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23WAYS OF TEACHING VERBAL AND NONVERBAL BEHAVIOR IN THE ENGLISH CLASSROOMS Uralova D.S.
Uralova Dilfuza Saydalievna — Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the keystone of communicative competence is being aware of what to say and how to say. Since the objective of foreign language teaching is to allow students to communicate with people from different cultures, it is very essential acquiring nonverbal means too. It is truly believed that teaching verbal and nonverbal behavior in the intercultural context will enhance flexibility and richness in the students' experience.
Keywords: EL, culture, alternative, practice, communication, competence.
There are numerous ways for EL learners to enrich their cultural awareness. It's best if students have opportunity to live in a particular culture for many years. However, it is not a practicable method to teach a great number of students. Alternative ways to learn verbal and non-verbal means of communication are various presentations, observations, ethnographic tasks, role plays or authentic materials such as English movies, videos, dramas, poetry.
Through different role plays learners practice what it is like to be diverse, to be looked on strangely, to be criticized or even expelled. They will also realize basic behavioral norms, life style, etc. Role plays enable learners to control their cultural fear and provide opportunities for oral communication [1. 157]. The students can learn verbal and non verbal features of communication interactively. consequently bringing together both mind and body and reinstating the balance between physical and intellectual aspects of learning, what is more, they develop learners' ability to emphasize with others and so become better communicators. All kinds of drama, presentation, debates and interviews can be regarded as the types of role plays. It is particularly important to make debriefing discussion with the group after each role-play in order to raise learners' awareness of what happened during the «game». Eliciting from the participants what they have exposed while playing; how they were able to visualize the norms of their allotted 'new identity'; and whether their character was authentic or stereotypical - will enable them reflect their experience.
Another practicable way of teaching both verbal and non-verbal communication is using film where excellent examples of intercultural communication are depicted. Damnet highlighted that presenting films in EL classes can considerably increase learners' acquisition of non-verbal competence along with increasing their appreciation and understanding of the native speaker standards in other aspect of their communication [1. 122]. As slated by him, films contain culturally and publically constructed depiction of human experience that may not thoroughly replicate daily life, as well as films represent realistic language in realistic settings, and also clearly reveal meanings of words and expressions along with depicting some hidden meanings beyond the spoken language, such as body language, facial expressions and gestures Nevertheless, no film is consistently valuable for ELT aims all the way through so that teacher is required to judge how to select clips that are appropriate to the point of learning. Many movies portray social awkwardness and miscommunication that come about when a person acts informal in a formal situation, or vice versa [2. 15]. For example, humor may lead to miscomprehensions, because in some cultures humor is applied intentionally in formal settings to lessen tension, whereas in other cultures such behavior is considered totally offensive. For illustration we can take the movie Gung Ho which demonstrates dissimilarities in formality by revealing an informal and amusing American style presentation that does not work well with Japanese businessman [2. 15]. The other films such as Bend it like Bekham or Real Woman Have Curves are vivid examples of the ones where individualistic and collectivist societies are artistically revealed. It is known, that the members of individualistic society value independence and self- sufficiency while the members of collectivist society value group involvement when it comes to making decisions or achieving goals. Both of the above mentioned films investigate the topic of second generation immigrants who are worn out between the traditional values and collectivism; liberalism and individualism of the modern societies they live in. In our opinion, learners can be shown an initial part in an adventure film. The teacher should ask the students to guess what might happen afterwards, with the option of screening the next scene with or without a sound. Students would then be requested for more predictions.
The first group will be shown the video without sound and asked to make a prediction what might be said, whereas a second group listens only to the sound and attempts to find out what images might be going on the screen Learners also will watch native speakers on a short video with the purpose of focusing on features of non-verbal communication.
Thus, co-teaching and co-leaming verbal and non-verbal means of communication allow developing learners' communicative competence, it very crucial to make the learner aware of unique customs, values and languages. As English teachers, we should always deal with our learners' use of language and attempt to help them make it more appropriate to their situation and goals.
References
1. Chastain K. Developing Second Language Skills. San Diego, 1988.
2. Damnet A. Enhancing Acquisition of Intercultural Nonverbal Competence: Thai English as a Foreign Language Learners and the Use of Contemporary English Language Films// PhD thesis, Victoria University, 2008.
3. Roell Ch. Interculturai Training with Films// English Teaching Forum Journal, 2010. V. 4. p. l4-18.
4. The Effectiveness Of Role Play In Classroom. Nauchniy zhurnal № 6 (19), 2017. Tom 2.
ПРОБЛЕМЫ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА И ЛИТЕРАТУРЫ
В ШКОЛЕ Калина В.Г.
Калина Виктория Геннадьевна - учитель русского языка и литературы, Муниципальное бюджетное общеобразовательное учреждение Средняя общеобразовательная школа № 7, село Чкаловское Приморского края
Аннотация: автор рассматривает проблемы работы современного учителя русского языка и литературы. Анализируя собственный опыт, выявляет их причины и предлагает возможные пути решения.
Ключевые слова: проблемы обучения русскому языку и литературе, современный учитель, работа с текстом, культура мысли, культура слова, словарный запас.
Ситуация со школьным русским на современном этапе очень сложная. Деградация была многолетней и непрерывной, и сейчас, в эпоху ЕГЭ, она, кажется, достигла максимума. Проблем много, попробую выделить то, что, с моей точки зрения, хуже всего. Основная проблема: часто даже сами учителя не понимают, что русский язык и литература — главный школьный предмет, с огромным отрывом от всех остальных по своей важности и ценности для школьников.
Школьники не умеют читать тексты, не понимают. Преподавание русского языка должно быть в первую очередь нацелено на то, чтобы правильно понимать тексты разных эпох и разных жанров и уметь самому производить понятные тексты на современном литературном языке. На современном этапе развития школьного лингвистического образования текст становится центром внимания при обучении родному языку, фактически текстовая деятельность - это сегодня цель школьного лингвистического образования. Особую актуальность приобретает изучение текста в связи с введением Единого государственного экзамена по русскому языку в форме тестирования, так как в основе многих заданий всех частей лежит умение работать с научным или публицистическим текстом, вычитывать из него необходимую информацию.
Непреходящие духовные ценности несет в себе литература. Но для того чтобы в условиях школы литература стала действенным средством идейно-эстетического воспитания, «учителю необходимо постоянно повышать уровень своей идейно-теоретической и профессиональной подготовки...»[2, 3].
Культура мысли и культура слова взаимосвязаны. Человек, владеющий словом, способен выразить мысль. Одна из проблем преподавания русского языка связана с превращением его в предмет утилитарный. Русский язык как язык высокой национальной культуры становится в школе невостребованным. Поэтому особенную актуальность приобретают упражнения, направленные на пополнение словарного запаса школьника, который катастрофически снижается. На протяжении десятилетий само собой разумелось, что устная речь должна сформироваться у учащегося сама собой и учить этому не обязательно. Назрела необходимость говорить о риторике как обязательном компоненте школьного образования.
У языка есть история, как у любого явления, предмета или состояния. Язык — это предмет, который сам программирует учителей и учеников, и задача учителя — помочь ученику осознать это. Усвоение норм письма и норм устной речи в рамках кодифицированной нормы современного
