FORMATION OF SPEECH ABILITIES OF YOUNGER SCHOOLCHILDREN IN ENGLISH LESSONS

ФОРМИРОВАНИЕ РЕЧЕВЫХ СПОСОБНОСТЕЙ МЛАДШИХ ШКОЛЬНИКОВ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Орымбаева Айгерим Абдрахимовна

старший преподаватель, магистр педагогических наук Кафедра практического английского языка КазНПУ им. Абая,

Республика Казахстан, г. Алматы

Кулшаева Айнур Манатовна

старший преподаватель, магистр педагогических наук Кафедра практического английского языка КазНПУ им. Абая,

Республика Казахстан, г. Алматы

Таженова Айнагул Сайновна

старший преподаватель, магистр педагогических наук Кафедра иностранных языков КазНПУ им. Абая,

Республика Казахстан, г. Алматы

ABSTRACT

This article examines the formation of speech competencies in English lessons in elementary school. The authors reveal effective methods of developing communication skills, which contributes to the successful mastery of a foreign language. The work corresponds to modern pedagogical tasks, promotes the development of children's communication needs, interpersonal and group communication, as well as self-control skills.

АННОТАЦИЯ

В данной статье рассматривается формирование речевых компетенций на уроках английского языка в начальной школе. Авторы раскрывают эффективные методы развития коммуникативных навыков, которые способствуют успешному овладению иностранным языком. Работа соответствует современным педагогическим задачам, способствует развитию у детей коммуникативных потребностей, межличностного и группового общения, а также навыков самоконтроля.

Keywords: communicative activity, linguistic phenomena, speech, speech behavior, communicative competence.

Ключевые слова: коммуникативная деятельность, языковые явления, речь, речевое поведение, коммуникативная компетентность.

The researchers note that the principles of communicative activity, which results in a finished text (a logical-linguistic utterance), largely determine the specifics of linguistic phenomena, including the functioning of vocabulary in the act of speaking.

The process of speaking is determined by a specific speech situation, which includes the main components [1]:

• participants in communication – teacher-student
• place of communication – school, university (determines the business / official genre of communication)
• time of communication (synchronous / non–synchronous perception of utterance, limited by different time - depending on the type
• testing framework)
• the subject of communication (a range of authentic topics and tasks in English)
• the purpose of communication (to identify the level of communicative competence of the student)
• feedback between the participants of communication (active – dialogue;
• passive – writing), mutual understanding between communicants, evaluation of the statement.

Thus, a lesson as a communication situation is a fragment of reality that includes the purpose of communication, the subject of speech, the direct participants in communication – the teacher and the student, and the nature of their interaction. Each component of the speech situation should be taken into account, since the speech situation dictates the rules of speech communication and determines the forms of its expression. Firstly, the lesson is an artificially created speech situation in order to form and determine the level of formation of the student's communicative competence. This direct goal is achieved on condition of successful implementation of a number of requirements imposed on the student, the result of which is the generation of a competent logical and linguistic utterance (oral or written).

In addition to the direct goal, indirect, indirect intellectual goals related to the cognitive and informational aspects of communication are realized in the process of speech communication in the classroom [2]:

1. Transmission and receipt of information.

2. Clarifying the speaker's worldview.

3. Support/refutation of opinion.

4. Discussion of the problem.

5. Theme development.

Secondly, in an artificially created communication situation modeled by the teacher, ideas within a specific task (topic) become the subject of verbal communication. The motivation for verbal communication in the classroom is external, as it comes from the teacher, while the student reacts to the question by modeling a speech utterance.

Thirdly, it is necessary to take into account the space-time component – the time and place in which speech communication takes place. The place of communication largely determines the style of communication, in this case, business, and the time factor determines the moment of speech, and thus characterizes the situation as canonical/non-canonical. A canonical speech situation develops in a lesson when the time of utterance (the speaker's time) is synchronous with the time of perception (the listener's time), when the participants in communication are in one place and have a common field of view. When performing a written task, a non-canonical situation arises when the speaker's time does not coincide with the time of perception of the utterance.

Finally, the effectiveness of communication in a foreign language will depend on how clearly communicants imagine the actual conditions of communication and, in accordance with them, determine and adjust their speech behavior. Speech behavior, or the choice of etiquette forms, is closely dependent on the communication situation, since speech behavior, along with speech activity, form a person's communicative competence – the knowledge, skills, and abilities necessary to understand others and generate their own programs of speech behavior adequate to the goals, spheres, and situations of communication.

