AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
The allocated pedagogical conditions for the formation of
language competence skills in primary school students should be
realized in the aggregate [7,8].
The result of the investigated process is a high level of
development of language competence skills, which ensures
productive interaction with members of different culture in the
learning process. Within the frames of evaluative and effective
component, on the basis of the adequacy of the implementation
of linguistic knowledge in receptive and productive types of
speech activity, medium and high levels were identified.
At a low level of formation of language competence skills in
primary school students at English lessons, students should be
able to write all the letters of the English alphabet, they should
know transcription signs, copy down a text; understand the
teacher's speech, main content of easy texts; they should be able
to ask simple questions from a partner, briefly talk about oneself,
make small descriptions of objects, pictures following an
example; read aloud small texts.
At a medium level, the students should aurally understand the
main content of the small texts from audio recordings, read
silently, understanding the main content of the text, find
necessary information in the text; write greeting and short
personal letters relying on an example; conduct a simple
etiquettical dialogue, be able to tell about oneself, family,
friends, describe the subject, picture at an elementary level.
At a high level, primary school students should be able to to talk
in standard situations of communication, ask a question from a
partner and answer it, express own opinion, tell about oneself,
family, friends; aurally understand the main content of
announcements, native speaker’s statements; read texts of
different genres and understand their content, using bilingual
dictionaries if necessary; fill out questionnaires, write
congratulations, personal letters.
Research objectives
1.
Acquisition of knowledge system in the field of foreign
language necessary for communication.
2.
Development and application of the formed key
competences in receptive and productive types of speech
activity, including reading, listening, oral and written
speech.
Principles of research: scientific and systematic character,
availability, consistency, and clarity of individual approach.
1) Informative component
1.Formation of key phonetic competence
2.Formation of key grammatical competence
3.Formation of key lexical competence
2) Operational component
1.Information-orientative phase
2.Transformative-correcting phase
3.Phase of activity
3) Evaluative and effective component
Integrative criterion: adequacy of realization of language
knowledge in receptive and productive types of speech activity,
including reading, listening, written and oral speech.
1.Low level of formation of language competence skills in
primary school students at English lessons.
2.Medium level of formation of language competence skills in
primary school students at English lessons.
3.High level of formation of language competence skills in
primary school students at English lessons.
The final expected result: higher level of formation of language
competence skills in primary school students at English lessons.
4) Pedagogical conditions
1. Management of cognitive activity of primary school students
through individual and group collaboration;
2. Increasing interest and motivation to learn a foreign language;
3. Selection of culturological material.
All levels are uninterruptedly connected to each other. Each
previous level is preparatory to the next level, and each of the
subsequent levels invariably includes all the previous levels and
qualitatively changes them. Based on the above, we provide the
model of formation of language competence skills as a certain
order of its stages, moving the students up to a higher level of
their formation.
3 Results
The developed model was tested during the psychological and
pedagogical experiment (2017–2018) Experimental work was
carried out on the basis of secondary schools in Almaty. The
experiment involved students of 3
rd
grade (N=127), including
N=58 girls, N=69 boys.
Psychological and pedagogical experiment consists of 3 stages:
First – stating stage
At this stage, the control and experimental groups were
determined. The purpose of this stage was to study and
determine the level of formation of language competence skills
in primary school students at English lessons.
At the initial stage, an interview was conducted, which helped
reveal the level of students’ knowledge. Knowledge of the
alphabet, name of flowers, animals, and arithmetic skills were
checked. Then the children were offered exercises and tasks, the
purpose of which was to identify the level of students’
knowledge in four types of speech activity (listening, speaking,
reading and writing).
As a result of processing of the accomplished tasks and tests, the
levels of students’ acquisition of above aspects of language
competence were revealed.
Second – formative stage
At the second stage of the experiment, a model of formation of
language competence skills of primary school students at
English lessons was realized. Formation of language competence
skills, creative abilities, as well as the overall development of
each student was the goal of the formative stage.
At this stage, the educational activities of primary school
students were intensified in order to develop skills of language
competence. The lessons included action games, visual material
and handouts, songs and exercises, educational cartoons,
dialogues and monologues in English.
To master speaking skills, a mini-performance in English was
created. During the experiment, children learned songs, new
words, phrases and sentences, which were then used in the
musical performances.
At the lessons, children were provided with more visual
material. In addition, thematic cards were used and attentiveness
and memory games were played.
In order to improve the level of knowledge and skills in speech
activity, particularly in reading, students were asked not only to
read the text and understand its content, but also to answer
interesting questions.
Also, in order to develop the writing skills, exercises for
practicing grammar skills were used.
Apart from exercises and tests for the development of listening
skills, the children were shown an educational cartoon in
English. Students of the 3rd grade watched the cartoon, got
acquainted with new vocabulary, reinforced previously learned
material, and also aurally perceived foreign speech.
After watching the cartoon or listening to stories, students were
asked questions about the content of the cartoon or text to
determine whether they understood the meaning and content of
foreign speech.
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