213
are at a high linguistic level in your lower-level classes, as long as you set appropriate, achievable
tasks.
Effective reading of authentic texts is a sure way to build the confidence of beginners. If
the teacher carefully evaluates the tasks, provided that the text remains within the general
competence of students, the reading activity will be focused on success and sufficiently motivates
Another aspect of a reading session is evaluation. The reading ability score should be
related to the purpose of reading. In everyday reading situations, readers have a goal to read before
they start. In order to provide a reliable assessment of students 'reading skills, the post-listening
activity should reflect students' actual use of the information they received during the reading
process. To develop authentic assessment activities, consider the type of response that will trigger
the reading of a particular choice in a non-class situation. For example, after reading the weather
forecast, you can decide what to wear the next day; after reading a set of instructions, you can
repeat them to someone else.
In conclusion, it is vital to use authentic texts as adjuncts to educational reading materials
in order to prepare students for reading in real life. In order for sophomores and foreign students
to become proficient readers of English, they need access to texts that allow them to respond
authentically to what they have read. Using authentic materials in the classroom is very motivating,
gives a sense of achievement when understood, and encourages further reading. One of the main
reasons for using authentic materials in the classroom is that once outside the “safe”, controlled
language learning environment, the student will encounter not the artificial language of the
classroom, but the real world and the language as it is actually used. The role of the teacher is not
to mislead the learner, but to prepare them, to give them the awareness and necessary skills to
understand how the language is actually used.
REFERENCES:
1.
Арутюнян, С.В. Приѐмы работы с аутентичными речевыми материалами для
активизации обучения на старшем этапе в основной школе [Текст] /С.В. Арутюнян//Наука
и образование в жизни современного общества.–Тамбов,2018. – С. 14-17.
2.
Воронина, Г.И. Организация работы с аутентичными текстами молодежной прессы в
старших классах школ с углубленным изучением иностранного языка [Текст]/Г.И.
Воронина//Иностранные языки в школе. – 2018. —№ 2. – С. 23-25.
3.
Воронкова, Т.Е. Работа с аутентичными текстами, содержащими интеркультурный
компонент [Текст] / Т.Е. Воронкова // Иностранные языки в школе. – 2014. – № 7. – С. 37-
40.
4.
Гальскова, Н.Д. Современная методика обучения иностранным языкам: пособие для
учителя [Текст]/ Н.Д. Гальскова. – М.:АРКТИ. – 2013. – 192с.
5.
Гальскова, Н. Д. Теория обучения иностранным языкам: лингводидактика и методика:
учеб. пособие для студ. лингв. ун-тов и фак. ин. яз. высш. пед. учеб. заведений [Текст] / Н.
Д. Гальскова, Н. И. Гез.– М.: Издательский центр «Академия», 2016.– 336 с.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHING
Elmuratov Rashid,
Assistant of English linguistics Department, Karakalpak State University
D. Elmuratova, BA student, Karakalpak State University
214
Teachers and materials writers have sought to find ways of developing classroom activities
that reflect the principles of a communicative methodology since the advent of CLT. This quest
has continued to the present, as we shall see later in the booklet. The principles on which the first
generation of CLT materials are still relevant to language teaching today, so in this article we will
briefly review the main activity types that were one of the outcomes of CLT.
Accuracy versus Fluency Activities
. One of the goals of CLT is to develop fluency in
language use. Fluency is natural language use occurring when a speaker engages in meaningful
interaction and maintains comprehensible and ongoing communication despite limitations in his
or her communicative competence. Fluency is developed by creating classroom activities in which
students must negotiate meaning, use communication strategies, correct misunderstandings, and
work to avoid communication breakdowns. Fluency practice can be contrasted with accuracy
practice, which focuses on creating correct examples of language use. Differences between
activities that focus on fluency and those that focus on accuracy can be summarized as follows:
Activities focusing on fluency
•
Reflect natural use of language
•
Focus on achieving communication
•
Require meaningful use of language
•
Require the use of communication strategies
•
Produce language that may not be predictable
•
Seek to link language use to context
Activities focusing on accuracy
•
Reflect classroom use of language
•
Focus on the formation of correct examples of language
•
Practice language out of context
•
Practice small samples of language
•
Do not require meaningful communication
•
Control choice of language
Mechanical, Meaningful, and Communicative Practice.
Another useful distinction that
some advocates of CLT proposed was the distinction between three different kinds of practice –
mechanical, meaningful, and communicative. Mechanical practice refers to a controlled practice
activity which students can successfully carry out without necessarily understanding the language
they are using. Examples of this kind of activity would be repetition drills and substitution drills
designed to practice use of particular grammatical or other items. Meaningful practice refers to an
activity where language control is still provided but where students are required to make
meaningful choices when carrying out practice. For example, in order to practice the use of
prepositions to describe locations of places, students might be given a street map with various
buildings identified in different locations. They are also given a list of prepositions such as across
from, on the corner of, near, on, next to. They then have to answer questions such as “Where is
the book shop? Where is the café?” etc. The practice is now meaningful because they have to
respond according to the location of places on the map.
Communicative practice refers to activities where practice in using language within a real
communicative context is the focus, where real information is exchanged, and where the language
used is not totally predictable. For example, students might have to draw a map of their
215
neighborhood and answer questions about the location of different places, such as the nearest bus
stop, the nearest café, etc.
