Methods of teaching speech — страница 3

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proves that manifold repetitions when hearing do not help much. It is necessary to help pupils in comprehension by using a "feed back" established through a dialogue between the teacher and the class 1 which takes as much time as it is required for the repetitive presentation of the material.[2] The presence or the absence of the speaker. The most favorable condition is when pupils can see the speaker as is the case when the teacher speaks to them in a foreign language. The most unfavorable condition for auding is listening and comprehending a dialogue, when pupils cannot see the speakers and do not take part in the conversation. Visual "props" which may be of two kinds, objects and motions. Pupils find it difficult to aud without visual props. The eye should

help the ear to grasp a text when dealing with beginners. The voice of the speaker also influences pupils' comprehension. Pupils who get used to the teacher's voice can easily understand him, but they cannot understand other people speaking the same language. Consequently, in teaching listening comprehension the teacher should bear in mind all the difficulties pupils encounter when auding in a foreign language. Speaking a foreign language is the most difficult part in language learning because pupils need ample practice in speaking to be able to say a few words of their own in connection with a situation. This work is time-consuming and pupils rarely feel any real necessity to make themselves understood during the whole period of learning a new language in school. The stimuli the

teacher can use are often feeble and artificial. The pupil repeats the sentence he hears, he completes sentences that are in the book, he constructs sentences on the pattern of a given one. These mechanical drill exercises are, of course, necessary; however, when they go on year after year without any other real language practice they are deadening. There must be occasions when the pupils feel the necessity to inform someone of something, to explain something, and to prove something to someone. This is a psychological factor which must be taken into account when teaching pupils to speak a foreign language. Another factor of no less importance is a psycho-linguistic one; the pupil needs words, phrases, sentence patterns, and grammatical forms and structures stored up in his memory

ready to be used for expressing any thought he wants to. In teaching speaking, therefore, the teacher should stimulate his pupils' speech by supplying them with the subject and by teaching them the words and grammar they need to speak about the suggested topic or situation. The teacher should lead his pupils to unprepared speaking through prepared speaking.[5] 1.2 Psychological characteristics of speech The development of speaking follows the same pattern both in the mother tongue and in a foreign language from reception to reproduction as psychologists say, and from hearing to speaking if we express it in terms of methodology. Since "language is not a substance, it is a process." (N. Brooks) and "language doesn't exist. It happens." (P. Stevens), we should

know under what conditions "it happens". What are the psychological characteristics of oral language? They are as follows: 1. Speech must be motivated, i. e., the speaker expresses a desire to inform the hearer of something interesting, important, or to get information from him. Suppose one of the pupils is talking to a friend of hers. Why is she talking? Because she wants to either tell her friend about something interesting, or get information from her about something important. This is the case of inner motivation. But very often oral speech is motivated outwardly. For instance, the pupil's answers at an examination. Rule for the teacher: In teaching a foreign language it is necessary to think over the motives which make pupils speak. They should have a necessity to

speak and not only a desire to receive a good mark, Ensure conditions in which a pupil will have a desire to say something in the foreign language, to express his thoughts, his feelings, and not to reproduce someone else's as is often the case when he learns the text by heart. Remember that oral speech in the classroom should be always stimulated. Try to use those stimuli which can arouse a pupil's wish to respond in his own way. 2. Speech is always addressed to an interlocutor. Rule for the teacher: Organize the teaching process in a way which allows your pupils to speak to someone, to their classmates in particular, i. e., when speaking a pupil should address the class, and not the teacher or the ceiling as is often the case. When he retells a text which is no longer new to the