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Работа № 131324
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Диплом Developing English conversation proficiency in the English language learning
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Тип работы: Диплом.
Предмет: Ин. языки.
Добавлен: 07.11.2022.
Год: 2021.
Страниц: 75.
Уникальность по antiplagiat.ru: < 30%
Описание (план):
Developing English conversation proficiency in the English language learning
СONTENT INTRODUCTION 2 CHAPTER 1. THEORETICAL FOUNDATIONS OF ENGLISH CONVERSATION PROFICIENCY IN THE ENGLISH LANGUAGE LEARNING 4 1.1. Communicative approach in teaching a foreign language 4 1.2. Linguistic features of foreign conversational speech 9 1.3. Formation of conversational proficiency in the English language learning 12 1.4. Age features of conversation proficiency in the English language learning 17 Conclusions to Chapter 1 22 CHAPTER 2. CHALLENGES OF DEVELOPING ENGLISH CONVERSATION PROFICIENCY IN THE ENGLISH LANGUAGE LEARNING 23 2.2. Proposed strategy of English conversational proficiency development 31 2.3. Ways to increase the efficiency of developing English conversation proficiency 38 2.2.1. The activity of the teacher in the classroom as a factor in improving the English conversational proficiency 38 2.2.2. Effective conversational proficiency learning planning 39 2.2.3. Information and communication technologies for conversational proficiency development in foreign language teaching 41 Conclusions to Chapter 2 46 CHAPTER 3. EXPERIMENT STUDY OF DEVELOPING ENGLISH CONVERSATION PROFICIENCY IN THE ENGLISH LANGUAGE LEARNING 47 3.1. Research methods and analysis of results at the initial stage of experimental search work 47 3.2. Personal experience of developing English conversation proficiency in the English language learning 52 3.3. The results of the experimental search work on the development of conversational proficiency 58 Conclusions to Chapter 3 62 GENERAL CONCLUSIONS AND RECOMMENDATIONS 63 BIBLIOGRAPHY 65 Appendix 69 ? INTRODUCTION
The entry of our country into the European educational space, the international integration of all public life aspects requires fluency in a foreign language, which is necessary for any sphere of human activity. Conversation proficiency becomes a significant factor in the society socio-economic and cultural development in which a person is fluent in a foreign language and can use it in his everyday life. This contributes to an increase in the linguistic status in the conditions of school education, an increase in the level of its teaching, and encourages the search for new approaches in the educational process, in particular, the formation of the conversation proficiency of students. The solution of these issues is directed towards practical activities, namely, to help students to realize their conversation practice, develop speech intuition, and form their self-diagnostic skills when building coherent statements. The ability to communicate in a foreign language presupposes the students qualities formation that makes the process of language acquisition as a means of intercultural communication effective. These qualities include interest and a positive attitude towards the language being studied, towards the culture of the people speaking this language, universal human consciousness, independence in certain types of activities, understanding of the learning foreign language importance. In these conditions, great importance is attached to conversation proficiency, that is, preparing the student for foreign language communication in the conditions of foreign language communication created in the classroom. That is why conversation proficiency occupies an important place among the students language competencies. The purpose of the study is the analysis of developing English conversation proficiency in the English language learning. In order to reach the mentioned above purpose the following tasks have to be done: - characterizing the communicative approach in teaching a foreign language; - identifying the linguistic features of foreign conversational speech; - characterizing the formation of conversation proficiency in the English language learning; - analyzing the age features of conversation proficiency in the English language learning; - identifying the most common problems of developing English conversation proficiency; - evaluating the promising directions of developing English conversation proficiency; - identifying the research methods and analysis of results at the initial stage of experimental search work; - analyzing the personal experience of developing English conversation proficiency in the English language learning; - evaluating the results of the experimental search work on the development of communication skills. The paper represents the following methodology: - literature revue; - experimental study; - graphic methods. The work consists of three chapters, general conclusions and recommendations and bibliography. The first chapter represents the theoretical foundations of English conversation proficiency in the English language learning. The second chapter focuses on the challenges of developing English conversation proficiency in the English language learning. In the third chapter, an experiment study of developing English conversation proficiency in the English language learning is represented. ? CHAPTER 1. THEORETICAL FOUNDATIONS OF ENGLISH CONVERSATION PROFICIENCY IN THE ENGLISH LANGUAGE LEARNING
1.1. Communicative approach in teaching a foreign language
Researchers have different approaches to the definition of conversation proficiency. However, despite some differences, they agree that conversation proficiency is associated with a system of mental and practical operations, which determine the implementation of inter-subject interaction, allow to model and regulate the communication process depending on the goal and the conditions in which it is carried out. Conversation proficiency means the implementation of direct and mediated interaction, the ability to correctly and competently explain the opinion and adequately perceive information from a communication partner (Veneziano, 2014). Its development is associated with the formation of personal neoplasms both in the field of intelligence and in the field of professionally significant characteristics of the individual. Communication skills are automated conscious actions that contribute to the rapid reflection in the mind of communicative situations, determine the success of perception, understanding of the objective world and the corresponding impact on it in the process of communication. Communication skills are a characteristic that shows how a person interacts with other people during communication, how he understands them, correctly conveys information received from others, the world, and himself (Kassem, 2018). Skills that promote effective conversation are not only communication skills. This also includes the ability to listen, the ability to convince, and objectively evaluate people. The development of conversation proficiency should be considered in the context of, first of all, the communication approach in teaching the foreign language. It’s commonly known, that the goal of foreign language teaching is practical language knowledge, the acquisition of the language system, and the acquisition of language skills. However, experience shows that often after graduation, even the best students do not have the skills of spontaneous speech, their poor vocabulary and uniformity of grammatical structures are felt. The specially conducted research has shown that more than half of foreign language training sessions are mainly aimed at teaching the language system, and not at mastering it (Yuldashova U., 2020). The main subject and object of training in the traditional methodology is the teacher. He guides the types of speech activities, gives comments, and organizes the learning process in general. At the same time, the methods and techniques of teaching are not aimed at the formation and development of speech skills