The curriculum, according to Stern (1983:437-439, 1992:26), consists of four main elements: purposes (aims, goals or objectives), content, instruction (treatment or procedures) and evaluation. The fact that these four components are basic for language teaching is not under question. However, “purposes” being the starting point of the process, it is totally necessary to consider in detail the definition of objectives. Once the choice of objectives has been made, they generate many of the other variables in the language teaching process. Furthermore, Stern (1983:510, note 2) makes a more precise distinction within the “purposes” category: ‘In educational discussions and in language teaching, a hierarchical distinction is sometimes made between “goals” as a very broad and ultimate category, “aims” as a more specific set of purposes, and “objectives” as the most precisely defined ends in view which can often be described in terms of behavioural outcomes.’ Goals, aims and objectives can help us make real the general purpose of language learning. In particular, that threefold distinction lies under the use of the communicative competence as the goal in language learning. Taking Chomsky’s dichotomy of ‘competence’ and ‘performance’, language teaching theorists have defined competence as the main goal in language learning assuming that control of underlying rules of language is the basis of language performance1 . ‘Competence’ in the chomskian original referred to ‘linguistic competence’, a set of organised knowledge which consists of several sub-competences, the phonological, morphological, syntactic, semantic and lexical components (Belinchón, Igoa y Rivière 1994:261-262). However, in the early 70s the anthropologist Dell Hymes (1972) introduces the concept of ‘communicative competence’ as a result of his ethnographic research on the relation of culture, society and language. Pérez Martín (1996:316-322) studies the move from the linguistic competence to the communicative competence. This distinction aims “to highlight the difference between knowledge “about” language rules and forms, and the knowledge that enables a person to communicate functionally and interactively” (Pérez Martín, ibid.:316). In that sense, the communicative competence is defined as the knowledge which enables us to use language as a communication device in a give social context; it is a dynamic concept based on the negotiation of meanings among interlocutors, which can be applied either to written or spoken modes of communication. The discourse competence had to await until the communicative competence was broken into sub-competences to appear as a goal in FLT. However, there is not a total agreement about the analysis of the communicative competence. Munby (1978) defends a model with four distinct elements: ‘linguistic encoding’, ‘sociocultural orientation’, ‘sociosemantic basis of linguistic knowledge’ and ‘discourse level of operation’. One of the most relevant models of the communicative competence, Canale and Swain (1980) and Canale (1983), took up this notion of communicative competence and distinguished four aspects of communicative competence: a. Grammatical/linguistic competence, which includes knowledge of the lexicon, syntax and semantics (mastery of language codes). b. Sociolinguistic competence, concerned with the appropriateness of communication depending on the context including the participants and the rules for interaction. c. Strategic competence, a set of strategies devised for effective communication and put into use when communication breaks down (grammatical and sociolinguistic strategies). d. Discourse competence, which is concerned with the cohesion and coherence of utterances/sentences.
Van Ek (1984), one of the experts responsible for the works of the Council of Europe, introduces six components: apart from the linguistic, discourse, sociolinguistic and strategic competences, he adds the social and the sociocultural. Bachman (1990:84), and Bachman and Palmer (1996:67-69), analyse the ‘communicative language ability’ into three components: language competence, strategic competence and psychological mechanisms. Then, language competence is divided into ‘organizational competence’, which includes grammatical and textual competence, and ‘pragmatic competence’, which includes illocutionary and sociolinguistic competence.
Four general types of communicative activities are normally described: those related to production, reception, interaction and mediation.
Productive oral activities may include:
reading a written text aloud;
speaking from a written text or visual aids,
acting out a rehearsed role;
speaking spontaneously;
singing, whilst written production may include;
completing forms and questionnaires;
writing articles;
producing posters;
writing reports;
making notes:
Among the strategies related to productive activities:
rehearsing,
locating resources,
considering audience,
task adjustment (to level resources and task “ambition”),
message adjustment (to level resources and message “ambition”),
compensating (using simpler language, paraphrasing, even ‘foreignising’ L1 expressions),
building on previous knowledge,
trying out,
monitoring success:
Receptive activities imply the active process of some input. It can be related to both modes of communication, aural and visual. Aural reception activities may include :
listening to public announcements,
listening to media,
listening as a member of a live audience,
listening to overheard conversations.
Visual reception activities may include:
reading for general orientation,
reading for information,
reading and following instructions,
reading for pleasure.
CHAPTER II. PRACTICAL ASPECTS OF REALIZATION OF METHODS AND WAYS OF FORMATION OF COMMUNICATIVE ACTIVITIES 2.1. Methods of formation and development of communicative activities
It is common knowledge in modern linguistics that “an important feature of human language is the fact that larger units are composed of smaller units, and that the arrangement of these smaller units is significant” [Kroeger 2006: 7]. Reasoning of this kind leads to a conclusion that, similarly, words can further be segmented into smaller meaningful elements.
UNHELPFUL – can be divided into 3 bits of meaning: UN- (expressing negation), HELP (expressing the meaning ‘aid’, ‘assistance’), -FUL (indication of the part of speech). The unit of grammar which is smaller than the word is called a morpheme. In fact, the term was introduced in the late XIXth century by Boduin de Courteney and has been in wide use since then. American structuralists made it the core element of their linguistic description keeping it for minimum meaningful linguistic unit.