Information-Gap Activities.
An important aspect of communication in CLT is the notion
of information gap. This refers to the fact that in real communication, people normally
communicate in order to get information they do not possess. This is known as an information gap.
More authentic communication is likely to occur in the classroom if students go beyond practice
of language forms for their own sake and use their linguistic and communicative resources in order
to obtain information. In so doing, they will draw available vocabulary, grammar, and
communication strategies to complete a task. The following exercises make use of the information-
gap principle:
Students are divided into A-B pairs. The teacher has copied two sets of pictures. One set
(for A students) contains a picture of a group of people. The other set (for B students) contains a
similar picture but it contains a number of slight differences from the A-picture. Students must sit
back to back and ask questions to try to find out how many differences there are between the two
pictures. Students practice a role play in pairs. One student is given the information she/he needs
to play the part of a clerk in the railway station information booth and has information on train
departures, prices, etc. The other needs to obtain information on departure times, prices, etc. They
role-play the interaction without looking at each other’s cue cards.
Jigsaw activities.
These are also based on the information-gap principle. Typically, the
class is divided into groups and each group has part of the information needed to complete an
activity. The class must fit the pieces together to complete the whole. In so doing, they must use
their language resources to communicate meaningfully and so take part in meaningful
communication practice. The following are examples of jigsaw activities:
The teacher plays a recording in which three people with different points of view discuss
their opinions on a topic of interest. The teacher prepares three different listening tasks, one
focusing on each of the three speaker’s points of view. Students are divided into three groups and
each group listens and takes notes on one of the three speaker’s opinions. Students are then
rearranged into groups containing a student from groups A, B, and C. They now role-play the
discussion using the information they obtained.
The teacher takes a narrative and divides it into twenty sections (or as many sections as
there are students in the class). Each student gets one section of the story. Students must then move
around the class and by listening to each section read aloud, decide where in the story their section
belongs. Eventually the students have to put the entire story together in the correct sequence.
Other Activity Types in CLT.
Many other activity types have been used in CLT,
including the following:
Task-completion activities:
puzzles, games, map-reading, and other kinds of classroom tasks in
which the focus is on using one’s language resources to complete a task.
Information-gathering activities:
student-conducted surveys, interviews, and searches in which
students are required to use their linguistic resources to collect information.
Opinion-sharing activities:
activities in which students compare values, opinions, or beliefs, such
as a ranking task in which students list six qualities in order of importance that they might consider
in choosing a date or spouse.
Information-transfer activities:
These require learners to take information that is presented in
one form, and represent it in a different form. For example, they may read instructions on how to
216
get from A to B, and then draw a map showing the sequence, or they may read information about
a subject and then represent it as a graph.
Reasoning-gap activities:
These involve deriving some new information from given information
through the process of inference, practical reasoning, etc. For example, working out a teacher’s
timetable on the basis of given class timetables.
Role plays:
activities in which students are assigned roles and improvise a scene or exchange
based on given information or clues.
To sum up we would like to say that since its inception in the 1970s, communicative
language teaching has passed through a number of different phases. In its first phase, a primary
concern was the need to develop a syllabus and teaching approach that was compatible with early
conceptions of communicative competence. This led to proposals for the organization of
syllabuses in terms of functions and notions rather than grammatical structures. Later the focus
shifted to procedures for identifying learners’ communicative needs and this resulted in proposals
to make needs analysis an essential component of communicative methodology. At the same time,
methodologists focused on the kinds of classroom activities that could be used to implement a
communicative approach, such as group work, task work, and information-gap activities.
REFERENCES:
1.
Жалолов Ж..Ж. Чет тили ўқитиш методикаси — Т.: Ўқитувчи, 1996.
2.
Хошимов Ў., Ёқубов И. Инглиз тили ўқитиш методикаси.— Т.: Ўқитувчи, 1993.
3.
Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University
Press.
4.
Feez, S., and H. Joyce (1998). Text-Based Syllabus Design. Australia: Macquarie University
5.
Krahnke, K. (1987). Approaches to Syllabus design for Foreign Language Teaching.
Washington, DC: Center for Applied Linguistics.
6.
Littlejohn, A., and D. Hicks (1996). Cambridge English for Schools. Cambridge: Cambridge
University Press.
7.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
8.
Richards, Jack C., and Theodore Rodgers (2001). Approaches and Methods in Language
Teaching. Second Edition. New York: Cambridge University Press.
THE IMPORTANCE OF TEACHING READING
P. Jaumitbaeva
Qaraqalpaqstan awil xojaligi ha’m agrotexnologiyalar instituti
Tiller kafedrasi assistenti
Abstract: This article devoted the most effective way of dealing with the problem of cultural
meaning in texts is to encourage students to read by themselves, choosing subjects related initially
to their own interests so that they bring motivation and experience to reading.
Key words: Learning to read, text to understand, reading texts, educational goal, vocabulary
items, understanding written texts.
Reading is about understanding written texts. It is a complex activity that involves both
perception and thought. Reading consists of two related processes: word recognition and
comprehension. Word recognition refers to the process of perceiving how written symbols
