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Работа № 123385
Наименование:
Диплом Integrative approach in teaching English
Информация:
Тип работы: Диплом.
Предмет: Ин. языки.
Добавлен: 06.11.2020.
Год: 2017.
Страниц: 43.
Уникальность по antiplagiat.ru: < 30%
Описание (план):
Course paper on the topic “Integrative approach in teaching English”
2017 Contents
Introduction……… 2 1 Theoretical basis of using integrative approach in teaching English……… 4 1.1The content of educational program “English as FL ………. 4 1.2 Integrative approach in teaching a foreign language ……… 8 1.3 Classification of communicative skills in teaching English. … Methods and didactic principles……….. 14 2 Developing speaking skills via integrative approach…… 21 2.1 Integrative approach in the systematization and organization of educational process………. 21 2.2 Integrative approach in experimental teaching……….. 25 2.3 Results of the experiment………. 30 Conclusion………. 37 Bibliography ……….. 39
Introduction.
Topicality Back in 2007, in the Message to the People of Kazakhstan “New Kazakhstan in the New World”, it was proposed to start a phased implementation of the cultural project “Trinity of Languages”, according to which the development of three languages is necessary: Kazakh as a state, Russian as a language of interethnic communication and English as a language of successful integration into the global economy [1]. This Concept, considering multilingual education as an effective tool for preparing the young generation for life in an interconnected and interdependent world, focuses on in-depth study of the Kazakh state language in a harmonious interaction with learning Russian and English [2]. We must not forget that teaching at the initial stage is the foundation of all further education of a person, the basis of his spiritual development. A foreign language, due to its specificity, like no other subject, can enrich the education of schoolchildren. In the system of continuous education, teaching foreign languages in primary schools helps to realize the principle of humanizing the upbringing of children, which contributes to strengthening the educational, developmental, cultural and pragmatic orientation of the pedagogical process. Taking into account the sensitivity of children of primary school age, including the perception and reproduction of speech, it is necessary to develop and maintain the flexibility of the speech apparatus at this stage in order to form and improve a person’s speech ability in the next stages of teaching and throughout their lives. In addition, early learning of a foreign language is best suited for mastering authentic pronunciation. It is known that the younger the child, the harder it is for him to engage in any one type of activity, while the various activities allow him to work for a long time. At the same time, a variety of activities should not be poured into the form of individual academic disciplines, but should be merged into a single reasonable impact of an adult [3]. In modern pedagogy, the study of interdisciplinary connections, which are considered as a reflection of the material unity of the objective world, as a means of the universal interconnectedness of the phenomena of reality, acquires great importance. This is an integrated approach to teaching. Integrated English language education in elementary school contributes to the positive awareness of the child himself as a person. He has the opportunity to feel his involvement in the linguistic and cultural community of people. The organization of integrated foreign language teaching at the initial stage can be one of the most effective means of significantly improving the quality of education. This led to the relevance of this study. Aim of the work: to study and apply integrative approach at English classes. The following tasks were formulated to achieve the aim: 1) to define integrated approach in teaching a language and elaborate the features of its application in class; 2) to analyze the content of educational program “English as FL” in order to determine the skills to develop or best practices in teaching English based on integrative approach 3) to scrutinize the methods and didactic principles in developing speaking skills 4) to conduct an observation of educational process in teaching English in school # 5) to develop activities and tasks based on integrative approach 6) to conduct experimental teaching implementing integrative approach in classes… 7) to interpret experiment results and sum up 8) into conduct a theoretical analysis of the problem of integrated teaching in pedagogy; Object of study: educational process of teaching a foreign language Subject of research: integrated approach in developing speaking skills The scientific novelty of the work consists in the theoretical substantiation of the methodological feasibility of an integrated approach in teaching English. Theoretical significance: the integrated teaching of English at the initial stage serves to significantly improve the efficiency of the educational process, provided that it will be implemented through the integration of accessible, familiar and interesting forms and activities. The practical significance of the study lies in the development of a specific methodology for integrated teaching of English in primary school. Methodological foundation: The works of the following researchers were analyzed and studied for defining integrative approach and understanding the feautures of its application in English class:T.L. Alekseeva [4], Sh.A. Amonashvili [5], M.Z. Biboletova [6], T.V. Buzmakova [7], G.I. Voronina [8], , A.A. Leontyev [9], E.Yu. Protasova, O.V. Rusakova, V.V. Shebedina and others., for defining speaking skills and methodology of their development the works by …… have been scrutinized.” Structure. 1. Theoretical basis of using integrative approach in teaching English 1.1 The content of educational program “English as FL все что внизу написано не подходит, либо удаляем этот пункт, либо пишите про содержание обновленной программы образования и роль английского и какие предметы планируют обучать на английском. Логично будет если сначала 1,1 дадим понятие нашему подходу, потом только будет идти пункт об английском языке в содержании программы образовании где будем на нее ссылаться и укажем о необходимости использования нашего подхода вдостижении задач программы
What is a "foreign language"? We often use this concept, but, unfortunately, rarely think about its content. However, in order to properly build a modern process of learning a foreign language, it is necessary to know what is a foreign language and what should be understood as language teaching / language acquisition / language learning. We begin our reasoning with the way the concept of "language" is interpreted in science. As is known, language is understood primarily as a natural human language (as opposed to artificial languages and the language of animals - scheme 1.
