EFFECTIVE
TECHNIQUES FOR ENGLISH CONVERSATION GROUPS
Korolko
I.V., gymnasium № 41, Таraz, Kazakhstan
Teachers of English as a foreign language face a situation aptly described by
Julia M. Dobson, a professor of linguistics, Washington, D.C.: “Language
teachers lead their students down the road of pattern practice, only to find
themselves confronted by a great chasm at the end. On the other side lies real
communication, but the group is stranded on the side of drills because the
teacher sees no strong bridge across.”
Pupils are not interested only in learning to read and write the new language, they
have a desire to speak it. Most pupils are eager to converse in the new
language, and conversation practice therefore assumes primary importance in
their learning experience.
In directing
conversation session for pupils of English as a foreign language, we, teachers,
must help students to move from pseudo- communication, in which their use of
English fictitiously concocted and predictable, to communication where they
expresses their ideas needs in the context of reality. During the early stages
of conversation practice, you are bound to maintain a fairly controlled
situation in which the pupil interacts with you and other pupils within the
constraints imposed by is limited knowledge of the language. During later
stages, you will gradually remove the controls until they are eliminated
altogether, and the pupil enters a realm of real communication.
In an article entitled “Development of a
Manipulation-Communication Scale,” Clifford Prator suggests that there are four
major phases in t language learning process: (1) the completely manipulative
phase, (2) the predominantly manipulative phase, (3) the predominantly
communicative phase, and (4) the completely communicative phase. A Phase One
activity might be a drill in which the pupil merely repeats sentences after the
teacher, while a Phase Two activity might require the pupil to take a sentence
from the textbook, such as “My sister is a gardener,” and restate this with
information about his own sister, as in “My sister is a doctor.” Paraphrases
of dialogues and various kinds of question-and-answer exercises might be Phase
Three activities, whereas a Phase Four activity might be free conversation
among class members.
Setting
the stage for conversation practice
Before pupils embark on conversation
practice, obviously they must be familiar with some grammar patterns and
vocabulary words. If pupils have learnt the basic patterns of English in a
formal classroom context, these were probably taught through one of two major
methods or a combination of both: the audio-lingual approach, and
cognitive-code learning.
The
Audio-Lingual Approach
This language teaching approach is based on the premise that learning a new
language means learning a new system of habits. Basic assumptions in the
audio-lingual approach are:
1. A linguistic
analysis of the new language.
2. The new language
should be leant through imitation and analogy.
3. Every language is
patterned. Pupils must practice these patterns through intensive drills such as
repetition of dialogues or through exercises.
4. The new language
habits must become automatic.
5. Allowing the pupil
the possibility of making errors should be avoided, since it is thought that
mistakes will lead to bad habits.
6. Listening and
speaking are viewed as primary activities, and reading and writing secondary.
7. Function words
(words like articles, prepositions or auxiliary verbs that tie other words
together) should receive greater attention in the initial stage of language
learning than content words (nouns, adjectives, full verbs which have lexical
meaning).
8. Audio-visual aids
can assist the pupil in his formation of new language habits.
9. Use of the pupil’s
native language for explanations of new vocabulary and syntax should be
avoided.
Cognitive-Code
learning
The major implications in cognitive-code
learning are:
1. A language is a
rule-governed system. Pupils must learn the rules in a new language through
analysis in order to use the language competently.
2. Language learning
is more than a matter of habit formation; it is a creative process, and
therefore the pupil should be given the opportunity to be as mentally active as
possible in all assigned work.
3. Drills and
exercises should be meaningful.
4. The pupil’s
creative involvement in the learning process is viewed as more important than
the avoiding of errors.
5. Reading and
writing should be taught at early stages along with listening and speaking.
6. Occasional use of
the pupil’s native language for explanation of new grammar and vocabulary
is beneficial.
Kinds
of conversation groups
Directed conversation practice for pupils learning English may occur in regular
classroom surroundings or in non-academic environments such as conversation
clubs or social gatherings at someone’s home. Every day thousands of these
conversation sessions take place around the world, reflecting the tremendous
interest that people everywhere have in learning to speak English.
Academic
Conversation Groups
English teaching programs vary from school to school, but if directed
conversation practice is scheduled, it is likely to appear in one of two forms:
a brief session or sessions during a given class hour, or a session covering an
entire class hour. If pupils are enrolled in an intensive program where they
have four hours of class, one of the class hours may be devoted to
conversation.
Social
Conversation Groups
English conversation clubs are organized by teachers and pupils who want to practice
English in a more congenial atmosphere than the classroom may allow. Meetings
follow a regular schedule-once a week, for instance. Vital to their success is
a dynamic leader who can skillfully arrange entertaining activities such as
debates, film showings or games tat will stimulate all members to use their
English.
