Ministry of higher and secondary special education of the republic of uzbekistan termez state university

The theoretical importance of the paper: The introduced modern approaches in teaching withoral communication activities updates the theoretical capacity of activity books and clarifies the reasons of teaching writing more through communicatively rather than other approaches. Besides it, the paper presents the chance to identify the existing weak points in discussion activities instruction and understand the nature of analysis learning stuck blocks. Consequently, the investigated problems bring into existence the possible solutions to the noticed issues.
The practical importance of the paper is to produce significant student learning outcomes. In a time where we are only beginning to witness artificial intelligence’s disruption of work and the economy, these learning outcomes are crucial to personal and professional success.
The object of the graduation paper is to identify the advantages and disadvantages of discussion activities in education and its influence on the development of teaching process.
The subject of the paper is the study and research of group work discussion-based motivation in teaching English language, suggesting different strategies for organizing.
The structure of the paper consists of Introduction, two chapters, conclusion and the list of used literatures.
The first chapter is devoted to the study of the history of formation and importance of group work discussion method in teaching foreign language and the essence in the usage of this interactive method.
The second chapter is devoted to investigation the role of group discussion method activities in teaching process and the implementation of the motivation in intensification of teaching process
Conclusion presents the results of the investigation on discussion method and motivation in present day English.
CHAPTER IIMPLEMENTATION OF CLASSROOM DISCUSSION DURING ENGLISH CLASSES
1.1. Formation of discussion as a method
Discussion group was evolved from USENET which is a traced back to early 80's. Two computer scientists Jim Ellis and Tom Truscott founded the idea of setting a system of rules to produce "articles", and then send back to their parallel news group.
Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation.The whole concept is to bring collectively a unit of people on a common platform to share their ideas.
Generally, group discussion is a method used by the companies or organizations to check whether the candidates have certain personality or skills which are must for their members or employees. Nowadays, group discussions have become a main stage in the recruitment process. In this discussion, the group of applicants or candidates is given a topic or a scenario and few minutes are provided them to think about the same, and then asked to discuss the situation among them for a limited time. Organizations conduct group discussion after the written test so as to test the interactive skills of the candidates and how good they are at interacting with other people. Group discussion also tells about how candidates behave, participate and contribute in a group. Also, recruiters come to know about how much importance applicants give to the team objectives as well as their own, how well they listen to viewpoints of others and how open-minded are they in accepting the views contrary to their own.
GroupDiscussionisconductedtoevaluatethefollowingskills:

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  Confidence.
  
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  EffectiveCommunication.
  
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  QualityofLanguage.
  
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  ListeningSkills.
  
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  AssertiveAttitude.
  
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  ParaphrasingSkills.
  
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  Leadership.
  