Nowadays, knowledge of foreign languages is not prestige, but a necessity. President of Kazakhstan Republic Nursultan Nazarbayev in his message to the people in 2007 “New Kazakhstan in the new world,” noted that in order to ensure the competitiveness of the country and its citizens proposed phased implementation of the cultural project “Trinity of languages”, according to which we need to develop three languages: Kazakh as the state language, Russian as a language of international communication and English as the language of successful integration into the global economy. So, English teachers have a task competently teach English language [1, Chapter V]. As time goes by, science and education are rapidly developing. During this time, foreign language teaching has undergone many changes. New forms, methods, approaches and learning technologies revealed in education. These areas meet modern requirements include innovative teaching technologies. Thus, the following educational technologies are used in the teaching of foreign languages:
• communicative teaching technology;
• differentiated learning technology;
• modular training technology;
• information and communication technologies (ICT);
• the technology of using computer programs;
• Internet-based technologies; • individualization training technology;
• testing technology; • project technology; • collaborative learning technology;
• games technology; • technology of critical thinking development [2, p.18]. Here is the effectiveness of the technology in the development of communicative teaching speaking skills in English among them. Consequently, the main purpose of foreign language teaching is to develop communicative competence. Communicative teaching technology is aimed at building communicative competence training, which is the base needed to adapt to modern conditions of intercultural communication [3, p.3]. Description of communicative teaching technologies:
1. Learner acts as a client and as a counselor and teacher observer;
2. Native language is not used;
3. Grammatical and lexical materials are given in the form of induction;
4. Educational write text to disk, listen, check out the original form and pronunciation skills;
5. Use of active interaction. The main participant in communicative-oriented teaching is learner. The teacher plays the role of the supervisor, advisor, organizer of the training activities of the learner, at the same time teacher is the person entering into communication and researcher. Relationships between them as the subject to subject, allowing equal communication both sides. The main factor of efficiency, activity, creativity training is his strong motivation to the subject, deep reasoning and desire to learn the language. Communicative needs of learners, which is organized by the teacher, should be aimed at motivation. Speaking – is verbal communication, i.e. verbal communication process with the help of language. There are the following types of speech: dialogic and monologue. The simplest kind of speech is a dialogue, i.e. conversation; the interlocutors supported jointly discuss and decide any questions [4, p.203]. The second type of speech is a monologue where one person addresses to another or to many persons who hear it. This is a story of teacher, detailed response of the learner, report, etc. Monologue is very difficult type of communicative technology in comparing with the dialogic speech, its expanded forms in the ontogeny develop later, especially in English lessons, and thus, teachers have to solve this task during all the years of training. Here are some examples of making dialogues: Make up dialogues, using the words and expressions given below; use disjunctive questions and the expressions so do I, neither do I.
1. At Home to pack, to have a lot to do, to have … at one’s disposal, to forget, to book, an upper berth, a lower berth, anything will do, don’t bother, to order a taxi, to miss the train, to mind, to go by bus
2. At the Booking-office can I have a ticket to …, what’s the fare, a first-class sleeper, a second-class sleeper, a through train, to change, you will have to …, a fast train, a slow train, no vacant seats, there is nothing to be done, a dining-car, I think so
3. At the Station here we are, to see off, to see to the luggage, the left-lug ¬ gage, the enquiry office, to look up the time-table, to collect one’s luggage, a carriage, a compartment, a seat, to come along , the train, to start,, to get on the train, to say good ¬ bye, a pleasant journey
4. On the Train can I use …. to make oneself comfortable, at one’s disposal, to move up, can I help you …, will you …, to fix, aren’t you going to …, on business, do you find …,. the service, to improve, quite comfortable For the development of speaking with monologues can use such phrases as: «I think …..», «I prefer ….», «I like …», «In my mind ….», «I would like to tell you …», «I’d like to give a talk on …». Also for the development of spoken language skills communicative games can be used. At this time, perform communicative-oriented tasks in the forms that consist of three parts (three-phase frame-work) [6, p.45].
Each practical work has three stages of implementation:
• preparation (pre-activity);
• performance (while-activity);
• conclusion (post-activity) [5, p.72]. We have special significance situational principles and functionality, as E.I. Passov wrote that “the situation is a system of relationships between speakers” system of relations emerging in the course of the conversation, i.e. communication. Such situations can be represented and implemented through play activities (business games and their modifications). Speaking about the principle of functionality, Passov notes that “lexical items and grammatical structures selected for assimilation those should be a system of speech means acting in communication and should be absorbed directly in the activity.” Implementation of this principle is possible by using different types of games, which, in particular, the subject (linguistic) games [7, p.207]. Because the game is, by definition, S.A. Shmakova – “this type of activity in terms of situations, aiming to recreate and assimilation of social experience, which develops and improves self-behavior.” And since one of the main functions of gaming activities are communicative function and the function of socialization, it is organically woven into the broader communicative teaching technology.