and abilities of students. The traditional method of learning English is also called grammar and translation. It consists of the systematic study of grammatical material, phonetics, forms translation, and reading skills (Salman, 2016). Students compose dialogues, memorize them, learn words by topic, retell texts, and perform written grammar exercises. The main features of this approach are memorization and thoroughness. A feature of the traditional methodology is that in the process of work, students must master all types of speech activity in a given volume (Ionica). But this approach completely contradicts the development of conversation proficiency. Currently, the so-called communicative method of language acquisition is also widely used. The communicative approach to language learning is not a new method at all: it appeared around the 60s of the last century and came to our country around the mid-90s. That was the time when all the English language learners began to complain that "everyone understands, but they cannot speak." The adherents of the communicative approach took the path of combating this discrepancy. Since then, the communicative technique has significantly changed and gained massive distribution throughout the world. Initially, it involved a group of lessons with a native speaker. From the very first lesson, training was conducted in English. Later, the approach underwent some changes, and now it is used both in a group and in individual lessons. Much has been said and written about its effectiveness. Results are achieved by minimizing the use of the learners native language during classes. With this approach, it is very important to teach a person to think in a foreign language so that he perceives foreign speech without any associations with his native language. With this method of teaching, the study of theoretical aspects is minimized or absent altogether, and the main attention is paid to live communication, i.e. colloquial speech. A common misconception is that when using a communicative approach, unforgivably little time is devoted to studying grammar. In fact, in the learning process, much attention and a sufficient amount of time must be paid to both vocabulary and grammar, but mastering them is not the main goal of learning a foreign language... ? GENERAL CONCLUSIONS AND RECOMMENDATIONS
Most researchers agree that conversation proficiency is associated with a system of mental and practical operations, which determine the implementation of inter-subject interaction, allow to model and regulate the communication process depending on the goal and the conditions in which it is carried out. In the first Chapter, it was found out, that conversation proficiency means the implementation of direct and mediated interaction, the ability to correctly and competently explain the opinion and adequately perceive information from a communication partner. Its development is associated with the formation of personal neoplasms both in the field of intelligence and in the field of professionally significant characteristics of the individual. For the effective formation of conversational proficiency in English, it is necessary to use a whole system of communicatively directed exercises that contribute to the development of foreign language professional competence of students. The types of exercises and their sequence should be determined by the teacher in accordance with the studied language material, individual abilities and personal qualities of the students. It is necessary to emphasize the importance of taking into account the age factors of the process of developing conversational proficiency. Teachers need to pay attention to the physiological, cognitive, and affective aspects of each age group during the development and practical application of foreign language work programs in educational institutions of different levels. The social-affective strategy for conversational proficiency in English language learning was chosen for further research. Social strategies are aimed at establishing contact between all participants in the educational process, increasing the value of learning, cooperation, and teamwork, the desire to communicate, including with native speakers. Affective strategies are designed to flexibly manage the learning environment, anticipate possible language barriers, measure, and test emotions, and reduce anxiety. The main mean of carrying out a conversation in this strategy is the method of projects. Participation in work on collective or individual projects contributes to the formation of conversational skills in schoolchildren; the ability to select and analyze information, work with encyclopedias, reference books, special literature on various stages of human life and activity, branches of technology, scientific discovery; use the possibilities of information technology, the Internet. Experimental research work was carried out at a school # 16 in the Tiraspol city. In the experiment fifteen students of the 8th year of learning English (age 14-15 years) took part. Taking into account the age and individual characteristics of students in the 8th year of study, their natural and intellectual abilities, the level of formation of communication skills, and culture of behavior, the aim of the study was to maximize the level of conversational proficiency by applying the social-affective strategy and methods. To study the level of conversational proficiency development, firstly, the task of reproducing a ready-made coherent text and drawing up a dialogue are used. On the second phase, the task was to make a monologue speech with the help of the reference schemes and mnemonic tables. Each indicator is assessed separately. It is worth noting that 8 children (half of the group) have a reproductive level of conversational proficiency. Some of the most common problems are: the presence of a large number of interference errors; overload of sentences in the monologue genre of discourse with unjustified pauses, an excessive number of pronouns; the poverty of the vocabulary. To improve this result, the social-affective strategy of improving conversational proficiency was applied. The main mean of carrying out a conversation in this strategy is the method of projects. We, together with students, have created and tested 10 projects. The topics of the projects carried out within the framework of the training session corresponded to the training topic, which, in turn, made it possible to timely pass the material in accordance with the work program. At the initial diagnosis, 13% of children had an intuitive level of conversational proficiency, 33% - a normative one, and 53% (that is, more than half) - a reproductive one. In the final diagnosis, the situation was completely different: 27% of children had an intuitive level and 73% - a normative one. That is, there are no children with a reproductive level in the group, although before that there were more than half of them, the number of children with an intuitive level has doubled, and more than doubled with a standard level. To conclude, today, a person is the main value and capital of society, and personal development is the goal of education. The main priority goal of education should be the task of developing the students personality, using his inner potential. That is why due to the results of the following work, social affective strategy and project method are highly recommended to be used at the English classes in order to improve and develop conversational proficiency. They have that methodological and educational potential, which can be considered as an effective way to increase the motivation for teaching students language competence. It is clear that learners can accelerate the achievement of conversational proficiency through social affective strategy for learning a foreign language. ?
BIBLIOGRAPHY
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? Appendix Appendix 1 The task for the reproduction of the coherent text (the initial stage of the experimental search work)...
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