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The role and importance of exercises in teaching a foreign language
The main form of activity in organization the lesson is an exercise as repetition of the same typical operations and actions many times. Using exercises at the lesson demands understanding the types and kinds of exercises and their purpose, what place an exercise occurs in the system of exercises and what results can be achieved doing a certain exercise.
Exercises must be created as a system. By the system of exercises we understand organization of teaching actions in algorithm (logical consecutive) in accordance with increasing of language and operational difficulties. It was mentioned, that the system of exercises includes itself tasks and activities. Van-de Branden defines a task as «... activity in which a person engages in order to attain an objective and which necessitates the use of language». That is, by understanding language input and by producing language output; better still, by interacting with other people in real-life situations through the use of EL, the goal that the learner had in mind could be better achieved.
The appointed requirements to the system of exercises are:
1) Actions must correspond to the given goal and nature of phenomenon.
2) Consecution of exercises must correspond to stages of skills formation (from imitative exercises to production in accordance with one stimulus).
In methodology different classifications of exercises have been worked out. In our opinion, the more effective system of exercises was suggested by V.A.Buhbinder. They are:
1) informative exercises;
2) operational exercises and
3) motivational exercises.
They provide acquiring language, speech acts or operations and speech activity in foreign language.
In the audio-lingual method, a lesson will normally have three components.
1) A dialogue - The dialogues are built up a naturally as possible using selected vocabulary and graded structures. Dialogues are preferred to any other form of presentation for two reasons. Firstly, a dialogue can demonstrate how structures are used in real life situation. Secondly, dialogues are easier to memorize than other forms of presentation in addition to the possibility of dramatization which helps in mastering the concept quickly and clearly.
2) Drills - Drills which involve controlled oral practice help the learners to use the structures and vocabulary introduced in the lesson and to practice the pattern.
3) Exercises - They help the learners to assimilate the structures.[21; 67]
Just as the gradation of vocabulary and structures is essential in order to make the instructional materials more effective, it is equally essential, if not more, to present the drills and exercise in a graded manner from simple to complex. By so arranging, the learner will have the facility of mastering the simple or easier aspects first and gradually proceed to the complex or difficult aspects. In so doing, the learners will have very little to manipulate in the initial stages and the degree of manipulation gradually increases as one proceeds gradually from the simplest drill to complex and more complex ones. It is from this point of view that the gradation of drills and exercises is very important thus making the learners' task simpler.
The language material should be so pre-edited that the progression is from simple to complex or known to unknown. Both the criteria put together or separately may be adopted depending upon the group of learners. The step increment learning being the goal, it is but natural to link up the factor of 'ease' to the effective use of structures. Through the teaching of patterns, rules and concepts; the teacher tries to mould the behaviour the learner. Thus the presentation of patterns, rules and concepts and vocabulary get new dimensions. So one can say that the 'ease' in language learning is directly proportional to the use of structures.
The procedures suggested here are neither water tight compartments nor rule bound. According to the situation, the teacher has to mould them to suit the classroom requirements to teach the structure.
The other traditional systems of exercises, reflected in the domestic methodology consist of language and communicative exercises. It is necessary to remember that language units are means of communication, that's why this kind of exercises must be oriented to the operations as preparation stage for communication.
Language exercises (skills getting/obtaining) are used as training and preparatory operations. The material for this type of exercises is language units. During doing this type of exercises the following operations are sprung into action:
1) observation; 2) analysis; 3) comparison; 4) choosing; 5) transformation; 6) substitution and omitting; 7) generalization or finding analogues.
In methodology the following exercises are suggested:
1) imitative; 2) analytical;3) operation-training; 4) constructive; d) reproductive.
Language exercises bring character of some language aspect (pronunciation, vocabulary and grammar exercises). In doing language exercises the attention is mainly focused on the form and meaning of the language units.
The next type of exercises is communicative ones (skills using), with the help of which communicative skills in listening, speaking, reading and writing are developed. They have a communicative task directed at the content of the speech, to practice, reception and production of speech. There different material is used.
During doing these type of exercises the following operations are sprung into action:
1) statement; 2) asking; 3) confirmation; 4) agreement or disagreement; 5) disclaimer; 6) clarification.
Stimulus for utterance is a communicative goal. It is necessary to follow from intention to selection of language units. For example: Say what you are going to do in the evening. The result of doing this type of exercises is production of the whole text according to the topic or situation. Communicative exercises are simulations and situations. They are situationaly based exercises with the aim of communication.
It is necessary during the pre-tasks and tasks activities check the understanding of tasks by learners what they have to do. While the tasks are being done a teacher assists them with any problems and input language items if the help is requested. After learners have done a task a teacher gives a feedback to:
1) whether the learners successfully accomplished a task;
2) examine input language that they needed but didn't use;
3) point out significant errors;
4) tell learners what they did well.