Theme: The Role of Games in Teaching Pronunciation to A1 Level Learners Group: Done by: Axmadova Iroda Checked by

Chapter I. Theoretical overview of the use of games to teach a language

1.1. Translation of article

Dialogue exercise constantly required maintaining a certain rhythm, ‘quick exchange of remarks between the teacher and the class or one of the students, between a group of students, etc. The teacher could initiate a dialogue between the students using a simple technique: “Demande b X, ce qu'il fait *.

The basis of the exercise was, as already mentioned, a typical structure / sentence-sample, which was understood as a construction, the replacement of some elements of which did not change its original syntactic drawing. For example, in the structure of Nous aliens b la gare it was possible to replace the word gare with the words piscine, tag, montagne, campagne, etc. With the exception of this lexical element, nothing changed in the phrase. Or instead, jardin, ecole, etc. Another example: Je crois qu'il va b la gare - Je ne crois pas qu'il aille b la gare. In this case, a change in inclination entailed a radical transformation of the structure. This transformation became the starting point for a number of more complex exercises.

The sequence of work was as follows: it began with exercises in simple repetition, necessary when introducing elements that were in a certain context, and ended with complex transformations and tasks that stimulated the use of the necessary structures in a new context, already constructed by ourselves by students. The repetition could be simple or carried out in a so-called regressive sequence, depending on what was to be assimilated: a small proposal Je vais ai cafi or a longer Je vais b D epicene pour acheter de I'huile et du cafe. If the last sentence seemed too long, then regressive reproduction was used, i.e. semantic groups were repeated with a gradual build-up, starting from the end.

For instance:

...de I’huile et du cafe...

pour acheter de I'huile et du cafe...

к 1’epicene pour acheter de I’huile et du cafe...

Je vais к 1’epicerie pour acheter de I’huile et du cafe.

... oil and coffee ...

to buy oil and coffee ...

к 1’epicene to buy Oil and coffee ...

I go to the grocery store to buy oil and coffee.

The advantage of this technique was that it made it possible to observe the correct intonation design of the phrase.

Another variety of exercises in repetition was a reproduction with an addition, when, repeating the original structure, the student adds various circumstances. For instance:

II est arrive.

II est arrive / le vingt-huit septembre.

II est arrive / to trois heures.

II est arrive / le vingt-huit septembre / to trois heures.

Substitution exercises have two varieties: substations without coordination and with coordination. The first comes down to

that another element is added to one element and their shape remains unchanged. For instance:

II est arrivg / le vingt-huit septembre.

II est arrivl / le premier avril.

And est agpuyo / le vingt-deux octobre.

Substitutions with coordination cause changes not only in the order of the elements in the phrase, but also in the form of some elements. For instance:

Paul prend le train.

Nous prenons le train.

Paul et Marie prennent le train.

The next type of exercise is transformation (transformation). They make it possible to move from a simple structure to a complex one or vice versa.

For instance:

II don't want to come IF VI + V2 (/ л /)

But he wants me to come. SI VI + S2 V2 (Subjunctive)

I don't want to leave / but he wants me to leave.

I don't want to go out / ... let me out.

Transformation can be carried out by adding (// a de Gaia. - Oui, II a beaucoup de Gaia), as well as by reducing it by replacing it with the corresponding equivalent of a noun or verb, or a whole group of words in the complement function.

II boit de Gaai. - II en boit.

II croit a rye Noel. - II at croit.

II rtussit que ton ami viendra. - II le r £ ussit.

The most common type of exercise is response exercises. Questions may be suggestive.

For instance:

- Est-ce que Pieme va D l’6cole le lundi?

- Oui, Pierre va h l * 6cole le lundi.

- Est-ce que Pierre est ici?

- Non, Pierre n’est pas ici.

Response elements are sometimes prompted by the contents of the dialogue. For example, to correctly answer special questions who? when!? how much? where R is enough to substitute subject or circumstance.

Qui va to J’6cole? - C’est Piere qui va to G6so1e.

Oh est Pierre? - Pierre est to la maison.

An integral part of the educational process in this method is the work in the laboratory. Classroom and laboratory classes are organically connected; there is no opposition of technical means to non-technical ones, since both of them make up a single complex of interacting teaching aids.

