Студопедия

Главная страница Случайная страница

Разделы сайта

АвтомобилиАстрономияБиологияГеографияДом и садДругие языкиДругоеИнформатикаИсторияКультураЛитератураЛогикаМатематикаМедицинаМеталлургияМеханикаОбразованиеОхрана трудаПедагогикаПолитикаПравоПсихологияРелигияРиторикаСоциологияСпортСтроительствоТехнологияТуризмФизикаФилософияФинансыХимияЧерчениеЭкологияЭкономикаЭлектроника






Speech and thinking.






Plan:

1. Communication as an aim & means of Teaching English.

2. Difficulties in Teaching English speaking.

3. Groupthink.

 

 

Communication as an aim & means of TE

Speech, the actual use of the spoken foreign language, acts as means and as an aim of TE. To enable students to speak FL is one of the main aims of FLT in secondary school. Speech is an important means of FLT and learning as well. Through speech the teacher can economically and successfully impart and students acquire the linguistic knowledge and communicative skills, which the learners need to use for practical purposes. Grammar material, vocabulary is introduced and primarily consolidated through oral practice.

Speech also plays a leading role in the formation of habits of correct reading, auditing and writing. The theme or topic of the text is introduced first orally to arouse interest, to assist comprehension, to help learners to overcome linguistic difficulties. Writing of topics and essays is based on the material previously read and discussed.

Oral practice is the best means of imparting and consolidating linguistic knowledge, of cultivating speech habit and creative skills.

 

Difficulties in TE speaking

Teaching speaking presents difficulties for teachers and learners. An untrained child tends to carry over his/her settled speech habits from the mother tongue to FL.

Typical mistakes in speech are:

a) the wrong construction of question without the auxiliary verbs;

b) the use of wrong word order;

c) the inversion;

d) the double use of negative forms and Past Tense e.g. I didn’t learned;

e) the wrong use of infinitive with ‘to’ e.g. ‘must to do, I to can’;

Assimilating of speech can be fulfilled as the result of constant training, imitation and the mechanical memorizing of given speech patterns but the most effective way is involving students in free discourse. It is advisable that teaching of speech should begin from the very first lesson with the children hearing greetings and commands in the FL from the teacher. Thus the teacher create language environment. This is of considerable psychological importance. The learners must hear and expect to hear the FL; listen to it and derive satisfaction from understanding it. Learners are able to understand the language of a bit higher level than they are capable to produce. By using some spoken expressions or language instruction the teacher will prepare and facilitate the learners’ active assimilation when these expressions are studied according to the curriculum. (e.g. Go to the blackboard. Have you done your work?) Constant listening prevent mistakes in speech as learners form some speech habits and get used to the structure of the language.

 

3. Groupthink is a term coined by psychologist Irving Janis in 1972 to describe one process by which a group can make bad or irrational decisions. In a groupthink situation, each member of the group attempts in conform his or her opinions to what they believe to be the consensus of the group. This results in a situation in which the group ultimate agrees on an action which each member might normally consider being unwise.

Janis' original definition of the term was " a mode of thinking that people engage in when they are deeply involved in a cohesive in-group when the members' strivings for unanimity override their motivation torealistically appraise alternative courses of action." The word groupthink was intended to be reminiscent of George Orwell's coinages (such doublethink and duckspeak) from the fictional language Newspeak which he portrayed in his ideological novel Nineteen Eighty-Four.

Groupthink tends to occur on committees and in large organizations. Janis originally studied the Pearl Harbor bombing, the Vietnam War and the Bay of Pigs Invasion. Others have cited groupthink as a contrib­uting factor in the Space Shuttle Challenger Disaster as well as the Space Shuttle Columbia disaster, the bankruptcy of Enron, and more re­cently, the decision to go to war in Iraq in 2003.

Janis cited a number of antecedent conditions that would be likely to encourage groupthink. These include high group cohesiveness, directive leadership, and lack of norms requiring methodical procedures, high stress from external threats with low hope of a better solution than the one of­fered by the leader. Janis listed eight symptoms that he said were in­dicative of groupthink:

1. Illusion of invulnerability.

2. Unquestioned belief in the inherent morality of the group.

3. Collective rationalization of group's decisions.

4. Shared stereotypes of outgroup, particularly opponents.

5. Self-censorship; members withhold criticisms.

6. Illusion of unanimity.

7. Direct pressure on dissenters to conform.

8. Self-appointed " mindguards" protect the group from negative information.

Finally, the seven symptoms of decision affected by groupthink are:

1. Incomplete survey of alternatives.

2. Incomplete survey of objectives.

3. Failure to examine risks of preferred choice.

4. Failure to re-appraise initially rejected alternatives.

5. Poor information search.

6. Selective bias in processing information at hand.

7. Failure to work out contingency plans.

One mechanism which management consultants recommend to avoid groupthink is to place responsibility and authority for a decision in the hands of a single person who can turn to others for advice. Others advise that a pre-selected individual take the role of disagreeing with any suggestion presented, thereby making other individuals more likely to present their own ideas and point out flaws in others' - and reducing the stigma associated with being the first to take negative stances.

An alternative to groupthink is a formal consensus decision-making process, which works best in a group whose aims are cooperative rather than competitive, where trust is able to build up, and where participants are willing to learn and apply facilitation skills.

 

Control questions:

1. How can you explain “Communication as an aim and means of Teaching English”?

2. What difficulties are in Teaching English speaking?

3. What’s Groupthink?

Recommended literature:

1. Психология обучения неродному языку. И.А.Зимняя, М., 2000

2. Психология обучения иностранным языкам в школе. И.А.Зимняя, М., 1991

3. Психология развития. Грейс Крайг, Санкт-Петербург, 2000

 

 






© 2023 :: MyLektsii.ru :: Мои Лекции
Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав.
Копирование текстов разрешено только с указанием индексируемой ссылки на источник.