THE IMPORTANCE OF PAIR WORK AND GROUP WORK ACTIVITIES IN TEACHING ENGLISH IN TECHNICAL UNIVERSITIES
Keywords:
pair work, group work,technical specialties,learners,communicateAbstract
The article deals with the main problems and tasks in the process of teaching a foreign (English) language intechnical universities.The main methods and principles of the educational process organization are given.It is concluded that the communicative method begins to take a more dominant position.This article will discuss, in some detail, the extent to which Pair Work and Group Work activities in a communicative class contribute to second language development, especially as far as accuracy is concerned.Increased productivity and performance: groups that work well together can achieve much more than individuals working on their own. A broader range of skills can be applied to practical activities and sharing and discussing ideas can play a pivotal role in deepening your understanding of a particular subject area.Working in pairs gives individual students a lot of speaking time.Groups give students the opportunity to create more complex dialogues, explore relationships between characters, pool knowledge together, and have a more social learning environment.
References
Methods of teaching spoken English // British Council. – Access mode: http://www.teachingenglish.org.uk/forum-topic/methods-teaching-spoken-english
Roger Perkin. Push yourself because, no one else is going to do it for you // What is Motivation? – Access mode: http://www.rogerperkin.co.uk/ccie/ motivation/what-is-motivation
Class C., Dietrichs I., Hunziker B., Joss M., Rieder U. From Competent Student to Confident Engineer: Redesigning Engineering Education in Response to Economic and Social Change. – Access mode: http://www.cclass.ch/Dokumente/34thEES-Class.pdf.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, p.144.
Celce-Murcia, M., Dörnyei, Z., &Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31(1), 141-152.
N. N. Bulgakova and N. V. KuzminaIntensivnoeobuchenieinostrannimyazikam: teoriyaipraktika / G.A. Kitaygorodskaya. – M.: Vissh. shkola, 2011. p.13.
KanunnikovaO.G. Texnologiyasotrudnichestvakaksistemoobrazuyushiykomponentkollektivnogosposobavzaimodeystviya // Modernizatsiyaobrazovaniya / podred. L.I. Arxarovoy, O.L.Yegorovoy, T.V. Ivkinoy. 2016. – 8.G. K. SelevkoiDyachenko, V. K. Sotrudnichestvovobuchenii: Okollektivnomsposobeuchebnoyraboti / V. K. Dyachenko. − M. :Prosveщenie, 1991. − 192 s.
Skehan, P. (1996). A framework for the implementation of task-based instruction.Applied Linguistics 17: pp.38‒62.
/11Phipps, S. & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), pp.380-390.