The goal of laboratory studies is to improve pro-wear skills, to practice individually the structures introduced in the class, and to achieve a quick response to stimuli. The student is considered prepared for the next lesson only if he can respond to the stimulus of the speaker at a given pace. Students are allowed to work independently in the laboratory after about 20-30 hours of class work, when they are already able to distinguish and reproduce structures based on familiar grammar material. The authors of the complex “Voix et images de France” recommend that a third of the entire study time be allocated to laboratory work. Since the main function of the language is communicative, linguists and methodologists have developed an audiovisual training course “Voix et images de France” for adults, in which the language material is organized on the basis of situational speech dialogs that mimic the real communication of people. The training of speech activity in this course is carried out in a sequence that involves the presence of three levels: oral speaking, writing, reading. In order to develop a direct association between students in the sound image and meaning, without an intermediate graphic link, in this course the work is based not on the text, as described in the previous case, but on the tape, which is the main ¬ source of information.

The course for adults also uses visual clarity, mainly filmstrips showing various life situations. However, even with the simultaneous perception of the filmstrip and film, listeners do not always have the correct associations between the semantic-sound complex and the filmstrip frame. This can be partly explained by the lack of expressiveness of the image, partly by the fact that not all speech actions can be conveyed using visual clarity. Therefore, the teacher is sometimes forced to accompany the situation with additional explanations in order to convey to the adult students the meaning of the sound from the tape.

As for the role of filmstrips and films at the training stage, they play a very useful role. Illustrating the educational process, they create conditions close to real ones, help to apply already learned patterns in new situations, contribute to the consolidation of acquired skills in oral speech and, therefore, the transition to spontaneous conversation.

The authors of the method prefer the filmstrip rather than the film, since the first is inexpensive and easy to use. In addition, the filmstrip makes it possible to keep the image on the screen for as long as necessary, and return, if necessary, to the already viewed one. Movies are used mainly when introducing new topics or when repeating the ones studied.

The authors of this method created a series of films intended for foreigners studying French in this method, and a telecourse with the same name, “Voices and Images of France *. Educational films have a different focus: for the introduction of new language material (films d’initiation D des notions nouvelles); grammar films (films grammaticaux) - for the development of skills of using the times of imparfait and pass6; films focused on repeating the past.

It should be noted that these films can be used in training not only by the audiovisual method, but also by any other. Each film is accompanied by transparencies that reproduce the most important moments of the film for the educational process. Transparencies provide an opportunity to return and comprehend a situation that could elude attention when watching a movie. Literary texts have been selected for some films, which help to better understand both the film itself and the film. Thus, films are an integral part of the audiovisual course and are an effective means of teaching the language and, most importantly, allow you to better know the country whose language is being studied. Each film is preceded by a methodological development for the teacher with a detailed description of its contents, its installation sheet and sound commentary. In addition, it contains a description of transparencies for individual frames and comments on them; attached and literary text accompanying the screening of the film. At the end are the possible options for using the film, taking into account the different language training of students. Questions are also given on the content of the film and individual transparencies, exercises and recommendations for the organization of work.

As can be seen from the above, the leading figure in the lesson in the context of this method is the teacher. The use of technical training tools does not reduce its role. On the contrary, the effective use in the lessons of the whole complex of developments and technical means or their individual types, aimed at intensifying the educational process and the effective formation of skills of various forms of communication, requires a lot of knowledge, experience, constant attention and nervousness from the teacher voltage.

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The audiovisual method is widely used both in France and abroad, in particular in the USA, England, Canada, Turkey, Poland, Yugoslavia and many other countries. This method was especially widely used as a short-term intensive foreign language course for adult education (see chapter VIII).

The popularity of the method was largely explained by its unconditional advantages, which was manifested primarily in the scientific selection of language material, its graduation, the special organization of the educational process and the very intensive use of modern teaching aids.

The special value of this method lies in the fact that along with the general intensification of the educational process, conditions are created in it that bring the learning situation closer to the situation of natural speech communication. It is all these qualities in their totality that allow students to lead to a more or less free use of a foreign language as a means of communicating on a limited number of topics within the vocabulary and grammar recorded in the dictionary “Le fran ^ ais fondamental”. Trying to express their thoughts in a foreign language, students, as you know, often encounter several difficulties: firstly, what to talk about, and secondly, how to quickly find a form in which to put on your thought .

