different classifications of teacher talk functions and teacher speaking skills which offer various opinions on the problem. The results of this investigation are: the list of necessary speech adaptation skills for effective pedagogical interaction is determined and proved; the importance of the selected speech adaptation skills is explained. This study revealed that speech adaptation teaching should be aimed at forming adaptive organizing, assessing and correcting, stimulating, facilitative, informative and controlling skills of teacher talk. To sum up, it was grounded that the procedural component of the content of speech adaptation teaching plays the key role in the development of the system of professionally oriented activities and tasks.
Considering the problem of the English language teacher training optimization it is worth mentioning that the professional communicative training and the professionalization of the English Practice classes play the utmost role in its solution. One of the ways to increase the effectiveness of the professional communicative training is to determine and resolve the contradictions between the real teacher trainees’ level of English and the requirements of the today’s English classes where teachers should facilitate pupils’ learning. The significant component of the English language teacher trainees’ professional communicative training is teaching speech adaptation which aims at forming teacher trainees’ skills to modify the teacher talk according to the particular conditions of the English lesson. The effectiveness of forming speech adaptation skills depends on the solving of the problem of the components’ selection for the content of speech adaptation teaching from the point of view of conceptual and procedural aspects. It will help substantiate the development of the system of professionally oriented activities and tasks and the learning process model for forming speech adaptation skills of the third and fourth year pedagogical university students. The purpose of the article is to determine and to substantiate the procedural components’ selection for the content of speech adaptation teaching of the English language teacher trainees. The methods of investigation include analyzing and comparing different classifications of teacher talk functions and teacher speaking skills which offer various opinions on the problem. The results of this investigation are: the list of necessary speech adaptation skills for effective pedagogical interaction is determined and proved; the importance of the selected speech adaptation skills is explained. This study revealed that speech adaptation teaching should be aimed at forming adaptive organizing, assessing and correcting, stimulating, facilitative, informative and controlling skills of teacher talk. To sum up, it was grounded that the procedural component of the content of speech adaptation teaching plays the key role in the development of the system of professionally oriented activities and tasks.
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Ключові слова
зміст навчання, процесуальний аспект, мовлення вчителя, вміння мовленнєвої адаптації, content of teaching, procedural aspect, teacher talk, speech adaptation skills
Бібліографічний опис
Коробова, Ю. В. Процесуальний аспект змісту навчання мовленнєвої адаптації майбутніх учителів англійської мови [Текст] / Ю. В. Коробова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2015. – № 10 (54). – С. 111–119.