Scheme 1
The emergence and existence of natural language is inextricably linked with the emergence and existence of man - homo sapiens. «Language in general is naturally (at a certain stage of development of human society) an emerged and regular developing semiotic (sign) system, possessing the property of social purpose, is a system that exists primarily not for an individual but for a particular society” [10]. Artificial languages, like «... sign systems created for use in areas where the use of natural language is less efficient or impossible» [10, 15p], are not the subject of our consideration. We are interested in a foreign language (FL), which acts as a kind of alternative to the native language. But what should be understood as a native language? According to M.V. Dyachkov, there are various, sometimes contradictory criteria for determining the native language [11]. The optimal is the criterion of origin, according to which the mother tongue is the language in which the mother begins to communicate with the child from the moment of his birth and which is absorbed by him to some extent in the womb. Referring again to scheme 1, we will see that a non-native language can be represented by two options: a foreign language and a second language. FL is understood as a language which is studied outside the conditions of its natural existence, that is, in the educational process, and which is not used along with the first (native. - N. G.) in everyday communication,« while the second language there is a language, which after or along with the first (native. - N. G.) serves as the second means of communication and is usually absorbed in a social environment, where it is a real means of communication» [11,375 p]. Thus, the FL, unlike the second language, is acquired by a person outside the social environment, in which this language is a natural means of communication. However, this difference is conditional, and it is quite difficult to establish clear boundaries between them. Indeed, any FL can be studied under different conditions, and each time the same language changes its significance. Learning a foreign language is a special (institutionally) organized process in which, as a result of interaction of the student and the tutor is carried out the reproduction and assimilation of a certain experience in accordance with a given goal. In our case, we are talking about foreign language speech experience, which the tutor (the teacher) owns to one degree or another and the student (the student) does not fully or partially own...
Conclusion Integration in pedagogy involves the interaction of various elements of a system in order to obtain something holistic. Integration is considered in two aspects: as a state and as a process. Integration is intra-subject and intra-system. The form distinguishes between external and internal integration. Learning a foreign language based on an integrated approach is based on the following five principles: the communicative orientation of learning and specificity, visibility and situational speech of students and teachers in a foreign language; taking into account students experience; playful learning; comprehensive implementation of learning objectives through collectively-individu lized interaction and cognitive activation of students; the use of primarily oral forms of work on the language being studied and interconnected learning. The content of a foreign language lesson is reflected on its goals, objectives and functions. Classes not only contribute to mental development, but also have a positive effect on the formation of the child’s personality as a whole. On planning integrated English language teaching, it should be taken into account the peculiarities of the work of a primary school teacher and all the possibilities of integration, both interdisciplinary and internal. The main activity of a primary school teacher is to show, explain, train and practice. At the same time, the main activities of primary school students, especially first-graders are: perception, imitation, operating with lexical units, reproduction, ability to perform tasks according to the algorithm. The main difference between learning English in 1 grade and the subsequent stages of learning is the elimination of speaking and pronunciation. Phonetics, vocabulary and grammar are served students in the relationship, rather than separately. The structure of the lesson in integrated learning is not different from the traditional structure of the lesson, however, each separate stage of the lesson is built with different types of integrations. In the course of the study it turned out that the game is an important means of achieving the goal on teaching younger students English. Participation in a role-playing game prepares the child for the fact that a foreign language is a means of communication and is used in real life situations. Integrated learning provides every child with a huge number of opportunities for self-expression: in play, work, singing songs and dances, staging plays, doing warm-ups, etc. Integration of various types and forms of activity is an effective means of achieving the goals of teaching English. In the process of integration appear sustainable. The integration of training, gaming and other activities allows you to: cause sustainable motives for learning a foreign language and support them; manage the attention of trainees; to provide modeling of situations for the use of a foreign language and their variation; create favorable conditions for memorizing foreign language means; to solve important related tasks for the upbringing and development of children. Thus, the hypothesis formulated in the introduction that the integrated teaching of English at the initial stage serves to significantly improve the effectiveness of the teaching and educational process, provided that it is implemented through the integration of accessible, familiar and interesting forms for primary school students activity, confirmed. The purpose of the study was achieved. The results of the study can be recommended for use in the practice of teaching foreign languages in elementary school, and also taken into account on compiling relevant teaching materials and textbooks.
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