“Discussion, because it is an activity, engages the student’s mind more than do lectures. Instead of passively hearing the professor’s thoughts, the student engaged in dialogue is required to work his own mind, to form and express his own thoughts.”
— From “Why the Discussion (Socratic) Method?”
by John W. Neumayr, Ph.D.
There are no lectures, no didactic discourses, no simple regurgitation of others’ conclusions. Instead, ideas are proposed, rebutted, and defended, until, through discussion and critical argumentation, the class discerns the meaning of a given text and, more important, its veracity or error. The truth is found by way of the conversation.
This is the Discussion Method, also called the Socratic Method after the Ancient Greek philosopher Socrates, who would engage his students with questions and dialogue. Because the class is small, the tutor is able to determine each student’s progress, and students have ample occasion to make their difficulties known. There is a true meeting of the minds.
The Discussion Method demands that students come to class well prepared. Compelling them to think out their arguments in advance and to answer their peers’ questions and counter-arguments, it sharpens their powers of reason, analysis, and articulation. It thus provides them with fundamental skills necessary for success in any discipline or profession.
The Socratic method (also known as method of Elenchus, elenctic method, or Socratic debate) is a form of cooperative argumentative dialogue between individuals, based on asking and answering questions to stimulate critical thinking and to draw out ideas and underlying presuppositions.
Just listening to a discussion of the Socratic Method can help you, even if you are not the student being approached. Professors use the Socratic Method to keep students in the spotlight because the constant opportunity to be called out in class forces students to follow the professor and class discussions closely.The Socratic method is a method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions.
The Socratic method searches for general, commonly held truths that shape beliefs and scrutinizes them to determine their consistency with other beliefs. The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic; exploring definitions, and seeking to characterize general characteristics shared by various particular instances.
In the second half of the 5th century BC, sophists were teachers who specialized in using the tools of philosophy and rhetoric to entertain, impress, or persuade an audience to accept the speaker's point of view. Socrates promoted an alternative method of teaching, which came to be called the Socratic method.
Socrates began to engage in such discussions with his fellow Athenians after his friend from youth, Chaerephon, visited the Oracle of Delphi, which asserted that no man in Greece was wiser than Socrates. Socrates saw this as a paradox, and began using the Socratic method to answer his conundrum. Diogenes Laërtius, however, wrote that Protagoras invented the “Socratic” method.³
Plato famously formalized the Socratic elenctic style in prose—presenting Socrates as the curious questioner of some prominent Athenian interlocutor—in some of his early dialogues, such as Euthyphro and Ion, and the method is most commonly found within the so-called "Socratic dialogues", which generally portray Socrates engaging in the method and questioning his fellow citizens about moral and epistemological issues. But in his later dialogues, such as Theaetetus or Sophist, Plato had a different method to philosophical discussions, namely dialectic.
Method Elenchus (Ancient Greek: ἔλεγχος, romanized: elenkhos, lit. 'argument of disproof or refutation; cross-examining, testing, scrutiny esp. for purposes of refutation⁴) is the central technique of the Socratic method.
The Latin form elenchus (plural elenchi) is used in English as the technical philosophical term.⁵ The most common adjectival form in English is elentic; elenchic and elenchtic are also current.
In Plato's early dialogues, the elenchus is the technique Socrates uses to investi-gate, for example, the nature or definition of ethical concepts such as justice or virtue. According to Vlastos,⁵ it has the following steps:
Socrates' interlocutor asserts a thesis, for example "Courage is endurance of the soul".Socrates decides whether the thesis is false and targets for refutation.
Socrates secures his interlocutor's agreement to further premises, for example "Courage is a fine thing" and "Ignorant endurance is not a fine thing".
Socrates then argues, and the interlocutor agrees, these further premises imply the contrary of the original thesis; in this case, it leads to: "courage is not endurance of the soul".Socrates then claims he has shown his interlocutor's thesis is false and its negation is true.
One elenctic examination can lead to a new, more refined, examination of the concept being considered, in this case it invites an examination of the claim: "Courage is wise endurance of the soul". Most Socratic inquiries consist of a series of elenchi and typically end in puzzlement known as aporia.
Frede⁶ points out Vlastos' conclusion in step #5 above makes nonsense of the aporetic nature of the early dialogues. Having shown a proposed thesis is false is insufficient to conclude some other competing thesis must be true. Rather, the interlocutors have reached aporia, an improved state of still not knowing what to say about the subject under discussion.
W. K. C. Guthrie in The Greek Philosophers sees it as an error to regard the Socratic method as a means by which one seeks the answer to a problem, or knowledge. Guthrie claims that the Socratic method actually aims to demonstrate one's ignorance. Socrates, unlike the Sophists, did believe that knowledge was possible, but believed that the first step to knowledge was recognition of one's ignorance. Guthrie writes, "Socrates was accustomed to say that he did not himself know anything, and that the only way in which he was wiser than other men was that he was conscious of his own ignorance, while they were not.
The essence of the Socratic method is to convince the interlocutor that whereas he thought he knew something, in fact he does not."⁶
A Socratic Circle (also known as a Socratic Seminar) is a pedagogical approach based on the Socratic method and uses a dialogic approach to understand information in a text. Its systematic procedure is used to examine a text through questions and answers founded on the beliefs that all new knowledge is connected to prior knowledge, that all thinking comes from asking questions, and that asking one question should lead to asking further questions.⁹ A Socratic Circle is not a debate. The goal of this activity is to have participants work together to construct meaning and arrive at an answer, not for one student or one group to “win the argument”.
