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In some activities it is inappropriate for us to take on any of the roles
we have suggested so far. Suppose that the students are involved in a piece
of group writing, or that they are involved in preparation for a presentation
they are to make to the class. In such situations having the teacher take part,
or try to control them, or even turn up to prompt them might be entirely
unwelcome. However, the students may still have need of their teacher as a
resource.
Students might ask to say or write something or what a word or
phrase means. They might want to know information in the middle of an
activity about that activity or they might want information about where to
look for something – a book or a web site for example. This is where we can
be one of the most important resources they have.
A few things need to be said about this teacher role. No teacher
knows everything about the language. Questions like what’s the difference
between X and Y? or Why can’t I say Z? are always difficult to deal with
because most of us do not carry complex information of this kind in our
heads. What we should be able to offer, however, is guidance as to where
students can go to look for that information.
We could go further, however and say that one of our really
important jobs is to encourage students to use resource material for
themselves, and to become more independent in their learning generally.
This, instead of answering every question about what a word or phrase
means, we can instead direct students to
a good monolingual dictionary, or in
the case of creative work, towards a good production dictionary.
Alternatively, we need to have the courage to say “I don’t know the answer
to that right now, but I’ll tell you tomorrow”. This means of course, that we
will indeed have to give them the information the next day, otherwise they
may begin to lose confidence in us.
When we are acting as a resource we will want to be helpful and
available, but at the same time we have to resist the urge to spoon-feed our
students so that they become over-reliant on us.
We will want to observe what students do, especially in oral
communicative activities, so that we can give them useful group and individual
feedback.
When observing students we should be careful not to be too intrusive by
hanging on their every word, by getting too close to them, or by officiously
writing things down all the time. Observing for success often gives us a
different feel for how well our students are doing.
But even when we acting as controllers, giving feedback or organizing
students, we need to be observing at the same time too, constantly alert to the
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effect our actions are having, trying to tease out feelings and reactions in the
classroom.
Teachers do not only observe students in order to give feedback.
They also watch in order to judge the success of the different materials and
activities that they take into lessons so that they can, if necessary, make
changes in the future.
Teachers do not only observe students in order to give feedback. They also
watch in order to judge the success of different materials and activities that
they take into lessons so that they can, if necessary, make changes in the
future. Indeed, one area of teacher development involves just such
observation, built into an action research cycle where we pose questions
about what we do in the classroom and use observation to answer such
questions.
References:
1. Jeremy Harmer: The practice of English language teaching. Longman.
Third edition.
2. The practice of English language teaching. Jeremy Harmer. Fourth
edition.
3. Methodology in language teaching. An anthology of current practice.
Edited by: Jack C.Richards, Willy A. Renaldya.
Cambridge University of
Press, 2002.
4. Sayers D. Distance team teaching and computer learning networks.
TESOL journal-1993.
5. Chun D. Using computer networking to facilitate the acquisition of
interactive competence system. 1994.
S.Qaibova
Təlimin
öyrənilməsi
Xülasə
Təlim fəaliyyəti mahiyyətcə daimi seçim emalıdır. Dərsin hər bir
nöqtəsində müəllimin mümkün olan bir sıra seçimləri olur; o, nəisə edə bilər
və ya daha başqa nəisə edə bilər və yaxud heç nə etməyə bilər. Daha yaxşı
müəllim olmaq üçün, mümkün qədər çoxlu sayda seçimlərdən xəbərdar
olmaq çox vacibdir. Bu öz şəxsi qaydalarını yaratmğa imkan verir.
Son illərdə humanist and ünsiyyət nəzəriyyələrin təsiri altında
“öyrənci mərkəzli” təlim çox inkişaf etmiş, yəni bu o təlimdir ki, öyrəncinin
ehtiyac və təcrübəsini təhsil processinin mərkəzinə çevirir. Bu çərçivədə
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tələbələrin ehtiyacları tədris planınının özəyi, tələbələrin təcrübəsi və cavab-
ları dil kursunun əsası olmalıdır. Yaxşı dərsin ölçüsü müəllimin fəaliyyəti
deyil, iştirak edən tələblərin fəaliyyətidir.
С. Гаибова
Изучение
подготовки
Резюме
Значение этого лексического слоя и его удельный вес в общем
словарном составе языка все время возрастает в результате стреми-
тельного развития науки и техники и связанного с этим пополнением
терминологии соответствующих отраслей.
Необходимость повышения активности и самостоятельности
учащихся выдвигает на повестку дня проблему вооружения их рацио-
нальными приёмами учебной деятельности, связанной с самос-
тоятельным добыванием знаний из справочной литературы как источ-
ника информации, формирования у них обще учебных умений и навы-
ков пользование справочной литературой, привития интереса к работе с
нею и потребностей в её использовании.
Это представляется особенно актуальным в связи с ускорением
роста информационных запросов в век научно-технического прогресса
во всех сферах жизни общества.
Rəyçi:
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