Intensification of the educational process on the basis of individualized learning using a videophonogram

Individualization of teaching a foreign language is to create optimal operating modes and provide a kind of assistance to each student.

The latter becomes extremely necessary when working with a videophonogram, which is caused by the complexity of such forms of work, as well as by the fact that the individual psychological characteristics of students, such as speech auditory memory, speech auditory attention and verbal auditory endurance, which directly affect that quality of perception and understanding of speech.

In the basis of the system of classes on the practice of English, many linguistic teachers put a modified cyclic selective-laboratory model of training, which provides for the individualization of the learning process in all parts.

In accordance with the cyclic selective-laboratory model, three main subcycles are singled out in the cycle of studies: I - the pre-laboratory, during which students must actively comprehend and first acquire the linguistic material; II -laboratory, whose goal is to develop speech skills; III - post-laboratory, in which the acquired speech material is used in conditions close to the actual situation of communication.

The sub-laboratory sub-cycle is aimed at the formation of primary knowledge. Students should actively understand and first learn the material that is being studied. During the first lesson, the teacher holds only frontal forms of work on the basis of a videophonogram.

Its main purpose at this stage is not to disclose the meanings of individual words, which mean objects, but to demonstrate dynamism. For this activity, for example, such tasks are typical: viewing frames or fragments; repetition of speech units during pauses during the second viewing; approval or denial of certain parts of the sentence that contain new lexical or grammatical material, answers to alternative questions of a speaker or a participant in the dialogue; answers to special questions with audiovisual basis, etc.

Thus, at this stage, exercises for imitation (with change and partial change of structures), and also on changing information (changing structures based on logical operations, constructing structures, combining and grouping them) are useful. At the end of the lesson, a test is conducted to determine the level of mastery of the new material.

The main goal of the second lesson remains in principle the same (the primary assimilation of the material). The first half of the lesson is devoted to a front-line questioning of students, an additional explanation of the teacher, a check of the homework. For the second half of the session, you should prepare assignments for individual subgroups of students, taking into account the results of testing.

The subgroup of pupils with a low level of development of language skills continues to work on exercises of the same complexity, while students with medium and high level of preparation start more complex exercises.

Communication exercises based on videophonograms, which are performed at this stage, have a stable structure: introduction to the situation, demonstration of samples of foreign-language communication, global perception and understanding, control and clarification of the correctness of understanding.

During the laboratory sub-cycle, students should memorize speech patterns, their phonetic, grammatical and lexical components, acquire automated skills to quickly and unerringly use them in communication. The wide use of videophonograms at this stage helps students to move from perception to formation of phenomena and concepts more quickly. The videophonogram gives a special psychological setting, stimulates the pupils to utterance.

In the system of training videophone utilities are distinguished: videofonokonstruktsii; imitational reconstruction of speech patterns and their components, interactive replicas; imitational recreation with differentiation of individual linguistic phenomena; the construction of answers (statements) is analogous to given elements; construction of answers (statements) using substitutions (transformations) of speech blocks and grammatical structures.

All the students of the group begin work using imitation exercises. For example: consecutive pronunciation for the speaker of individual exercises, the reconstruction of fragments of the videophonogram, the presentation of individual fragments, etc.

Students with a high level of language training are the first to proceed to differentiation exercises. I will give a few examples of such exercises: the differentiation of sentences, which differ in different components of intonation; the differentiation of linguistic units according to their syntactic form. Gradually, students with intermediate and low level of preparation pass to this type of exercise.

In the same sequence, students will perform substitution and transformation exercises based on the videophonogram. Examples of substitution exercises can be: replacement of individual components of the speech pattern, replicas of the dialogue; Complete sentences and whole statements by analogy. Transformational exercises have the following character: presentation of the content of the videophonogram on its own behalf or on behalf of the actors, retelling its content in a different time; retelling the content of the dialogues in the form of a story. All subgroups of students must perform four types of exercises, but the number of exercises of each type and their complexity can vary.

The next sub-cycle - after-lab - is intended to use the acquired material under conditions close to real communication situations, and meets the level of language skills.

Working with the videophonogram, students perform exercises such as: questions to friends or teacher based on the materials of the frame, episode, fragment; a critical analysis of the content of what he saw with the utterance of his attitude; sounding of a silent version of the film, etc.