ПАРТИСИПАТИВНОЕ ПРЕДИКТИВНОЕ ЧТЕНИЕ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА КАК СРЕДСТВО ПОВЫШЕНИЯ МОТИВАЦИИ УЧЕНИЯ

Данилова Виктория Валерьевна
Костанайский государственный педагогический институт
магистр педагогики и психологии, старший преподаватель кафедры иностранных языков факультета иностранных языков

Аннотация
Данная статья посвящена предиктивному чтению на уроках английского языка как одного из факторов мотивации в сфере обучения иностранному языку. В статье представлен план урока по развитию критического мышления и навыков языкового анализа. Партисипативный подтекст представлен через организацию групповой работы при непосредственном применении данного типа чтения в процессе обучения.

Ключевые слова: критическое мышление., предиктивное чтение, прогнозирование


PARTICIPATIVE PREDICTIVE READING AT THE LESSONS OF ENGLISH AS MEANS OF IMPROVING MOTIVATION FOR LEARNING

Viktoriya Valerievna Danilova
Kostanay State Pedagogical Institute
M.D. in pedagogy and psychology, senior teacher of the Foreign languages Department, Faculty of Foreign languages

Abstract
This article is devoted to predictive reading at the lesson of English as one of the motivating factors in the sphere of FLTL. It presents the lesson plan aimed at developing critical thinking and root analysis. Participative predictive reading is viewed within its implementation in the process of teaching.

Рубрика: Секция 3. Проблемы современного образования

Библиографическая ссылка на статью:
Данилова В.В. Партисипативное предиктивное чтение на уроках английского языка как средство повышения мотивации учения // Культура и образование. – Январь 2014. - № 1 [Электронный ресурс]. URL: /2014/01/1233 (дата обращения: 05.01.2014).

Is it easy to teach your students reading? To answer the question stated above we conducted a survey among 52 teachers of English both rural and urban areas (32 rural, 20-urban). The results were predictable – 98 per cent of teachers consider motivating students into reading difficult due to the following reasons:

1.     Wrong time management at the lesson;

2.     Absence of intrinsic positive motivation to read in English;

3.     “Patchwork type” of the lesson and minimizing attention to reading at the lesson;

4.     Vague control over the process of reading and orientation to the result of it.

This question stimulates teachers to search for other useful activities and methods motivating student into reading both at or out of the lesson.

One of the useful and effective methods is the method of predictive reading based on the works of Aho A.V., Ullman J.D. «Theory of syntactical analysis» as well as the theory of predicting while reading  (Many and Erik de Liu) «How to learn skimming» [1]. 

This research is based on the human ability of prediction and foreseeing the plot of the text, its possible development. Information gap that exists between the reader and the text itself is fulfilled step by step guided by the teacher. 

Consequently, this article is an attempt to present the stages of the lesson aimed at teaching predictive reading. Being based on psychological mechanisms of predictive analysis, the lesson shows that knowing this phenomenon can help students understand new vocabulary and text message through using root analysis and prior experiences.  The aim of the lesson is to develop critical thinking through participative approach and rapport on the base of predictive reading.

 The stages of the lesson include: warming-up activity for engagement; pre-reading activity based on group discussion and word study; while-reading activity based on predictive analysis, critical thinking and linguistic guess; and post-reading stage that is connected with creation and activation of studied material applied to practice. The text to be analyzed is based on the English story “With the help of a dog” [2].

Lesson plan

Phase

Activity content

 

Interaction

Timing

(min)

Aids

Warm-up

How are you today?

What is the weather like today?

Introducing

T-Ss

3

cards

Engage

Discussion – Is it difficult to choose a present? (group work):

Choosing a present for a:

child

teenager

woman

man

personal (YOU)

S-S

5

ppt

 

 

 

Study

New vocabulary matching activity (root analysis)

Ss

3

ppt, cards

Polyglot activity (national aspect) – translator activity

Ss

5

ppt

Predictive reading till video

T-S-S

12

Ppt + prezi

Video

Ss

2

video

Reading itself with WHY-questions

T-S-S

7

ppt

Activate

Big Board Game:

True/False

Polyglot

Explain it!