This approach is based on the belief that participants seek and gain deeper understanding of concepts in the text through thoughtful dialogue rather than memorizing information that has been provided for them. While Socratic Circles can differ in structure, and even in name, they typically involve the following components: a passage of text that students must read beforehand and two concentric circles of students: an outer circle and an inner circle. The inner circle focuses on exploring and analysing the text through the act of questioning and answering. During this phase, the outer circle remains silent. Students in the outer circle are much like scientific observers watching and listening to the conversation of the inner circle. When the text has been fully discussed and the inner circle is finished talking, the outer circle provides feedback on the dialogue that took place. This process alternates with the inner circle students going to the outer circle for the next meeting and vice versa. The length of this process varies depending on the text used for the discussion. The teacher may decide to alternate groups within one meeting, or they may alternate at each separate meeting.
The most significant difference between this activity and most typical classroom activities involves the role of the teacher. In Socratic Circles the students lead the discussion and questioning. The teacher's role is to ensure the discussion advances regardless of the particular direction the discussion takes.⁷
Teachers use Socratic Circles in different ways. The structure it takes may look different in each classroom.
While this is not an exhaustive list, teachers may use one of the following structures to administer Socratic Seminar:
Inner/outer circle or fishbowl: Students need to be arranged in inner and outer circles. The inner circle engages in discussion about the text. The outer circle observes the inner circle, while taking notes. The outer circle shares their observations and questions the inner circle with guidance from the teacher/facilitator. Students use constructive criticism as opposed to making judgements. The students on the outside keep track of topics they would like to discuss as part of the debrief. Participants in the outer circle can use an observation checklist or notes form to monitor the participants in the inner circle. These tools will provide structure for listening and give the outside members specific details to discuss later in the seminar.The teacher may also sit in the circle but at the same height as the students.⁸
Triad: Students are arranged so that each participant (called a “pilot”) in the inner circle has two “co-pilots” sitting behind them on either side. Pilots are the speakers because they are in the inner circle; co-pilots are in the outer circle and only speak during consultation. The seminar proceeds as any other seminar. At a point in the seminar, the facilitator pauses the discussion and instructs the triad to talk to each other. Conversation will be about topics that need more in-depth discussion or a question posed by the leader. Sometimes triads will be asked by the facilitator to come up with a new question. Any time during a triad conversation, group members can switch seats and one of the co-pilots can sit in the pilot's seat. Only during that time is the switching of seats allowed. This structure allows for students to speak, who may not yet have the confidence to speak in the large group. This type of seminar involves all students instead of just the students in the inner and outer circles.
Simultaneous seminars: Students are arranged in multiple small groups and placed as far as possible from each other. Following the guidelines of the Socratic Seminar, students engage in small group discussions. Simultaneous seminars are typically done with experienced students who need little guidance and can engage in a discussion without assistance from a teacher/facilitator. According to the literature, this type of seminar is beneficial for teachers who want students to explore a variety of texts around a main issue or topic. Each small group may have a different text to read/view and discuss.
A larger Socratic Seminar can then occur as a discussion about how each text corresponds with one another. Simultaneous Seminars can also be used for a particularly difficult text. Students can work through different issues and key passages from the text.⁹
No matter what structure the teacher employs, the basic premise of the seminar/circles is to turn partial control and direction of the classroom over to the students. The seminars encourage students to work together, creating meaning from the text and to stay away from trying to find a correct interpretation. The emphasis is on critical and creative thinking.
Scholars such as Peter Boghossian suggest that although the method improves creative and critical thinking, there is a flip side to the method. He states that the teachers who use this method wait for the students to make mistakes, thus creating a kind of negative feelings in the class, exposing the student to possible ridicule and humiliation.
Some have countered this thought by stating that the humiliation and ridicule is not caused by the method, rather it is due to the lack of knowledge of the student. Boghossian mentions that even though the questions may be perplexing, they are not originally meant for it, in fact such questions provoke the students and can be countered by employing counter examples.
The Socratic method is still in use because it develops a number of skills and is an excellent instructional tool. The first and most obvious benefit is that it teaches students to think quickly. ... The student can't truly prepare for the professor's questions and must respond to them as they come
He was a man of remarkable integrity and his story makes for marvelous reading. The overall purpose of Socratic questioning, is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal.Classroom discussion is a practice in which the instructor and students share views on a specific topic previously lectured. Promoting and facilitating classroom discussions can not only help students learn from one another but also help students understand and retain the lecture better.
There are two types of Group Discussion, which are listed below:

