Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The role of curriculum model in teaching English
Tursunoy RAVSHANOVA
1
, Nazira ABRAIMOVA
2
Jizzakh state pedagogical institute
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 February 2022
Accepted 20 March 2022
Available online
15 April 2022
This article is about using curriculum model in teaching
English. It analyzes the role of curriculum model in Education.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss3/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
curriculum model,
role-plays,
case study,
ESP,
procedure,
process,
learners.
Ingliz tilini o‘qitishda o‘quv dasturi modelining o‘rni
ANNOTATSIYA
Kalit so‘zlar
:
o‘
quv dasturi modeli,
rolli
o‘
yinlar,
amaliy ish,
ESP,
protsedura,
jarayon,
o‘
quvchilar.
Ushbu maqolada ingliz tilini
o‘
qitishda
o‘
quv dasturlari
modelidan foydalanish haqida s
o‘
z boradi. Unda
o‘
quv dasturi
modelining ta
’
limdagi
o‘
rni keng tahlil qilinadi.
1
Senior teacher of the Foreign Languages Faculty. Jizzakh state pedagogical institute.
2
Senior teacher of the Foreign Languages Faculty. Jizzakh state pedagogical institute.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
516
Роль модели учебной программы в обучении
английскому языку
АННОТАЦИЯ
Ключевые слова:
модель учебной
программы,
ролевые игры,
тематическое
исследование,
ESP,
процедура,
процесс,
учащиеся.
Эта статья посвящена использованию модели учебной
программы в обучении английскому языку. В нем
анализируется роль модели учебной программы в
образовании.
The curriculum model can be a combination of
“
procedure
”
and
“
process
”
. At the
beginning of the situation simulation, the student’s own activity is critical to learning, but
the tasks must be chosen by the teacher, thus Skehan talks about the procedure of the
learning process [20]. For example, at the beginning of a game, such as the famous people
game described by Ladousse, students can be put into a simple role-play situation [15]. In
this simple guessing game, the student takes on the role of a well-known person.
The students in the group ask this student questions to guess the name of the
person the student represents. The games that follow this simple RPG include more
challenges. Simulation of game situations that occurs over several periods of learning
allows students to control the nature of interactions [20].
This can
be done, for example, through a “project competition” [15]. In this role
play, students simulate situations that are directly related to them. They decide what
situation to role-play, what question to choose as part of the activity to study, how to
define the roles of participants, etc. Learning activities.
The method of simulation, role-playing (especially when a convergent model is
used) meets the following four criteria of Skehan: for task-based learning, meaning is
primary; there is a goal in the direction towards which you need to move; activities are
evaluated when specific results are achieved; there are real relationships. Activity in the
classroom therefore does not focus on the language itself, but focuses on goals and
actions that can be defined by the teacher or students [20].
Sadow gives an interesting example of the activity of students and teachers in a
simple role-playing game [17]. The teacher tells a group of students that they are aliens
making first contact with terrestrial objects such as toothbrushes, watches, light bulbs
and keys. Without referring to human civilization, participants must draw conclusions
about the functions of these objects. This role play or similar creative activities will
encourage students to use their imagination and engage in a process of reflection and
communication in a foreign language.
In more complex role-
plays, the teacher’s activities may be more detailed and the
students’ activities may be more specific.
The teacher can, for example, bring handouts or
have students read the Case Study, give a clear definition of the role play situation, hand
out cards that describe the role the student is to play. Such situation modeling can be
applied to language teaching in many areas such as technical English, English for business
and industry, English for tourism, service and international relations. Moreover, role-
playing/simulation should be included in the professional training programs for teachers
of foreign languages.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
517
The role of students
Traditionally, learner roles have been specifically defined using the role-playing,
simulation, either through verbal directions or using role-playing output cards.
Nevertheless, Kaplan speaks against role-playing games that focus solely on given themes
using specific areas of vocabulary, due to the fact that such games do not promote
spontaneous movement conversation [14].
Possibly the best model for the student role when using the role-playing /
simulation method, this is the so-
called “tapestry approach”
[19].
Students according to this approach should be active and control the process of
their learning. Students must help teachers to select topics and tasks and provide
teachers with detailed information about course of study. In a role play/simulation it is
can be achieved through the
“
project competition
”
mentioned above, or similar divergent
simulations.
Students get some new features in role play/simulation such features, to which
they may not be accustomed [10]. Burns and Gentry recommend teachers understand the
level of knowledge that students have and pay close attention the introduction of
empirical exercises to encourage the activities of students. This advice seems even more
relevant to students, who are accustomed to the dominant role of the teacher in the
classroom, and who may have gaps in knowledge that makes use ofrole-playing method
is complex and problematic.
