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Filologiya məsələləri, № 7, 2017 153 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 Filologiya məsələləri, № 7, 2017 154 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 Filologiya məsələləri, № 7, 2017 155 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: Sevil Əliyeva filologiya elmləri namizədi Yüklə 1,54 Mb. 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