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  Topic-Based Group Discussion
  
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  Case Study Based Group Discussion
  

There are few candidates in a group, where each group is given any topic. The group members discuss the topic, which is called a Group Discussion.
The topic-based Group Discussion can be further classified as:
– Controversial Topics
– Knowledge-Based topics
– Abstract Topics
– Conceptual topics
– Let's discuss the above topics in detail.
Controversial Topics. The discussion on controversial topics becomes a debate. Such topics are given to judge the participants' temper and how they can handle the discussion without losing their calm. It shows that how a candidate can represent his/her views without arguing with other participants.The example of the controversial topics can be Reservation System, Religion equality, etc.
Knowledge-Based topics. The participants should have a proper understanding of the topic before proceeding for a discussion. The information should be enough to convince the panelists. The essential thing is to be confident. Do not initiate the discussion if you are not aware of the topic.
The examples of Knowledge-Based topics can be 'CAT vs. GATE' and 'Government jobs vs. Private jobs'.
Abstract Topics. The abstract topics test the creativity and thinking of a candidate. It also tests the communication skills.
The example of Abstracts topics can be 'A walk to remember'.
Conceptual topics. The conceptual topics are widely used today by companies. It tests the knowledge, logical, and aptitude skills of a candidate. The topic for the discussion is randomly selected, giving panelists a space to judge the participants' creative thinking and ability to handle the situation.
The example of Conceptual topics can be 'Life is a Puzzle.'
Case Study Based Group Discussion. The Case study based Group Discussion is generally followed by the MBA Institutes, such as IIM, etc. In such a discussion, a problem is given, and the participants are asked to resolve them. The preparation time is also higher as compared to other discussions. The panelists test the teamwork and decision-making skills of the participants. The participants need to active and updated with the things around them. It also tests the observation capability of the participants.
The example of Case study based topics can be 'Discussion between boss and manager'.
There are some rules of a Group Discussion. The rules of Group Discussion are listed below:
Prepare well for the topic.The quick trick is to note all the important points during the preparation time. Do not write brief paragraphs. Try to write short points and explain them briefly in the discussion.
Be confident about your content. It would help if you always were confident about your content. If you are not confident, you may hesitate while speaking, which will create a negative impression.
Most participants only focus on their content. You should be aware during the introduction of all the participants in your group. To get attention, you can call out the person's name when the discussion gets diverted.
Body Language.Always take care of your body language. Do not focus only on the content.
Leadership. Try to take the lead in the group if you are confident about the topic and the knowledge.Avoid false starts or commitments. Do not initiate the discussion if you are not sure about your content. Do not present any wrong information.
Follow your Domain. Every company has its own culture. Prepare your content according to the company requirements. For example, industrial companies will focus more on technical talks, while marketing companies seek the combination of creative and oriented content.
Do not fight. In the Group Discussion, some candidates often get aggressive. Do not fight during the discussion. Most of the companies require sensitive and polite candidates rather than aggressive ones.
Estimated criteria for a Group Discussion
The performance of an effective Group discussion depends on individual skills and group coordination.
Let's discuss it in detail
The individual skills are listed below:
Communication Skills. All the participants in the Group Discussion present their views on the given topic. The language used should be simple so that everyone present in the discussion can easily understand.The content is an essential part of the discussion. The content is the words spoken by every candidate. The content should not be copied, repetitive, and wrong. It creates a negative impression. The candidate should not get diverted from the topic. If the content is correct and relevant to the topic, the panelists examine the content and give scores based on your content. They also check that the content is in-depth or superficial.The analytical skills include the exploration of the asked question. Such skills are more focused on a case study Group Discussion. It primarily includes exploring 'how' and 'why' of the subject content.
Creativity. It includes how you can think differently from other participants or present your views in different ways. You can also abstract the topic differently. All these points will make you unique.It will also gain more focus from the panelists on you.
Decision Making. GD helps in evaluation of the topic and reaching towards the specific decision. It is based on the suggestions given by the members of the group. The task of selecting suitable candidates from the group also becomes easy for the panelist or boss.
Covering Mistakes. The panelists give the topic at the time of the Group Discussion. You usually get a few minutes to prepare. Sometimes while speaking, mistakes often happen. But, it does not mean that we should stop the discussion in between and get nervous. In such cases, never lose confidence. Always correct the mistakes and come back with confidence.
Reasoning Skills. The panelist checks how much a participant is right in his/her logical skills. They also check how good you are in supporting standpoints, how you respond to the other participants, and weaken or strengthen other arguments in the discussion.
Voice. Voice can range from high-pitch to low-pitch. A high-pitch sometimes seems irritating, while low-pitch may not be understood by everyone present in the discussion. So, voice plays a very important role.