The role of the teacher
The teacher defines the overall structure role-playing game, but, as a rule, does not
accept her active partic
ipation after the structure games defined. According to Jones, “the
teacher becomes the traffic controller and controls the game in the same way that the
traffic controller traffic, helping transport flow to avoid bottlenecks, but not specifically
in which
direction to move” [13]. This is consistent with Scarsell’s views.
The teacher’s traditional central role in the classroom is relegated to the
background, and students are free to interact with each other based on spontaneous
cognitive impulses. This reduces the level of student anxiety and facilitates the learning
process [19].
The teacher should take on some additional role-playing responsibilities. game /
simulation. In particular, it should keep students motivated by stimulating them curiosity
and choosing such material for learning that supports the irresistible desire to learn and
learn new things [10].
The role of teaching materials
Because simulations are real life scenarios, teaching materials should simulate
what might be used in a real situation. Role-playing in the alien games mentioned above,
toothbrushes, watches, light bulbs and keys can be studied by
“
aliens from other
civilizations
”
.
An even more striking example of a simulation that resembles real life and using
real life materials, offers Kaplan, who claims to be able to handle unpredictability and
build confidence in one can not only at the expense of individual exercises, but through
the use of role-playing games on a real basis [14]. For achievement To this end, she
describes a simulation called
“
A game of hosting foreign guests
”
, intended for students
learning French as a foreign language before sending to work in a French-speaking
country. Role-playing the game centers around the smorgasbord at a dinner for native
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
518
French speakers in Washington. Students plan and conduct lunch, talking in French
during lunch, and also meet with the guests after summarizing the game. Written self-
assessment and evaluation of each other’s activities were very favorable, the students
wrote that this activity contributed to the development confidence in oral
communication French.
One of the problems associated with educational materials is what Skehan calls
“
conspiracy of uniformity
”
that the publishers created [20]. Role-playing game
“
Competition of projects
”
, mentioned above is one of the ways avoid this problem by
adapting the material to the needs of individual learners. Simulations developed by
students on their own can be used in the future both in their own group and in classes
with other groups.
Game process The role-play process described here uses the Ladousse [15] format
applied in
“
Playing on an Island
”
, a simulation described by Kru-callas [18]. Ladousse
considers process as one of 11 factors in role-playing games [15]. These factors are: level,
time, goal, language, organization, preparation, warm-up, process, follow-up analysis,
analysis and comments, variability. Various role-playing exercises described in terms of
these factors.
The level shows the minimum (and sometimes and maximum) the degree of
activity of students. Time may depend on whether students need to read articles, reports,
etc. The goal indicates the broader objective of each activity, such as building confidence,
development of a
“
sense
”
of language. The language indicates which structures, functions,
skills, intonation students may need samples. The organization describes whether the
activity involves pair or group work, and in the last case
–
how many students should be
in each group.
Preparation shows all it should be done before class. The warm-up involves
verbalizing ideas to keep students focused and interested. The process includes a step by
step guide to the activity. Richards, for example, re-recommends an order of six steps for
a role play games: preliminary activities, samples dialogues, learning to use role cards,
listening to recordings of native speakers participating in role-playing games with role-
playing cards, analysis of performance results and feedback [16]. However, many role-
playing games do not follow the sequence of the above actions, they do not have to
comply with such restrictive guidelines [14].
Game follow-up indicates what is done after the role play is completed, possibly as
homework. Comments may represent general interest or may be warnings of special
difficulties that may arise. Role play options can be used with different types of groups or
at different stages of learning.
You can apply 11 Ladousse factors to
“
Game on the island
”
[15].
“
Playing on the
Island
”
brings the group together through collective decision-making activities that
contribute to development of a range of skills in the use foreign language. An artificial a
situation in which a group from a ship that had run aground landed on an island. eruption
volcano will start in 30-60 minutes, so the plan evacuation must be implemented quickly.
There is lifeboats to carry everyone to a safe place on neighboring islands, but consensus
of the whole group must be reached on who will go where, with whom, etc.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
519
REFERENCES:
1.
Richards J.C. & Rodgers T.S. (1986). Approaches and methods in language
teaching. Cambridge: Cambridge University Press.
–
PP. 45
–
48.
2.
Sadow S.A. (1987). Speaking and listening: imaginative activities for the
language class. In W.M. Rivers (Ed.), Interactive language teaching (PP. 33
–
43).
Cambridge: Cambridge University Press.
3.
Scarcella R. & Crookall D. Simulation/gaming and language acquisition. In
D. Crookall & R.L. Oxford (Eds.), Simulation, gaming, and language learning. New York:
Newbury House. 1990.
–
PP. 223
–
230.
4.
Scarcella R. & Oxford R.L. (1992). The tapestry of language learning. Boston:
Heinle and Heinle. PP. 235
–
238.
5.
Skehan P. (1998b). Task based instruction. In Grahe W. (Ed.), Annual review of
applied linguistics. Cambridge: Cambridge University Press.
–
PP. 268
–
286.
