Про деякі аспекти попередження та виправлення помилок в іншомовному мовленні
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Дата
2013
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Анотація
У даній статті розглянуто деякі аспекти виникнення помилок у студентів на різних ступенях іншомовної підготовки, досліджено доцільність і ефективність корекції помилок залежно від підходу до формування іншомовної компетенції (когнітивного й комунікаційного), проаналізовано поширені прийоми виправлення та засоби попередження появи помилок у мовленні, запропоновано приклади особистісно-орієнтованих завдань. Наголошено на важливості стимулювання студента до самостійного визначення й виправлення власних помилок, заохочення до комунікації, посилення мотивації до іншомовного спілкування.
This article focuses on some aspects of errors correction in students’ speech at all the levels of the foreign language training, studies the feasibility and effectiveness of error correction depending on the chosen approach in foreign language competence forming (cognitive and communicative), analyzes common error correction methods and means of preventing its occurrence in speech, provides with the examples of student-oriented tasks. The author understands communication as a consecutive logic sharing of messages. Though even if students’ messages have been expressed grammatically incorrect, but it doesn’t prevent from understanding, the communication can be considered successful. Although any spontaneous communication, especially in the foreign language, is impossible without errors, students’ uncertainty in a simple phrase building indicates a failure in applying the acquired knowledge during social and communicative interaction. The errors demonstrate the lack of knowledge; objective difficulties in the linguistic material mastering, linguistic clichés insufficient automation, and methods of eliminating errors in foreign language communication remain an urgent and still controversial problem. The author stresses that the decisive psychological parameter of any communication, in addition to the need of obtaining information, is the need for mutual understanding, which is achieved in the real foreign language communication without special analysis and correction of speech errors that impede understanding but through body language, facial expressions, gestures and other paralinguistics means. Therefore, the teacher’s wish of an ideal phrase in the foreign language, obsessive error expectation in student’ speech lead to psychological blocks, create obstacles in using a foreign language as a means of communication. The traditional ways of error correction when the teacher while emphasizing the error requires reciting theoretical rules of verb forms conjugation have lost their point. The effective communication is made only by clarifying and specifying the situation, by making it understandable. The author suggests different tasks such as grammar warming-up, crosswords solving, difficult grammar points poetry composing, guessing method by asking questions, error intercepting method, method of error demonstrating posters as well as selecting of student-oriented exercises for individual work, method of error monitoring and correcting by other students. All the tasks can be used for the prevention and correction of different types of errors depending on the student foreign language level. The main thing is that the activities for the development of oral communication skills to be functional, student-centered, to meet the educational challenges of each student, to correspond real life situations. The teacher should choose the appropriate methods, tasks for the most effective error correction according to the type of communication: oral or written, prepared or spontaneous, to the type of class work (in a group, homework, creative or test work), to the type of interaction (front, individual, cooperative). The article emphasizes the importance of stimulating the students to the self-correction, encouraging and motivating them to the foreign language communication.
This article focuses on some aspects of errors correction in students’ speech at all the levels of the foreign language training, studies the feasibility and effectiveness of error correction depending on the chosen approach in foreign language competence forming (cognitive and communicative), analyzes common error correction methods and means of preventing its occurrence in speech, provides with the examples of student-oriented tasks. The author understands communication as a consecutive logic sharing of messages. Though even if students’ messages have been expressed grammatically incorrect, but it doesn’t prevent from understanding, the communication can be considered successful. Although any spontaneous communication, especially in the foreign language, is impossible without errors, students’ uncertainty in a simple phrase building indicates a failure in applying the acquired knowledge during social and communicative interaction. The errors demonstrate the lack of knowledge; objective difficulties in the linguistic material mastering, linguistic clichés insufficient automation, and methods of eliminating errors in foreign language communication remain an urgent and still controversial problem. The author stresses that the decisive psychological parameter of any communication, in addition to the need of obtaining information, is the need for mutual understanding, which is achieved in the real foreign language communication without special analysis and correction of speech errors that impede understanding but through body language, facial expressions, gestures and other paralinguistics means. Therefore, the teacher’s wish of an ideal phrase in the foreign language, obsessive error expectation in student’ speech lead to psychological blocks, create obstacles in using a foreign language as a means of communication. The traditional ways of error correction when the teacher while emphasizing the error requires reciting theoretical rules of verb forms conjugation have lost their point. The effective communication is made only by clarifying and specifying the situation, by making it understandable. The author suggests different tasks such as grammar warming-up, crosswords solving, difficult grammar points poetry composing, guessing method by asking questions, error intercepting method, method of error demonstrating posters as well as selecting of student-oriented exercises for individual work, method of error monitoring and correcting by other students. All the tasks can be used for the prevention and correction of different types of errors depending on the student foreign language level. The main thing is that the activities for the development of oral communication skills to be functional, student-centered, to meet the educational challenges of each student, to correspond real life situations. The teacher should choose the appropriate methods, tasks for the most effective error correction according to the type of communication: oral or written, prepared or spontaneous, to the type of class work (in a group, homework, creative or test work), to the type of interaction (front, individual, cooperative). The article emphasizes the importance of stimulating the students to the self-correction, encouraging and motivating them to the foreign language communication.
Опис
Ключові слова
помилка, іншомовна комунікація, когнітивний підхід, комунікаційний підхід, виправлення та попередження помилки, особистісно-орієнтовані завдання, error, foreign language communication, cognitive approach, communicative approach, errors correction and prevention, student-oriented tasks
Бібліографічний опис
Лось, О. В. Про деякі аспекти попередження та виправлення помилок в іншомовному мовленні [Текст] / О. В. Лось // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №8 (34). – С. 133–142.