Faculty of the english language the department of teaching english methodology course paper

1.2 DISTINCTIVE FEATURES OF TEACHING INTERMEDIATE LEVEL LEARNERS
At intermediate level, rookies have been uncovered to most of the simple grammatical constructions in English, and will be familiar (and reasonably accurate) with simple past, current and future tenses. At this level, however, inexperienced persons ought to start to master many new structures, inclusive of most of the verb varieties used in English, greater sophisticated grammatical types such as best tenses (Present Perfect Simple and Continuous, Part Perfect), pronounced speech, future forms, passive voice, WH-questions, conditionals, comparative and superlative varieties of adjectives.
Learners coming into the intermediate stage can be expected to have a incredibly limited vocabulary, focusing ordinarily on social English and every day matters, such as ingredients and restaurant vocabulary, shopping, holidays, directions, cooking, timetables and giving simple descriptions of acquainted human beings and places. At the intermediate stage, inexperienced persons ought to begin to grasp a a whole lot wider vary of vocabulary in order to be in a position to talk about a wider vary of topics in extra specific ways. Topics that are practiced during a language course at intermediate stage may additionally include, for example, family life, housing and accommodation, previous memories, human characteristics, cities and famous places, the environment, fitness and entertainment.
At intermediate level, therefore, inexperienced persons want to boost the structures, vocabulary and language varieties needed to categorical the following functions: giving directions, agreeing with statements or opinions, talking about experiences, recommending, asking and confirming, asking for details, expressing obligations, describing people, reporting, describing latest activities and predicting the near future, explaining actions, giving recommendation and making suggestions, narrating previous activities and stories. In other words, learners need to commence to grow to be communicatively competent.
Furthermore, intermediate stage learners ought to be able to speak intelligibly with native speakers, although may also make usual mistakes when speak and may additionally want to ask the native speaker to record words or phrases to aid understanding. Although beginners may frequently have subject in taking part in native velocity conversation, they are in a position to make themselves understood in the classroom. The most critical duties for the trainer at intermediate level, therefore are to prompt learners’ hobby in the language and exhibit them how the language ‘works’ in practice. It is at intermediate stage that growing learners’ cultural competence alongside their linguistic capacity becomes of top notch importance.Characteristics of teenage language learners In Poland students generally obtain intermediate degree between the ages of thirteen to 15. This age group is very fascinating to teach, but they can also present the instructor with more troubles than other age cohorts. But what do we imply by using a ‘teenage’ or an ‘adolescent’?
One of the first development to study early life as a psychological thought was once G. S. Hall. According to Hall, and to many subsequent scholars, youth can be described as ‘the stage of improvement that leads a character from childhood to adulthood’ (Seifert and Hoffnung, 1987: 591). Moreover, it is marked via the important physical changes of puberty as nicely as by essential cognitive and social changes, which is why it is generally regarded to start around age twelve and to quit with the completion of bodily growth, someday round age twenty (Wade and Tavris, 1990: 503). What is more, Hall believed that early life used to be a traumatic length due to teenagers’ elevated vulnerability to social pressures. Although there is now not lots guide for Hall’s theoretical explanations, his view of early life as a time of ‘storm and stress’ remains popular today.
Adolescence is the time when most children begin to think about other viewpoints in relation to their own, and enhance complicated thoughts about political, ethical and non secular questions. They are open and receptive to new statistics and arguments, and are nonetheless shaping their view of the world. Adolescence is now not the solely stage in a child’s development where cultural recognition may additionally be instilled, but it does seem to be the most tremendous and fabulous stage. The growing curiosity and openness to new ideas in the course of the teenage years makes it an perfect time to enhance learners’ cultural cognizance skills – and their language skills too. In addition, we can expect teenage beginners to enjoy discussion-based activities that expose them to new ideas, and permit them to advance their personal ideas among their peers.
Adolescents are not, however, commonly viewed as an effortless team of inexperienced persons to instruct successfully. On the one hand, teenage students are the first-class language newcomers – at least in accordance to Ur (1996: 286), even though this ignores the learning abilities of very small children. On the different hand, teens are at an age when they want distinct interest all through the lesson, and can seem ‘difficult’ to the unwary teacher. Adolescents may also appear less lively and humorous than adults, less prompted and may additionally present the instructor with classroom administration and disciplinary problems.
