What is linguo-cultural teaching and learning?
Download 52.23 Kb.
|
method answers(1)
|
18th century
The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exercises, studying grammatical rules and translating abstract sentences. Oral work was minimal, and students were instead required to memorize grammatical rules and apply these to decode written texts in the target language. This tradition-inspired method became known as the 'grammar-translation method'. Language education in Europe In Europe before the 16 century, much of the language teaching enclosed teaching Latin to priests. In the 16 and 17 centuries, French was a lingua franca for speaking to foreigners. Mostly court members spoke French, and also it was a required language for travelers, traders and soldiers. French was greatly taught throughout this period, and a study of documents, textbooks, literature indicate that language teachers of that time were considering the same issues that are being considered today. These contained issues about practice versus learning rules and formal study versus informal use.The status of Latin changed during this period from a living language that learners needed to be able to read, write and speak, to a dead language which was studied as an intellectual exercise. The analysis of the grammar and rhetoric of Classical Latin became the model language teaching between the 17 and 19 centuries, a time when thought about language teaching became fixed in Europe. Emphasis was on learning grammar rules and vocabulary by rote, translations, and practice in writing sample sentences. Language education in Uzbekistan. During last two decades the question of foreign language teaching received a closer attention in Uzbekistan. It is evidenced by the adoption of the National Programme for Personnel Training and a number of subsequent documents that have created favorable conditions for the development of methods in language teaching. Resolution “On measures for further improvement of the study of foreign languages” has been adopted just recently. According to the new document, the study of foreign languages, mainly English, gradually will start in elementary schools in the form of gaming lessons and lessons in speaking in the first grade, and in the form of learning the alphabet, reading and spelling in the second grade. In future, teaching special subjects in universities, especially in engineering and international specializations, will be conducted in foreign languages. At the current stage of societal development, it is important for academia to educate the personality of a student aiming at the maximum of his/her educational potential opened to the perception of new experience, capable of informed and responsible choices in different life situations. In order to raise such an individual, first of all, it is necessary to teach students to solve certain communication problems in different areas and situations with different linguistic means, i.e. form their communicative competence. Educated in such conditions one should ultimately reach the level defined as the level of the «linguistic personality”. The basic objectives of FL teaching The basic objectives of FL teaching and the major methodological approaches are the same in all EU. All curricula explicitly or implicitly refer to the communicative approach. The prime objective is to enable learners to communicate and express themselves in a FL. All curricula therefore emphasize those objectives and contents that pertain to communication. These are expressed by way of four areas of proficiency, known as the four major skills: listening, reading, speaking, and writing. Most often, these skills are given equal treatment in terms of priority. Some countries, though emphasize oral and aural skills (speaking and listening), which are sometimes associated with reading skills. Grammatical knowledge is as a rule presented as a means of achieving communication proficiency. The role and importance of grammar are thus subordinate to communication-related objectives. The only differences observed between countries relate primarily to the extent to which this is so. Consequently, some curricula do not explicitly require the achievement of a given level of grammatical proficiency. Other curricula instead clearly set out grammatical objectives, or even draw up lists of grammatical elements to be taught. The main periods of teaching FL in Uzbekistan At one time, the famous scientist-teacher R.A. Zaripova indicated two stages in the development of the History of teaching foreign (European) languages in Uzbekistan. In particular, she determined that the first stage Chronologically covers 1924-1960, characterized by the fact that textbooks for Russian schools were adapted in Uzbek Schools when teaching foreign languages, and at the second stage (1961-1980) foreign language textbooks were Created taking into account the peculiarities of Uzbek schools and the Uzbek language. Further, R.A. Zaripova Classified the stages of development of the methodology for teaching foreign languages in Uzbekistan, indicating 6 Periods: the 70s of the XIX century to 1917; 1917-1930 years; 1930 – early 1940; early 1940s to early 1960s; 1960s To the early 1970s; early 1960s to 1980s [1] Her work was written back in the 1970s, so this classification did not Include the events of the 1980s and the period of independence. The authors of the textbook «Ingliz tili uqitish Methodikasi» W. Khoshimov and I. Yokubov, continuing this classification, indicate the next stage, which is divided Into two more periods – 1980-1991 and from 1991 to the present [2]. Thus, in Uzbek scientific and pedagogical Literature, the history of teaching foreign languages is indicated by three stages of its development: 1924-1960 Years; 1961-1990 years; 1991 – to the present. The concept of technology. Game technology. The term technology in education is a service concept like technology in the service of agriculture of farmers or science in the service of mankind. It refers to the use of equipment and machines for educational purposes. It involves the use of a wide range of audio- visual equipments, hardware and sophisticated electronic devices like films, projectors, radio, television, tape recorder, teaching machines and computers etc. Educational technology as explained earlier is a wider term than technology in education. It includes hardware approach, software approach and systems approach. allow a differentiated approach to students, involve every student in the work, taking into account his interests, inclination, level of language training. Exercises of a game character enrich the students with new impressions, activate the vocabulary, perform a developing function, and remove fatigue. They can be diverse in their purpose, content, ways of organizing and conducting. With their help, one can solve one task (improve grammatical, lexical skills, etc.) or a whole complex of tasks: to form speech skills, to develop observation, attention, and creative abilities, etc. Some games are performed by students individually, Others collectively. Technology for the development of critical thinking. Technology “Critical thinking is a set of techniques aimed at arousing the student's interest, encouraging him to take action, creating conditions for generalizing information, promoting the development of critical thinking, skills of introspection, reflection. This technology teaches the modern student: think critically; to be active in the knowledge of the surrounding world; be proficient in a variety of ways of interpreting and evaluating an information message. The technology for the development of critical thinking is based on a model consisting of three phases: challenge; semantic stage; reflection. 