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JOURNAL OF INTERDISCIPLINARY RESEARCH
In addition, it was found that there were children in the groups,
who had low motivation to learning English. They were
inattentive, did not show interest in the subject or had quickly
vanishing interest.
However, most of the students were interested in learning
English. They sang songs with pleasure, participated in all the
performances and games in foreign language. In a casual
conversation, some shared their dreams about their future
profession. There were students among them who plan to
connect future profession with a foreign language, for example,
to become an English teacher at school or to be a traveler.
The developed model included active ways of organizing the
educational process, modern approaches and pedagogical
conditions, which, in case of effective interaction, contribute to
the motivated and effective acquisition of a foreign language by
primary school students.
Table A. Relative share of formation of language competence
skills in primary school students
Aspects of
linguistic
competence
Beginning of experiment
(P%±m%)
End of experiment
(P%±m%)
Control
group
Experimental
group
Control
group
Experimenta
l group
Listening
42.6±1,0
50.5±1,2
43.6±1,0
78.5±3,6
Speaking
50.7±1,2
54.3±1,3
46.7±1,0
79.3±3,8
Reading
51.2±1,2
50.0±1,2
48.2±1,0
77.8±3,5
Writing
53.5±1,2
48.3±1,0
51.4±1,2
76.9±3,2
Level of statistical significance (p<0.0001)
The results confirm that the students of the experimental class
develop language competence skills more intensively compared
to the students of the control class. Thus, students of the
experimental class are much more interested in learning a
foreign language (F
cr
=6,268). Accordingly, there is a positive
dynamics of development and formation of communication
skills among the students of this group.
Third – control stage
At this stage, the tasks and tests aimed at identifying the level of
students’ knowledge in four types of speech activity were re-
applied. The analysis of tasks at the beginning and the end of
experimental work allowed to establish that results of formation
of language competence skills in primary school students of
experimental group surpass results of the control group.
Thus, relative share of formation of language competence skills
in primary school students at the beginning of the experiment in
the control group on listening was 42.6% and increased by
43.6% by the end of the experiment.
Figure A. Relative share of formation of language competence
skills in primary school students of control group.
While on the other three indicators of the aspects of language
competence the group shows a decline, i.e., speaking was 50.7%
and it decreased to 46.7%, reading was 51.2% and it decreased
to 48.2%, and writing was 53.5% and it also decreased to 51.4%
(Table A, Figure A).
Figure B. Relative share of formation of language competence
skills in primary school students of experimental group.
As for the indicators of the linguistic competence aspects of the
experimental group, we see a positive development. Thus, at the
beginning of the experiment relative share of formation of
language competence skills on listening in primary school
students was 50.5% and it increased to 78,5%, on speaking it
was 54.4% and it increased to 79,3%, on reading it was 50% and
it increased to 77.8%, on writing it was 48.3% and it also
increased to 76.9% (Table A, Figure B).
The results of this work let record qualitative and quantitative
changes in the degree of formation of language skills in primary
school students. The analysis and generalization of the results
obtained in the course of the experiment showed that the
methods of language activities used in the classroom let us better
study individual students, awaken their interest in learning,
achieve absolute contact in interaction with primary school
students, create an atmosphere of goodwill and active creative
work, ensure active participation of each student.
To teach children communication, it is necessary to form and
support their motive of communication. Therefore, everything
should be motivated at the lessons, including the perception of
educational material, and transition from one activity to another,
one type of speech exercise to another.
3 Conclusion
In conclusion, results of formation of language competence
skills in primary school students of experimental group surpass
results of the control group. Thus, during repeated exercises in
the experimental group, speaking improved by 25%, listening
improved by 28% (p<0.0001). In addition, there is an
improvement in reading by 25.9%. Writing skills improved by
28,6% by the end of the experiment (p<0.0001).
While implementing models of formation of primary school
students’ linguistic competence skills, it was revealed that it is
necessary to include activities like watching cartoons in English,
listening to authentic text, action games, exercises with elements
of foreign language speech, visual handouts, cards into lessons.
This model helped to improve primary school students’ language
competence skills at English lessons.
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1. Gal'skova N.D. Nikitenko Z.N.: Teorija i praktika
nachal'nogo obuchenie inostrannogo jazyka: nachal'naja shkola,
Metodicheskoe posobie-Moskva//Ajris press. 2004. 239p.
2. Zimnjaja I.A: Lingvopsihologija rechevoj dejatel'nosti. M.:
Moskovskij psihologo-social'nyj institut, Voronezh: NPO
MODJeK , 2001. 432p.
3. Zimnjaja I.A.: Psihologicheskaja harakteristika govorenija i
slushanija kak vidov rechevoj dejatel'nosti. Inostrannye jazyki v
shkole. -1973:4.
4. Passov E.I.: Osnovy kommunikativnoj metodiki.- Moskva:
Russkij jazyk. 1989:276.
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