Телефон: 8-800-350-22-65
WhatsApp: 8-800-350-22-65
Telegram: sibac
Прием заявок круглосуточно
График работы офиса: с 9.00 до 18.00 Нск (5.00 - 14.00 Мск)

Статья опубликована в рамках: CXXIX Международной научно-практической конференции «Научное сообщество студентов: МЕЖДИСЦИПЛИНАРНЫЕ ИССЛЕДОВАНИЯ» (Россия, г. Новосибирск, 18 ноября 2021 г.)

Наука: Педагогика

Скачать книгу(-и): Сборник статей конференции

Библиографическое описание:
Seitzhan Zh. THE USE OF FAIRY TALES AS A MEANS OF IMPROVING THE EFFECTIVENESS OF A 4TH – GRADE STUDENTS IN FOREIGN LANGUAGE EDUCATION // Научное сообщество студентов: МЕЖДИСЦИПЛИНАРНЫЕ ИССЛЕДОВАНИЯ: сб. ст. по мат. CXXIX междунар. студ. науч.-практ. конф. № 22(129). URL: https://sibac.info/archive/meghdis/22(129).pdf (дата обращения: 29.03.2024)
Проголосовать за статью
Конференция завершена
Эта статья набрала 0 голосов
Дипломы участников
У данной статьи нет
дипломов

THE USE OF FAIRY TALES AS A MEANS OF IMPROVING THE EFFECTIVENESS OF A 4TH – GRADE STUDENTS IN FOREIGN LANGUAGE EDUCATION

Seitzhan Zhaneliya

Student, Faculty of Pedagogy of Foreign Languages, Kazakh Ablai Khan University of International Relations and World Languages,

Kazakhstan, Almaty

Abdrakhmanova Aida Aldiyarbekkyzy

научный руководитель,

Scientific advisor, Master Pedagogic sciences, Department of Speech and Communication Practice, Kazakh Ablai Khan University of International Relations and World Languages,

Kazakhstan, Almaty

ABSTRACT

Author deals with development of domestic education at the present stage of teaching foreign languages, especially for 4th-grade children. In this article, the author tries to tackle the problem of in justification and disclosure opportunities for including fairy tales in the educational process to improve the effectiveness of teaching English at 4th-grade. The relevance of considering the topic "Use of fairy tales as a means of improving the affectiveness of the 4th-grade foreign language lesson" within the framework of this article is due to the need to develop new educational materials, which would correspond to the new Federal State the standard of primary general education and age characteristics junior schoolchildren; the role of a fairy tale in the emotional, aesthetic, psychological and speech development of the child; undeveloped theoretical and practical issues related to the use of fairy tales as a means of teaching English at 4th - grade.

 

Keywords: FLE – (foreign language education), fairy tales, method, approach.

 

One of the most significant theoretically and experimentally solved challenges is the technique of teaching foreign languages and the methods in which it can be developed in the learning process at an educational institution. This is because the significance and status of a foreign language in Kazakh society has greatly expanded in recent years. Learning a foreign language opens up a completely new perspective on the world, and teaching a foreign language should be built around the psychological characteristics of perception, attention, memory, imagination, and thinking in order for this integration to happen easily, successfully, and naturally.

In his article "What Is a Fairy Tale?" Heidi Anne Heiner felt that "fairies" should be excluded from the description, and defined fairy tales as stories of men's adventures in Faërie, the realm of fairies, dwarves, elves, and many other magical species, as well as many other marvels[1]. In the article “The Great Fairy Tale Tradition” Jack Zipes writes: "a story with a series of motifs or episodes of varying duration. It travels through an unreal universe devoid of definite locales or creatures, and it is brimming with the fantastic. In this never-never realm, brave warriors defeat foes, become kings, and marry princesses"[2].

As a consequence, a fairy tale is a convenient and straightforward approach to convey practically any subject to a younger student. The story assists to the development of students' interest in the subject, which is essential for successful teaching of a foreign language. As a result, using a fairy tale as a foreign language learning aid necessitates much research and implementation.