Answer the question

Creation!

 

 

 

Ss

 

 

12

 

 

ppt

Engage

Home assignment giving (writing a reproduction)

T (S)

1

ppt

Total

 

 

50

 

 

Note:T – teacher; S – student; S-S – student to student interaction (pair work); Ss- group work (students); T-S-S – frontal work; (S) – individual work.

Stage 1 – warm-up activity

The aim of this stage is to establish friendly atmosphere in a classroom. Students can be offered an activity connected with personal identification – Example: Aigerim – Active,  Bolat – brave.

 

Stage 2 – engage

The stated stage is aimed at involving the students into the theme of choosing presents. Procedure of the stage: the students are divided into 3 groups – A,B,C. the set of questions are to be discussed by them (see Pic.1). this stage activates student’s prior knowledge on the topic of making presents and wishes.

 

Pic.1 – Power Point slide (stage 2- engage)

Polyglot activity (national aspect) – translator activity

Ss

5

ppt

Predictive reading till video

T-S-S

12

ppt

Video

Ss

2

video

Reading itself with WHY-questions

T-S-S

7

ppt

 

Stage 3 – Study

This is the main stage of the lesson. The students are given a list of words on three languages (English – column A, Kazakh and Russian – Column B). This matching activity is aimed at developing polilingual attitude to culture and root analyzing at the same time. 

Pragmatic aspect of the lesson is achieved by the video concerning the ways of choosing perfume supplied by personalized questions like “How do you choose perfume?” or “What is your favourite scent?” [3]

Predictive reading itself is based on three main types of the contexts: literary context, biographical context, historical context (see Pic.2).

Pic. 2 – slide illustrating predictive reading

Stage 4 –Activate

The following stage is aimed at activating the knowledge of the text previously read by students. The Big Board Game is a variation of the board game. Instruction – 2 teams choose the necessary category to be answered. Categories include True/False tasks, Polyglot activity, Explain it!, Answer the question, Creation! The main purpose the stage is to consolidate the vocabulary, check the comprehension of the text on the level of general comprehension and detailed analysis (see Pic. 3)

Pic. 3 – Big Board Game

Stage 5 – Engage

The aim of the stage is to make a conclusion, giving home assignment and sharing emotions on the lesson.  All the skills are used in the lesson, dominating type of the reading is detailed reading. But scanning and skimming can take place in the lesson if the students are given the text in a paper-based form afterwards.

To sum up, predictive reading based on root analysis and complex text interpretation enables the readers perceive the meaning while group discussion [4]. Predictive reading is the great stimulus for developing positive intrinsic motivation based on inquisition, interest and the situation of success.

Further linguistic and stylistic analysis can be applied to sequence of exercises based on the works of Kukharenko V., Galperin I., Kireichuk E, Vasilieva T. and others [5, 6, 7].   


Библиографический список
  1. Aho A.V., Ullman J.D. «Theory of syntactical analysis» (2008)
  2. With the help of the dog (English wisdom). Enjoy reading: KSPI, 2009, 101p.
  3. URL – for YouTube Video “Choosing the right perfume” https://www.youtube.com/watch?feature=player_detailpage&v=XRoug7Ugkhc
  4. Иванова В.Е. Английские рассказы: чтение для развлечения и обучения: учеб. пособие. – М: ТК Велби, изд-во Проспект, 2006.- 185 с.
  5. Кухаренко В.А. Практикум по интерпретации текста. – М., Просвещение,1987. – 176 с.
  6. Гальперин И.Р. Текст как объект лингвистического исследования. Изд. 4-е, стереотипное. — М.: КомКнига, 2006. — 144 с. — (Лингвистическое наследие XX века)
  7. КирейчукЕ.Ю., ВасильеваТ.Г. Reading and Appreciation of the Short Story. – Мн., 2003. – 180 с.

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