The analyzed method to a large extent solves the first problem (what to talk about), since each section of the educational process gives a certain storyline embodied in language material, in drawings or filmstrip frames. ”Considering the proposed plot and understanding its contents , the student receives at his disposal a thematic outline for speaking, i.e. it is provided with a powerful incentive to express one’s own thoughts in a foreign language.

As for the other difficulty — the lexical, grammatical and phonetic design of a foreign phrase, the synchronously reproduced sound recording and teacher's comments create the conditions for good memorization of speech patterns and more or less free reproduction of a certain part of what is heard. Of course, in order for all that is heard to become the property of the students, numerous training exercises are needed.

The great merit of the creators of the method lies also in the fact that they were the first to put such technical means into the service of teaching foreign languages ​​to recreate real life situations in the audience. The use of technical means is an integral, organic part of the educational process. This is not just the use of technology from case to case, it is a complex set of methodological techniques based on a specific linguistic concept. The authors of the method rightly consider one of the main conditions for rational teaching of foreign languages ​​to create a set of textbooks that include the latest teaching tools for their time - film / filmstrips, tape recorder, television.

The teaching and methodological complex “Voix et images de France” compares favorably with other textbooks in the French language for the material presentation system and in that it is entirely based on dialog texts that reproduce live spoken French,

The positive aspects of this method include the fact that a lot of attention is paid to general educational goals, which involve students getting to know the country of the language being studied, its culture and traditions. Of particular importance for the realization of this goal is the telecourse "France France comme sivous 6tiez" (1964), consisting of 39 films, which are accompanied by a textbook, a thousand photographs of individual scenes taken from the films, entertaining drawings, two a collection of exercises and four books of guidelines that explain how to work throughout course and for each of its components. The screen is played by French and foreign actors who, playing different situations of communication, demonstrate the life of the French, their customs and habits.

Along with the advantages of the method, his critics distinguish some rather significant shortcomings, the main of which boil down to the following.

Training in the audiovisual method is based on a direct perception of linguistic facts and by imitating ready-made samples without understanding them, without reinforcing them with graphic support and irrespective of the language experience acquired in the native language. Since mechanical associations are much weaker than the connections that are established with the help of understanding and analyzing the studied language material, with insufficient language practice and breaks in the lessons, the memorized mechanically quickly disappears from memory and is difficult to recover.

As for the principles and methods of training, disputes arose in France itself. Doubts, in particular, caused a way of assimilation of sounding speech only on the basis of imitation of the heard samples and the duration of the purely oral period of training. Thus, the method was criticized by the Center for Applied Linguistics of Besancon University, which created modified versions of this method for intensive German and English courses “100 legons d’allemand * and“ 100 lemons d’anglais ”. Without denying the importance of purely mechanical exercises in repetition and transformation, the Besançon Center emphasized the importance of the principle of consciousness in teaching a foreign language, which could be manifested in the application of graphical support and in explaining to students the basic grammatical rules. The semantization of linguistic phenomena is achieved with the help of illustrative clarity, which, as the authors of the method believe, promotes the development of language conjecture and the activation of the pedagogical process. However, the image, which in this case is called to completely replace the translation into {One language and convey to students the meaning of the semantic group sounding from a magnetic film, does not always provide students with a correct understanding of the sounding phrases.

In addition, in the first lessons, the semantization of structures through an image requires a lot of time. Visual semantization can be applied only in relation to a very limited range of specific concepts, because a number of linguistic phenomena (and a rather large one) cannot be depicted in the figure (for example, abstract concepts, service words, etc.). The period of oral training by this method was initially too long, although it is known that the absence of a graphic text complicates the perception and memorization of the material. Students, especially adults, intuitively sought to use graphic support, since motor playback (writing) and visual reproduction (reading) contribute to a more solidification of the material. Under the influence of criticism, the oral period was reduced to 30 hours.

Mechanical memorization of grammatical constructions without a generalizing rule did not satisfy more trained students and yielded worse practical results. Objectively, ignorance of the grammatical rule does not allow you to apply your knowledge in a situation different from the one in which they were introduced and fixed. Pupils could not use the learned sentences in unforeseen situations where significant translation of the language material was required.