Harmer (2001: 39) states that one of the key issues in youth is a search for person identity, which is won among classmates and friends. For teenage students, therefore, the approval of their friends may also be substantially greater essential than the interest of the teacher. Komorowska (2001: 35) adds that at some stage in puberty, college students are regularly beneath brilliant peer pressure, and are afraid to categorical their opinions if they are distinct from these of their peer group. As a result, they are unwilling to share their thoughts in the classroom. To deal with this problem, the trainer might also organize greater pair-work and small-group discussions, alternatively than pressure students to speak in the front of the entire class.
At the equal time, teens need to be noticed, and regularly aim to reap the interest of their friends – frequently by using indulging in inappropriate and disruptive behaviour. The instructor have to take care to pay attention to person students, to deal with them as individuals, and understand to supply praise, ask for opinions and use learners’ first names, etc. The instructor can't forget about that teens need to be considered positively with the aid of their peers, and that they are effortlessly susceptible to humiliation if the trainer is careless with criticism.
Disruptions be dealt with in a supportive and optimistic way, barring discouraging or humiliating college students (Harmer 1991: 39).
Another assignment of instructing teenagers is their low boredom threshold, which may be a similarly cause for disruptive behaviour. If the stage of the category is too low, they may also truly swap off. If it is too high, they may emerge as discouraged and demotivated. Teachers should ensure that the lesson and the material used are pitched at the proper degree – neither too convenient nor too hard. In addition, the instructor must area language in fascinating and authentic contexts in order to encourage college students to complete and accomplish the task.
Similarly, Harmer (2001: 39) notes that young adults have a extremely good capability for learning, gorgeous creativity, and a passionate dedication to matters which hobby them – providing they themselves are involved. They choose to respond to texts and situations with their own thoughts and experience, and opt for real-life duties to abstract getting to know activities. Students become engaged when they work with cloth which is applicable and involving, and pitched at the proper level for them. Tasks which are too tough or inappropriate only discourage them.
Another element of educating teenagers is the precise way in which they learn. Komorowska (2001: 34) states that younger people between thirteen and 16 have the capacity to take note matters logically alternatively than mechanically; in addition, their thinking is more abstract. This offers the teacher an possibility to work on grammatical guidelines at a greater advanced level, as such regulations replicate the way the adolescent intelligence works. This does now not mean, however, that teens learn grammatical rules at the price of communicative competence; merely that grammatical rule-learning may form phase of the overall development of learners’ communicative ability.
Reading is a receptive type of speech activity. Recall that speech activity is an active, purposeful, and mediated by the language system and a process of transmitting and receiving a message caused by a communication situation [1]. “Reading is a process of perception and semantic processing of information, graphically encoded according to the system of a particular language” [2]. Reading consists of perceptual and meaningful information processing. Thus, a meaningful plan (the meaning of the text) and a procedural plan (how to read and voice the text) are distinguished in the reading. In terms of content, the result of the activity will be an understanding of the text (read), in the process — the process of reading itself, that is, correlation of graphemes with phonemes, formation of internal speech hearing, translation into internal pronunciation, reduction of internal pronunciation, etc. In order to proceed to a meaningful plan (i.e. understanding), it is necessary to work out a procedural plan for reading well. The processes of visual perception are studied in psychology in sufficient detail (as opposed to comprehension). The initial moment of reading, its sensory basis is the visual perception of the text (the perception is carried out by complexes, that is, the unit of time is the word). Any perception of a visual image of a word is accompanied by an act of its hearing-motor image, in other words, by internal pronunciation, without this recognition is impossible. In a mature reader, perception is automated, which allows him to focus on understanding the text (mental operations), rather than on language form. Internal pronunciation is minimized. Reading forms the qualities of the most developed and socially valuable person. The peculiarity of reading, in contrast to the perception of such types of culture as television, video, is that it is always work — interesting, pleasurable, joyful, but work. It is the work invested by man in himself and forms these qualities in him [3]. From a psychological point of view, reading is a unified process consisting of a technique of reading and understanding when reading (that is, procedural and substantive aspects). Understanding is consistent with the technique of reading as a goal and means. In the structure of reading as an activity, one can identify a motive (communication using a printed word), a goal (obtaining information that interests the reader), conditions of activity (mastering the graphic system of the language and methods of extracting information), and result (understanding the text with varying degrees of accuracy). Structurally, reading, like