Alina Kruk
(Kamianets-Podіlskyi National Ivan Ohiienko University)
EFFICIENCY OF USING COMMUNICATIVE EXERCISES FOR LEARNING ENGLISH
The content and value of communicative learning is that the learning process is a model of communication process. The interaction of language partners is the meaningful basis of communication process. Jack C. Richards notes that “communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom” [2, p. 2]. And this is completely true, because communicative language learning includes direct interaction between the teacher and students, and sets as its goal the teaching of communicative competence.
Communicative tasks are aimed at the formation of professionally oriented vocabulary and the basics of communicative competence. Thses issues were envisaged in the works of such scientists as T. Buzan, B. Buzan, S.P. Hillar, J. Nast, K. Hodlevska, R. Hryshkova, O. Huliaieva, T. Kaliuzhna, Yu. Kobiuk, S. Lutsenko, L. Milto, Richards J.C., Shastri P.D., H. Shvachych and others. With the help of communicative exercises, the teacher can provide new information, create different situations for speech communication, as well as many other things, especially in a friendly atmosphere, making an accent on personally-oriented and professionally-oriented training. According to Raisa Hryshkova, the formation and development of students’ communication skills goes through several stages, namely the assimilation of words and phrases and bringing them to automaticity, the development of improvisation skills, as well as the transfer of skills from one situation to another [1, p. 91].
A friendly atmosphere should prevail at each practical session, because this contributes to good assimilation of educational material. As Pratima Dave Shastri aptly designates: “Too much stress should not be put on accuracy as it hampers fluency of the learner. Allow the learners to make mistakes as making of errors reflects their creativity. But this does not mean that the errors should be completely overlooked. The teacher has to adopt different strategies to deal with them” [3, p. 22].
In general, the teacher should use communicative tasks thematically and activate them in communicatively oriented tasks. Communicative exercises can be divided into reproductive, situational, descriptive, discursive, initiative exercises, etc. Each practical lesson should include a set of tasks for improving oral and written communication skills based on authentic texts for reading and listening, with the aim of developing linguistic, sociocultural and professional-pedagogical competencies.
A good way to use communicative exercises is the visualization method, because it allows you to use exercises based on infographics, images, pictures, illustrations, presentations, animations, banners, the use of television or video equipment, as well as mind maps, thereby creating an interactive experience.
Summarizing the above, we can safely assume that the use of various communicative exercises by teachers during classes ensures the active participation of students in the learning process, establishment of feedback, the possibility of applying acquired skills and knowledge in real life and educational situations. The modern world requires a person to be ready for intercultural dialogue in order to achieve professional success.
LITERATURE
- Гришкова Р.О. Методика навчання англійської мови за професійним спрямуванням студентів нефілологічних спеціальностей. Миколаїв: Вид-во ЧДУ ім. Петра Могили, 2015. 220 с.
- Richards J.C. Communicative Language Teaching Today. N. : Cambridge University Press, 2006. 47 p.
- Shastri P.D. Communicative Approach to the Teaching of English as a Second Language. Mumbai, Delhi, Nagpur, Bangalore, Hyderabad: Himalaya Publishing House, 2010. 190 p.