Qualities
that make a successful conversation group leader
The
organizational managers employ the people as individuals, but most of the set
work is done in teams. Morrison defines the team as a ‘group of people with
common objectives … who are committed to working together co-operatively on a
common, shared task and a common purpose’ [11. p.182]. A team is unique unit in
itself; no two teams can be alike. The task for a successful leader is to
understand that his team has its own needs. The leader must be responding for a
team at all times and be prepared to represent the team.
Anyone who speaks English fluently, and who is reasonably inventive,
interested in people, friendly, firm, and patient should make a fine
conversation leader. The successful leader should follow the next key action in
building the team:
1) set the team’s
objectives and standards;
2) maintain the set
objectives and standards;
3) involve each
member of the team in the objective’s achievement;
4) retain the team as
an indivisible unit;
5) communicate
efficiently with the team explaining the teams task that effect them at work
once a month;
6) consult the
members of the team before taking the decision, which affects them.
In teams individual liability is complemented by mutual accountability and
mutual support.
Everybody
is expected to use their knowledge. Individuals are able to work together and
not only perform their roles. Teams can recommend things and accomplish these
things; they can solve problems and keep good culture in the organization with
the help of their leaders.
Motivational
Factors
Most pupils study English because they believe it will benefit them in one way
or another. They see English as a means to earn more money, to fulfill certain
education requirements, to travel abroad, to gain access to the culture of
English-speaking nations, or simply to meet more people. But even though
pupils’ initial motivation may be quite strong, under the strain of learning a
new language with all its complexities or pronunciation, syntax. And
vocabulary, motivation may wane.
Without strong motivation pupils will fail in their attempt to bridge the gap
between the manipulative and the communicative phase of language learning. And
their hopes of speaking English fluently will never be realized. Your own
personality and outlook may provide pupils with fresh motivation. If you have a
genuine interest in the pupils and their welfare, if you smile often and give
praise where deserved, if you show faith in their abilities, they will try
harder to succeed in speaking English. Earl Stevick[14, p. 18] pointed out that
there are four major classroom sources of motivation:
1.The joy of
discovery.
2.The satisfaction
of control
3.The joy of
remembrance
4.The elation of use
Once your pupils develop a strong group identity, you will find that they are
more motivated to express themselves in English, to become real participants in
the activities you plan for them, and ultimately to function as confident
English speakers in the world outside the classroom.
Conversation
Elements
1. Questions and
answers:
a) question – single
statement
b) question –multiple
statement
c) question deduced
from answers
d) multiple questions
drawn from a single statement
2. Comments, exclamations
3. Dialogues
4. Improvisations, plays
5. Readings, compositions
6. Speeches, small-group
discussions, debates
7. Visual aids:
blackboards, bulletin boards, flannel boards, magneboards, realia, pictures,
charts, flash cards, maps, clocks, calendars, cartoons, advertisements, opaque
projector displays.
8. Audio aids, television,
motion pictures
9. Cultural
orientation, proverbs, humor, songs, poetry
10. Correspondence,
group projects, field trips, games.
Cooperative learning improves self-confidence for many pupils. Because the
group mates become responsible for one another’s learning and have a vested
interest in the other’s success, all pupils find out that their ideas can be
useful to others, and they become more self-confident.
Kazakhstan’s education leadership is in a period of transition. The President
of Kazakhstan has set the task – to be fluent in three languages (Kazakh,
Russian, English) and change the education policy for achieving the world
management environment. One of the effective ways is teamwork. It is the team
promotes and makes organization to achieve the goals.
References:
1.Adair,
J., “The Action Centered Leader,” London: Industrial Society, 2000.
2.Adrian
Palmer, “Teaching Communication,” Language Learning, Vol. XX, No. 1,
June 1970.
3.Acy
L. Jackson, “The Conversation Class,” English Teaching Forum
(Washington, D.C, Jan.1969).
4.Bennett,
N., Crawford, M. & Cartwright, M., “Effective Educational Leadership,”
London: Open University.
5.Cole
Peter, “Some Techniques for Communication,” Japan: The Modern English Journal, 1971.
6.Finocchiaro,
M., “Teaching English as a Second Language,” New York: Harper & Row
Publishers,1969.
7.Gronn,
P., “The Making of Educational Leaders,” London: Cassell, 1999.
8.Julia
M. Dobson, “Conversation in English,” Washington, D.C., 1997.
9.Johnson,
D.W. and R.T. Johnson, “Learning together and alone,” Englewood Cliffs,
N.J., 1975.
10.Kippenberger,
T., “Leadership Styles,” Oxford: Capstone Publishing, 2002.
11.Morrison,
K., “Management Theory and Practice,” London: Paul Chapman, 1998.
12.Northouse,
P.G., “Leadership. Theory and Practice,” Thousand oaks: Sage
Publication, 2001.
13.Slavin,
R.E., “Cooperative Learning,” New York: Review of Educational research, 1987.
14.Stevick,
Earl W., “Helping People Learn English,” Nashville, Tenn: Abingdon
Press, 1965.
15.Woods,
P.A., “Democratic Leadership in Education,” London: Paul Chapman
Publishing, 2005.
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