Early foreign language education can be found in fairy tales. Children are enthralled by the study of fairy tales. The fairy tale, in turn, has an emotional impact on them: it reduces anxiety and negative manifestations while also giving fuel for perception, empathy, and communication with their favorite characters, as well as their own creativity. Fairy tales are used in the classroom to increase the efficiency of students' actions. Fairy tales are also a valuable source of moral teaching for individuals. They also help students get more familiar with the culture of the target language's countries, as well as expand their awareness of their own country's cultural history, allowing them to participate actively in cross-cultural discourse.

In addition to all of the foregoing, the usage of fairy tales contributes to the development of students' language ability, such as vocabulary enlargement, grammatical phenomena training, and so on. When children read fairy stories in foreign language classes, they learn about heroes and traditions, and they discover that they have a lot in common with Kazakh fairy tales.

In her article "Through fairy tales into the English language," Z.G. Zaleeva said that any work with fairy tales, whether reading or dramatization, aids in the resolution of both communicative and "harmonious personality development" challenges [3].

Utekhina, A.N claims that the cognitive aspect is conveyed in the truth that the fairy tale content directly relates to the influential construction of a worldview, introduces the child to the universe of a foreign language culture, and creates a positive opportunity to examine cultures, to draw linguocultural parallels [4].

Kurbatova M.Y states that fairy tale language aids in the development of linguistic culture and the expansion of linguistic knowledge. Fairy tales are useful for work because they have a folklore-style compositional approach of repetition and a dynamically unfolding plot [5].

The efficacy of utilizing a fairy tale to teach a foreign language depends not only on how precisely its role in the teaching system is defined, but also on how well the lesson structure is planned and how the fairy tale's pedagogical possibilities are aligned with the learning objectives.

Roptanova was identified four stages in the organization of the lesson with the goal of developing language skills:

1) preparatory - the stage in which linguistic and linguocultural challenges are first addressed;

2) the development of information perception skills during the initial reading of a fairy tale;

3) command of the major content's comprehension;

4) Language and communication skills improvement.

The second reading may be performed before the fourth step [6].

As an example, following approach was considered to working with a fairy tale:

1. Preparatory work. The title of the story is given to the students, and they are asked to predict what it will be about. Then comes a new lexicon that is both necessary for understanding the story and meant for active possession. Each episode begins with the introduction of new vocabulary. A regional geographic commentary is carried out, with special attention dedicated to phraseological components.

2. The story's perception (in parts). Students are encouraged to identify the following before reading each section:

- who is the protagonist;

- how we deal with him;

- this is what he did.

3. Double-check is the comprehension of the important points. Before reading, students must first respond to the teacher's questions. Then it can be done things like "choose the correct answer," "arrange sentences in a logical order," and so on.

4. Language skills and abilities development. Various tasks can be used to improve lexical skills, such as:

- provide a description of the main character (the appropriate word is active);

- use these speech formulae to act out a discussion between the characters;

- Choose words to comment on the hero's actions.

Fairy tale elements are frequently utilized to teach phonetics at the elementary school level. The character Miss Chatter is used in the textbook "Enjoy English" by MZ Biboletova to teach phonetics.

Miss Chatter, for example, used to be Miss Chatter (teacher shows the tip of the tongue). She resided in a home (closes her mouth). She awoke, opened the shuttersglanced around her house (unclenched teeth and ran her tongue across the sky, inviting youngsters to do the same), and then did exercises. Miss Chatter once heard the hum of an airplane. She didn't like loud noises, so she waved and said to the plane.

The aeroplane proved to be well-behaved, reducing the noise instantly and humming like a bee.

The plane takes off - hums - [ð]

The snake moves, hisses - [θ]

A bee buzzing on a flower - [ð]

On the stove, the teapot hums - [θ]

Miss Chatter is tidying her house today: she opens the drapes wide [w-w-w], then rolls up the carpet [r-r-rai] and begins sweeping [swi: p-swi: p-swi] It came out beautifully! [wel-wel] she exclaims.