any verbal activity, is characterized by a level character, which leads to a phased work in teaching reading. Most methodologists distinguish the following steps: motivational incentive, analytical and synthetic, control executive. Consequently, learning to read will be built in the same way as learning other types of speech activity, i.e., as a step-by-step process, and will include a pre-text stage: motivation, preparation for reading, textual (actual reading) and post-textual stages. The last stage is associated with the processing, comprehension of the obtained information and control of the correctness of its understanding. Consider the example of the English language, as is learning the procedural side of reading, that is, reading technique. Mastering reading in English presents great difficulties, caused by graphic and spelling features of the English language, because the language is 26 letters, 146 graphemes (i.e., letter combinations), which are transmitted by 46 phonemes. There are big differences between the alphabets of the Uzbek and English languages. At the middle and senior stages of training, correction and improvement of the reading technique are carried out. The level of development of skills and reading skills can be considered high enough if the student: automatically uses the rules of reading; can correctly articulate and intonate; instantly determines the graphic image by the auditory engine and vice versa; owns the mechanisms of visual coverage of compositional (structural) features of the text, combination. Reading aloud should take place at an advanced stage of learning. This is a good phonetic exercise and contributes to the development of speaking skills (it is useful to use phonetic markup). At the senior stages of training, it is necessary to cite exercises aimed at developing the fluency of reading to oneself. It is important to conduct this work regularly.
Thus, to increase the reading speed, two conditions are necessary: reading regularity; the presence of light interesting texts in the period of the formation of skills reading techniques. There are two ways to learn reading: by reading whole words and whole sentences. In the current textbooks for the initial stage, the first path is used. Stage I: Schoolchildren first learn to read individual words, organized according to the rule of reading, represented by the highlighted letter, sound, keyword. The keyword contains a graphic image and a picture. Students impose a sound image on a graphic image and read the word first to themselves, and then out loud. In this case, it is important not to deprive them of their independence. After the keyword, other words are given and their recording is intended to ensure listening to exemplary reading and reading by the speaker (it is important that students do not imitate but read). Reading behind the announcer will help to consolidate in the memory of the graphic images due to the active joint work of the auditory, speech-motor and visual analyzers. Students then read the following exercise on their own. It is important to work out the pace of reading (it is recommended to use flash cards with the words written on them, gradually reducing the time for exposure of the card). It is useful to hold a competition for reading and the correct reading of words from the exercise presented in the textbook. It is necessary to check the formation of the skill based on the rule.
To do this, you should include in the exercises a small number of unfamiliar words (while reading the students independently, the teacher only corrects). Stage II: Students begin reading phrases and sentences and their correct design. The sequence of student work: Attentively peer at the offer, read it about itself, try to understand. The purpose of the actions performed is to prepare for perception. Listen, follow exemplary reading, understand the word combinations and sentences. Repeat for the speaker in a chorus, then there is an individual reading. When learning to read sentences, it is important to demonstrate exemplary reading, since intonation is imitatively absorbed. Stage III: Reading texts.
The most common is the technique L. M. Urubkova, which is a definite sequence in the training of normative and expressive reading the text out loud. Let us consider in more detail the sequence of work on this method: Intonational marking of the text. The teacher offers to look through the text, listen to it and make a markup of the text, i.e. put the icons: '(phrase stress), || (pauses, division into syntagmas), (upward, downward tone of utterance). Collective reading aloud — the reception of acoustic visibility, its goal — the development of a conscious imitation based on the marked text. Pair-facing reading is the next stage of work, which is necessary to develop the ability to best understand the content and transfer it to another person (which is directed against monotonous reading). Individual whisper reading to strengthen articulation skills. Individual control reading out loud. The purpose of the last stage is to complete the work and control the result obtained. The described modes of operation form the procedural plan of reading (reading technique) due to repeated reading, but with different tasks. Such detailed work is carried out not with all the texts, but with those that allow one to draw the attention of the student to normative expressive reading. It has been discussed above how learning to read aloud occurs. With reading aloud, mastering reading to oneself also occurs, i.e., the quality of the initial stage depends on the assimilation of reading as a type of speech activity, since the procedural and informative reading plans are closely related to each other (although this connection is not straightforward, i.e. comprehension is also possible with an undeveloped reading technique and vice versa).