1. Challenge – to update the students' knowledge on the topic under study, to awaken cognitive interest in the material being studied, to help students themselves determine the direction in the study of the topic. 2. Comprehension – to help actively perceive the material being studied, to help correlate old knowledge with new ones. 3. Reflection – to help students to independently generalize the material being studied, to help them independently determine the directions in the further study of the material. The technology of critical thinking offers a set of interrelated teaching methods and methodological techniques: «Basket of ideas, concepts, names …», «Clustering», «Flight log», «Output card», «Double diary», «Reading with stops», «Collaborative search», «Advanced lecture», «Interrogation», «Cross-discussion», «Zigzag», «Cube», «Drawing up a table of the ZHU», «Writing syncwine», «Educational brainstorming», «Essay Writing», «Lecture with Stops», «Conceptual Spreadsheet». Information and communication technology (ICT) in education. Education based on information and communication technologies. Information and Communications Technology (ICT) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum. Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises. When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace. ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use. Collaborative learning. Group technologies of foreign language teaching. Collaborative learning can occur peer-to-peer or in larger groups. Peer learning, or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems.It is known that role-playing game represents a conditional reproduction by its participants of the real practical activities of people, creates conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an increase in interest in the subject. Role-playing can be used both at the initial stage of training. It always presents a situation that is created both by verbal means and by non-verbal means: graphic, graphic, monologic / dialogical text, etc. Characteristics of Educational Technology ET has contributed in developing various methods e.g. Micro teaching method, Interaction analysis, Audio Visual Aids and Programmed learning method. In the field of ET, Psychology, Science and technology, system, art, AV aids and machines are used. It is based on the application of the scientific knowledge. It is helpful in making the teaching process objective, easy, clear, interesting and scientific. It is a continuous dynamic technology It is an important medium of communication. A desired change is possible in the behaviour of teachers and students. Technology of education and technology in education It is inherent in education itself. It refers to the application of behavioural sciences like psychology of educational theories and practical teaching –learning problems, instruction and motivation etc. It is concerned with the study of educational problems and the techniques to be used in solving the teaching-learning problems so that best results should be achieved. Broadly speaking, technologies of planning, financing and administration are also covered under the concept of technology of education. Techniques of curriculum planning, transacting and evaluating also come under technology of education. In technology of education, we use derived from psychology of learning. In general, following techniques are included in technology of education: Analysis of instructional problems. Selection of instruments for evaluation Selection of strategies to obtain desired result from the teaching-learning process. Teacher behaviour. Programmed learning. System analysis. Broadly speaking, technology in education implies the use of implements, tools and machines in education in the same manner as we use these for the development of agriculture and gardening and industry and in fact our everyday life to reap the fruit of scientific and technological developments. Under technology in education we include electronic media projector, film, radio, T.V, teaching machine, computer and internet etc. Technology in education refers to the application of engineering principles and technology in the process of education. Basically it is called hardware technology.Silverman (1968) called this type of educational technology as ‘Relative Technology’ and technology of education as ‘Constructive Educational Technology’. Digital culture and digital literacy. Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world. Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks. In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include: • One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries. • Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning. The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings. • Interactive White Boards or Smart Boards: Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied. Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities. Student engagement is generally higher when ICT is available for student use throughout the classroom. • E-readers: E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material. Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.Additionally, many classic book titles are in e-book form. • Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms. Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture. What do you know about views of educational technologies? (ET 1, 2,3) These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism, and constructivism Behaviorism is a learning theory that treats individual learning as non-existent. It instead focuses on “the observation of the environment and responding to it” as the basis of education.Constructivism relies on the idea that individuals create an understanding and interpretation of lessons based on their prior experience and knowledge. The theory also asserts that all knowledge and learning exists solely inside the mind. Cognitivismm, on the other hand, treats individuals as mental beings that analyze and evaluate the information. Thus, it directly counters the beliefs of behaviorism Main features of using suggestopedia method Suggestopedia is based on the activation and development of the potential capabilities of individuals, the so-called hidden reserves of the mind, which every person possesses. The uncovering of these reserves leads to immensely faster and more effective learning (from 3 to 5 times faster compared with traditional methods), as well as the retaining of the acquired knowledge. This serves to answer the questions about the essence of suggestopedia and why it leads to such high results for short periods of time. There are 7 laws, developed and experimented with by Prof. Lozanov, which are applied in suggestopedic methodology in order to reach the reserves. Various means of joyful and wholesome communication are used in order to activate the hidden reserves. At the heart of the methodology are the active and passive concert sessions, during which the lessons are read out in a specific way with classical music in the background. Suggestopedic methodology incorporates various role plays and interactive techniques, popular songs and classical painting reproductions. Advantages and disadvantages of suggestopedia Download 52.23 Kb. Do'stlaringiz bilan baham: 
|