Thus, a lesson is a direct or indirect communicative act that takes place under conditions of a certain (high, insignificant, satisfactory, negative) degree of mutual correspondence between communicants, due to the distance of interaction dictated by the purpose of communication – why it is said in this situation and the subject of communication – what is said.

The product of speech activity as a result of communication becomes a logical-linguistic utterance, the mechanism of generation of which is built from the stages: orientation to the utterance, planning of the utterance, and its implementation. Information is encoded in any utterance, and "all information conveyed by language is content that goes back in principle to thinking (logic).[3]"

The lexical and grammatical skills needed in communication are formed on the basis of knowledge of vocabulary and grammar, i.e. not only knowledge of the meaning and form of a word and its place in the lexical composition of a language, but, above all, grammatical methods of its design and application, as well as the scope of its use. By doing the exercises, the student demonstrates knowledge of vocabulary, grammar, phonetics, and all aspects of speech activity. Often, lexeme words that are outside the context of specific assignments remain unidentified by students, unrecognizable in a different environment. In order for a student to freely and unhindered identify and use words in speech (oral and written), it is necessary to develop lexical and grammatical skills - the ability to adequately identify a lexeme in a text based on a relevant grammatical structure.

In the methodological literature, it is customary to distinguish between productive and receptive lexico-grammatical skills, since speech activity is carried out in terms of generating and perceiving information (text). Since the main purpose of teaching a foreign language is the formation of foreign language competence, this competence comes at different levels: the higher the competence, the better developed the lexical skills. When learning a language, a person follows the rules of making an utterance. The speaker generates a text – a logical-linguistic utterance, the grammatical accuracy and lexical content of which completely depends on the person's speech skills, lexical skills.

To form a lexical skill, exercises are necessary that must meet the goal of vocabulary acquisition in order to improve communication skills – the skills of freely using words and phrases to express one's thoughts. However, in order to formalize a lexical skill, one or another grammatical structure is needed that allows you to apply the acquired skill in speech. Moreover, in order to adequately understand the interlocutor's utterance and read the text in a foreign language, it is necessary to acquire and consolidate an integrated lexico-grammatical skill. The work on vocabulary takes place in close connection with the work on the grammar of a language, since the uniqueness of a particular foreign language, in our case, English, is reflected to a large extent in certain grammatical constructions peculiar to this language. The stages of formation of lexical and grammatical skills are based on various exercises for the development of all speech activities [4]:

speaking, writing and reading, and listening (listening to speech), and it should not be forgotten that speaking and writing are productive types of speech activity, while reading and listening are receptive. Each department has its own set of exercises (training, conditional speech).

In the process of dialogical utterance, the teacher controls the level of formation of lexical and grammatical skills. He uses a variety of tools to help identify the level of proficiency in a foreign language. Such auxiliary means may be [4]:

1. Pictures (complete the dialogue by looking at the pictures);
2. Sample (create a dialog based on the sample, choosing the right words from the data);
3. The situation (create a dialogue using the situation...);
4. Teacher's suggestion (leading questions);
5. Guided dialogue;
6. An unprepared dialogue based on the words given by the teacher;
7. Based on the theme;
8. Based on keywords;
9. Based on the filmstrip;
10. Based on the text.

Thus, fluency in a foreign language is impossible without the development and improvement of lexical and grammatical skills as a whole, since lexical and grammatical skills are the basis of a communicative utterance and constitute the communicative competence of the speaker. Based on this, the student's vocabulary, both active and passive, should be constantly replenished, enriched with new lexemes, accompanied by new grammatical constructions necessary for enriching speech and fluency in a foreign language. It is important to keep sound and graphic images of words, associative connections, intonation, and context in mind. It is also necessary to involve operational and long-term memory, thinking, and psychophysical processes.

References:

1. Азимов Э. Г. Материалы Интернета на уроках англ. языка //«Иностранные языки в школе», 2011. - №1.
2. Баранов А.Г. Когнитивный компонент высказывания и текста //Актуализация лингвистических единиц разных уровней. - Краснодар: Издательство Кубанского университета, 2012. С. 21-28.
3. Бабинская П. М. Реализация коммуникативно ориентированного обучения иностранному языку./ П.М. Бабинская// Столичное образование -2010.- №9- С.18-20.
4. Бим И.Л., Биболетова М.З., Щепилова А.В., Копылова В.В. Иностранный язык в системе школьного филологического образования (концепция). /Иностранные Языки в Школе. -2 009. - №1.-С.4