Курсовая работа: Methods of teaching speech

Is the book on the desk or under it? It's on the desk.

Where’s the book? It’s on the desk. (Fifth Form English. Teacher's Book.)

S. K. Folomkina and E. I. Kaar give preference to developing pupils' monologic speech. For example:

I see a pen.

I see a desk.

Pete sees a desk and a pen.

As to the relationship between monologue and dialogue, it should vary from stage to stage in teaching speaking in schools. In the junior stage (5—6 forms) dialogic speech, the time which allows the teacher to introduce new material and consolidate it in conversation, must prevail. In the intermediate stage (7—8 forms) dialogue and monologue must be on an equal footing.

In the senior stage (9—10 forms) monologic speech must prevail since pupils take part in discussion and, therefore, express their thoughts in connection with a problem or retell a text read or heard. To sum it up both forms of speech (monologue and dialogue) should be developed side by side with preference for the one which is more important for pupils' progress in learning a foreign language at a certain stage.

Conclusion

Having made our work we come to conclusion, that auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.

When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting.

Speech is a process of communication by means of language. Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be “speech” as some teachers are apt to think and who are often satisfied with oral exercises which pupils perform following the model; they seldom use stimuli for developing pupils' auding and speaking in the target language.

In conclusion it should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should very depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.

List of literature

1. Anitchkov I., SaakyantsV. Methods of teaching English. Moscow, 1966.- 248p.

2. Harner Jeremy. The practice of English language teaching. L. - New York,
1991.-296p.

3. Potter Mike. International issues. Teacher's book. L., 1991.- 125p.

4. Rogova G. Methods of teaching English. Leningrad, 1975.- 312p.

5. Бугаев Н.И. Обучение – это общение.// Народное образование Якутии- 1992 №2 с.37-49

6. Загвязинский В.И. Методология и методика дидактических исследований.- М: Педагогика, 1982

7. Зимняя И. А. Психологическая характеристика слушания и говорения как видов речевой деятельности. – «Иностранные языки в школе», 1973

8. Маслыко Е. А. Настольная книга преподавателя иностранного языка: Справочное пособие.- Мн.: Высшая школа, 1999.

List of Vocabulary

1. arpeggios- последовательное исполнение звуков аккорда

2. arranging- приводить в порядок; расставлять

3. aud- аудировать

4. audience- публика; зрители

5. audio-visualaids- аудиовизуальные средства обучения

6. close-to-real situations-близкие к реальности ситуации

7. complete failure- полный провал

8. conversational tags- обрывки речи

9. Delayed- отложенный, отсроченный