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USING ENGLISH IN CLASS
Berdibekova Mutabar
English teacher,school №5,Sardoba district,Sirdarya region
Abstract
The article highlights the effective use of English language in the classroom environment.The work in this regard is said about the communicative competence and vocabulary are the key factors of teaching language.
Keywords: phrasal verbs, communication, vocabulary, interaction.
Vocabulary is the most important area in language learning. The importance of vocabulary changes and it depends on teaching aims. Nowadays, the ability of effective communication is the main aim of teaching, so teachers try to develop students’ communicative competence and vocabulary are the key to it. Communication is strongly conditioned upon the level of vocabulary. When it is limited, it distorts or even sometimes it blocks up communication. With a wide vocabulary, a person can communicate effectively even though he or she may be very weak in grammatical knowledge. It means that teachers must pay a lot of attention to constant, regular work on enriching students’ vocabulary. Very important and common feature of English language are phrasal verbs.
Phrasal verbs are an important feature of English. Their importance lies in the fact that they form such a key part of everyday English. Not only are they used in spoken and informal English, but they are also a common aspect of written and even formal vernacular. Understanding and learning to use phrasal verbs, however, is often problematic and there are many reasons for this. The meaning of a phrasal verb, for example, often bears no relation to the meaning of either the verb or the particle which is used with it. This means that phrasal verbs can be difficult both to understand and to remember. Neither does it help that many phrasal verbs have several meanings, nor that their syntactic behavior is often unpredictable. Phrasal verbs have roots back in the earliest Old English writings, where verbs with short adverbs and prepositions were used in a very literal sense showing mostly the direction, place, or physical orientation of a noun in the sentence, such as in the following example: The boy walked out. (Direction); The boy stood by. (Place); The boy held his hand up. (Physical orientation). Like short adverbs, prepositions also indicated direction, place, or physical orientation; but they also specified a relationship between the verb and an object in the sentence: The thief climbed out the window. (Direction); The painter stood by the house. (Place); Hang it over the fire. (Physical orientation).Everyone should remember the characteristics by Carl Rogers for creative and effective learning environment. Be as honestly yourself as you can be. Respect the learners. Work on seeing things from their perspective as well as your own. Encourage a friendly, relaxed learning environment. If there is trusting, positive, supportive rapport amongst the learners and between learners and teacher, and there is a much better chance of useful interaction happening.Ask questions rather than giving explanations. When you want students to discuss something, ask "open" questions (e.g. where, what, who, why…) rather than closed questions (e.g.; verb-subject questions that require nothing more than yes or no). For example, instead of "Is noise pollution a bad thing?" (Answer=yes or no) you could ask "What do you think about noise pollution? " Allow time for students to listen, think, process their answer and speak. Really listen to what they say. Let what they say really affect that you do next. Work on listening to the person, and the meanings, as well as to the language and the mistakes.Allow thinking time without talking over it. Allow silence. Increase opportunities for student talking time. Use gestures to replace unnecessary teacher talk. Allow students to finish their own sentences. Make use of pairs and groups to maximize opportunities for students to speak. If possible, arrange so that students can see each other (e.g.; circles, squares and horseshoes rather than parallel rows).
Encourage interaction between students rather than only between student and teacher and teacher and student. Get students to ask questions, give explanations to each other than always to you. Encourage co-operation rather than competition. In many activities you may encourage students to copy ideas from others, or "cheats". Allow students to become more responsible for their own progress. Put them in situations where they need to make decisions for themselves. If a student is speaking too quietly for you to hear, walk further away, rather than closer to them!
If you will follow all these rules, it will help you to encourage student’s interaction in class. The language classroom is rich in language for learners, quite apart from the language that the learners and the teacher may suppose they are focusing on in the subject matter of the lesson.Students learn a lot of their language from what they hear. Their teacher says the instructions, the discussions, the asides, the jokes, the chit-chat, the comments, etc. It would be unsatisfactory if the teacher dominated the lesson to the exclusion of participation from as many learners as possible.The arguments for language learners usually grow from the idea that the teacher knows more of the target language and that by listening to her the learner is somehow absorbing a correct picture of the language, that by interacting with her the learner is learning to interact with a native speaker or an experienced user of the language, and that this is far more useful than talking to a poor user. Thus, by these arguments, time spent talking to another learner is not particularly useful time.
Used literature
Adrian Doff (1988) Teach English: A Training Course for Teachers (Trainer’s Handbook), Cambridge University Press
Allsop, J. (2002) Test your phrasal verbs. Longman. Dainty, P. (2002) Timesaver Phrasal Verbs and Idioms: Pre-intermediate - Advanced (Timesaver). Mary Glasgow Magazines.
Ben-Barka, A. C. [1982]. In search of a language teaching framework: An adaptation of a communicative approach to functional practice. (EDRS No. ED239507, 26 pages)
Berns, M. S. (1984). Functional approaches to language and language teaching: Another look. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 3-21). Reading, PA: Addison-Wesley.
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