Games are divided into:
– subject (linguistic) games;
– simulation games;
– role-playing games;
– business games.
Using the communicative technology to teach English realizes competence and implements personal-activity approach, which contributes the formation and development of the multicultural linguistic personality, to achieve productive communication with carriers of other cultures; abilities of students to carry out various activities using the English language; willingness of students to self-development and self-education, as well as contribute to the creative potential of individuals to carry out their professional duties.
Main methods:
Teaching methods, the application of which is always created by the students of educational production: an idea, a hypothesis, textual artwork, painting, crafts, plan their classes, etc. are called heuristic.
The method of empathy (to feel) meaning "perception" of a person in the state of another object, "moving" students in studying the objects of the world, an attempt to feel and experience it from the inside. For instance, get into the essence of a tree, cats, clouds and other educational items. At the moment surviving disciple asks questions to the object itself, trying on the sensual level to perceive, to understand, to see the answers. Born with the thoughts, feelings, sensations and there is an educational product the student, which can then be expressed in oral, written, symbolic form.
Example:
- Teacher: Imagine yourself that you are ‘Tornado”. How can you describe yourself, what are your feelings? Name your adjectives, verbs, your favourite season, places you occur, your weather.
- Student: — I am Tornado. I am the most terrible of all storms. I am dangerous, violent, strong, cruel, noisy and destructive. I destroy houses, carry away cars and telephone boxes. I occur in the springs, throughout the world, but mostly in the United States, especially in the central states. I occur in the afternoon or in the early evening in a hot day. Large clouds appear in the sky. They become darker and darker. The sounds of thunder, bright flashes of lighting! I form a funnel and begin to twist. My funnel touches the ground, it picks up everything it can.
The method of “Mind-Map” (memory Card) is a simple technology to record my thoughts, ideas, conversations. The entry is fast, associative. Subject - in the center. First, there is a word, idea, thought. There is a flow of ideas, their number is unlimited, they are all recorded, begin to write them down from the top left and finish bottom right. The method is an individual product of one person or one group. Expresses individual capabilities, creates a space for the manifestation of creative abilities.
The possibility of using “Mind-Map”
When ordering, repetition of material;
When working with text;
The repetition at the beginning of class;
When introduced into the subject;
When collecting the necessary language material;
When you control.
The main ways of development of all components of communicative activity.
1. Training is provided through the following types: communication games;
Communication games:
· picture gap (students have almost the same image, some images are different, and differences need to detect through the questions without seeing pictures of the partner - matching tasks);
· ext gap (students have similar texts or fragments of one text per student, are absent in the text of another student, and the lack of information needed to fill - jig-saw reading);
· knowledge gap (one student has information that is not available to another, and it must be fill complete-the-table tasks);
· belief gap (students have different beliefs, and the need to develop a common opinion); reasoning-gap (in pupils have different evidence that it is important to collect together and compare).
2. Communicative stimulations in role-plays and problem-solving :
· role-playing game (assumes the presence of a certain number of characters, as well as playing a problem situation in which the players operate. Each participant in the course of the game organizes its behavior depending on the behavior of partners and their communicative purposes. The outcome of the game should be the resolution of the conflict.)
· debates (is a form of dispute as a verbal competition. This exchange of views in respect to any subject matter with the aim of achieving a unity of views on this subject. A prerequisite for the discussion is the existence of any disputed issue. The final decision of this matter and is produced during the discussion. For successful conduct of the participants must have knowledge of the subject matter, to have your own opinion on the matter)
· round tables (represents the exchange of views on any issue, problem, interest of the participants of communication. Participating in the round table, student speak on their own behalf. Issues discussed at the "round table", can be quite diverse: social, cross-cultural, moral and ethical. Participation in the round table requires students to have a high enough level of language proficiency and the availability of specific knowledge on the problem.)
· sketches (it's a short scene played out on a given problem situation indicating actors, their social status, role behavior. In the form of sketches can be drawn small scenes that are related to the social spheres on the topics "Food", "Shopping", "the City and its attractions")
3. Socialization
a. line-up (students as soon as possible try to line up in a row in accordance with the proposed topic);
b. strip-story (each student gets the sentence and try to hold a place in the 9 "story");
c. smile (students are suitable to each other and with the obligatory smile
exchanging remarks);
d. merry-go-round (the students form the outer and inner circle and, moving in a circle, exchanging remarks);
e. contact (participants approach each other and begin the conversation);
f. kind words (students say any nice words addressed to the interlocutor);
g. reflection (participants try to imagine what they think about them by
other students);
h. listening (students listen carefully to the partner, nodding in agreement and expressing agreement with him);
In modern conditions it is naive to believe that full communion is possible only on the basis of the ability to operate with linguistic material. For a successful communication process requires a shared body of knowledge that students acquire by studying additional subjects of General education cycle. Russian language, literature, history, geography, music, biology, physics, the objects, the contents of which are to some extent reflected in the topic of the program is in a foreign language. Knowledge of the geography and history of the language obtained by the students for foreign language lessons are applied, in turn, on the lessons of geography, history, literature.
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