Invite children to meet famous characters from Kazakh fairy tales to help them grasp the differences in articulation of Russian and Kazakh notes.

Fairy tales are used extensively in 4th grade to teach vocabulary. Because the fairytale characters have such diverse personalities, learning with them is both enjoyable and educational. Students overcome the language barrier by reincarnating as childhood heroes, mistakes will be committed by fairy-tale characters, not by them. Temporary epithets (cruel step-mother, wicked magician, fine steed, fine maiden, magic wand), analogies (the girl-baby grew white as milk, with cheeks like roses and lips like cherries, fixed expressions found in strictly defined places in the text, ("Fee, fo, fi, fum! I smell the blood of a Christian man...").

In this article the author is able to confirm the first-year internship at №167 School.  Students were allocated classes for internships, and those classes were required to attend class hours as well as English lessons. I was assigned to class 4b. In English classes, I deployed fairy tales to help students recall vocabulary fast and effectively.

Once the new lesson was explained the fairy tale "Zlatovlaska and the Three Bears" was used to memorize the new vocabulary. After asking the children what they understood about the story, a slide show was shown to remind them of it. The children were asked about the story's meaning after they had seen it. Words from the fairy tale that were unfamiliar to the pupils were translated and discussed with them. To note down the terms, a game was played. On the screen in front of them were images of various objects, and beneath them were letters, which they used to form a word, which once called the image of the object and gave it a translation. The letters of the chain were printed on the board, which they had to share in order to obtain the words. They needed to translate a statement that arose from these words. The object of this game is to recall the grammatical structure in narrative and interrogative sentences. To see how attentively kids were listening to the fairy tale. Filvord was placed on the board. Their mission was to locate the words I needed in them. But the task is complicated by the fact that I spоke words in Kazakh, and find them necessary - English.

At the end of the lesson, I noticed that the students became more motivated. Students were instructed to combine logic games and fairy stories in the new lesson, and it was discovered that using fairy tales helped them learn and retain new vocabu-lary quickly.

The goal of this study was to justify and demonstrate the benefits of incorporating fairy tales into the learning of a foreign language in primary school. The writings of many authors were examined for this purpose. Theoretical classification of fairy tales was investigated.

We discovered the major benefits of fairy tales, including authenticity, instructive richness, linguistic attention, and emotional influence on students. As a result, we came to the conclusion that English fairy tales provide ideal conditions for language acquisition in 4th grade school children.

We also shared our findings on the usage of fairy tales in elementary school classrooms. Fairy tale exercises aid in the mastery of new educational information through the emotional domain, they repeat the past, and they contain elements of novelty, which enthralls and motivates my younger kids. Turning on fairy tales in English classes provides excellent prospects not only for linguistic enrichment, but also for student education and development, and so fits the needs of the new educational standard. A fairy tale is a powerful tool for influencing pupils' feelings and emotions.

Following the approval, we were persuaded that including this complex into the educational process may improve the effectiveness of English instruction for 4th grade.

 

References:

  1. Heidi Anne Heiner, "What Is a Fairy Tale?" surlalunefairytales.com. Retrieved October 5, 2008.
  2. Jack Zipes. The Great Fairy Tale Tradition. (New York: W. W. Norton, 2001).
  3. Zaleeva, Z.G. Through fairy tales into English, 2008
  4. Utekhina, A.N. Dramatization of a fairy tale in early teaching of a foreign language: All-Russian popular scientific methodological journal on early teaching of a foreign language for teachers, parents and children, 2001.
  5. Kurbatova M.Y. Game techniques for teaching English grammar at the initial stage. Foreign languages at school, 2006.
  6. Roptanova L.F. English: Kindergarten - School. Ulyanovsk, 2004.
Проголосовать за статью
Конференция завершена
Эта статья набрала 0 голосов
Дипломы участников
У данной статьи нет
дипломов

Оставить комментарий

Форма обратной связи о взаимодействии с сайтом
CAPTCHA
Этот вопрос задается для того, чтобы выяснить, являетесь ли Вы человеком или представляете из себя автоматическую спам-рассылку.