Педагогическое исследование «Первые шаги в преподавании английского с «Spotlight 2»»

Introduction

English is a foreign language in the curriculum of Russian schools. Schoolchildren usually begin learning it from the 2 form. English teachers use different courses to teach English to their pupils. There are a lot of them and it’s difficult to make a right choice. That’s why it’s important to evaluate them in practice. This year we took the course “Spotlight 2” and it is new for me because the authors of this course suggest the method of whole-word reading.

Benjamin Franklin has emphasized the role of methods in a foreign language acquisition: “Tell me and I forget, teach me and I remember, involve me and I learn”.

His statement is particularly true in case of children as it is enjoyable participation in the language learning process and motivation that children need first of all. Motivation, curiosity, and holistic attitude to learning new things make language learning both easy and interesting for children. The importance of the initial stage of instruction lies in creating a positive attitude towards the language learning process.

The purpose of the pedagogical research is to understand whether a new approach of teaching English and learning it for pupils is effective. The problem statement relies on understanding it.

The tasks are:

1.To learn literary sources concerning the method of whole-word reading.

2.To analyze the course “Spotlight 2”.

3.To arrange the investigation on the first results of learning English, the attitude of parents and pupils towards English subject.

The object of the research is teaching English using the course “Spotlight 2”.

The subject of the research: teaching English using the course “Spotlight 2” at school № 3 of Serafimovsky.

Research hypothesis: The teaching English cannot be defined apart of learning it.

The significance of the study. Good English teachers need to think about their teaching English.

The methods of the research are descriptive and experimental .

 

 

 

 

3

Chapter 1.The whole word reading approach in teaching English

Nowadays there are so many methods and techniques of teaching the English language. But the most important thing in the beginning of learning English is how to teach a person such basic skill like reading? What is better: phonics-based reading instruction or whole language reading instruction?

Having made some literature observation I’ve found out that there are a lot of linguists, scientists and teachers in the USA and in Great Britain who have been interested in this problem since the 20th century. Since the 1980s there has been a conflict between proponents of phonics-based reading instruction and those who are for the whole-language approach.

The supporter of the whole language approach is Kenneth Goodman, a professor of education at the University of Arizona. He argues that phonics instruction actually hinders language acquisition, primarily by breaking whole (natural) language up into bite-size, but abstract little pieces.[5]

What is the method called “Whole Language Approach”? It’s always contrasted with phonics-based methods of teaching reading and writing. In simple words, this is a method of teaching children to read by recognizing words as whole pieces of language. Supporters of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and “decoded.” They are sure that language is a complete system of making meaning, with words functioning in relation to each other in context. Whole language practitioners teach to develop a knowledge of language including the graphophonic , syntactic, semantic and pragmatic aspects of language. Within a whole language perspective, language is treated as a complete meaning-making system, the parts of which function in relational ways. So the whole language reading instruction focuses on helping learners to “make meaning” of what they read and to express meaning in what they write.

As for the background, the whole language method of teaching children to read began to emerge in the 1970s. It became a very popular method of teaching reading in the 1980s and the 1990s. The approach argues that language should be taught as a “whole”.

4

Whole language learning was designed to provide a better understanding of the full context of the language. This approach points out creativity when applied to learning to read and write rather than rote memorization of concepts that may contribute to some children’s opinions of reading and writing as chore-like.

Teachers of the Whole Language believe that pupils learn to read by writing, and vice versa. They encourage children to read and write for “real purposes,” with nonfiction texts and interpretation of what they read forming much of the basis of their assignments.

Teachers who use this approach do not place heavy emphasis in the early grades on spelling and grammar, which can make some parents uncomfortable. The whole language philosophy emphasizes children’s efforts to make meaning and seek meaning in language; therefore, correcting errors means technical correctness, which is not where whole language teachers believe it should be. The effective whole language teacher “hears and sees through” the student’s errors, using the information gained for formative assessment, then creates experiences that help the child to acquire the correct structure and form .

Taking into consideration teaching principles, in the whole language approach reading should not be taught, but rather acquired through trial and error. The teacher facilitates the learning process, but provides little direct instruction.

Students are encouraged to guess unfamiliar words using picture or context clues. Students who learn through whole language learning, however, may not develop as much accuracy in pronunciation, word recognition and spelling skills as one who learned through phonics-based teaching.

5

Chapter 2.The analyses of the course “Spotlight 2”

Spotlight is a brand new series of English language textbooks for all Russian comprehensive schools. “Spotlight 2” is a course for teaching at early primary level and takes up two hours per week. This course is based on Model programs for foreign languages taking into account the requirements of The Federal State Standard of General Education and the Common European Framework of Reference for Languages. And it is a distinctive feature of the course.[1]

The course is a collaborative project of Express Publishing (Great Britain) and Prosveshcheniye (Russia) offering a new unique approach to learning English.

The course was worked out by famous Russian an British authors.(Nadezhda Bykova, Marina Pospelova, Virginia Evans, Jenny Dooley)

The main characteristics of the course are:

-the compliance with the requirements of The Federal State Standard of General Education and The European Standards regarding learning foreign languages;

-the developing of communicative skills in speaking, listening, reading and writing in real situations of communication;

-the realization of the principle of dialogue of cultures (Russia and English speaking countries;

-the development of self-regulation and self-control skills;

-the presence of bilingual dictionary for each lesson and a grammar reference in Russian.

The cyclic review of the material is one of the characteristic of the course. A lot of handout materials, CD, DVD are used in the practical exercise. The course takes into account psychological and age characteristics of young learners. There are different exercises and tasks with colorful illustrations and music.[2]

6

Young learners are captivated by the adventures of a boy Larry, his little sister Lulu and their pet chimp, Chuckles. Key Features of the textbook are : introduction of the English alphabet; introduction of phonetics; realistic, stimulating dialogues featuring set characters in everyday situations; development of new language through interactive tasks; clear presentation and thorough practice of the target language; lively songs, chants and TPR activities; project work (Portfolio); a built-in reader (The Town Mouse and The Country Mouse); cultural sections (Spotlight on the UK, Spotlight on Russia); curricular sections (Fun at School); Now I Know sections, consolidating the language of each module; a school play to be performed at the end of the school year.[3]

I analyzed the vocabulary of the textbook. In whole there are 291 words in it. One can notice that the most part of words begin with the letter “s”.

So I wrote them in the alphabetical order (App.1) and classified them in some groups.

Means of transport: boat, ship, yacht – 3 words (water transport)

Food:ice cream, apple, juice, sandwich, burger, chocolate, cheese, banana, biscuit, cake, chips ,egg, orange, pizza, milk, honey, bread, meat,tea-19 words

Colors: green, blue, red, yellow, white, black,pink-7words

Toys: ball, teddy bear, doll, toy soldier, ballerina, jack-in-the- box, puppet -7 words

Сlothes: vest, coat, T-shirt, socks, skirt, shorts, shoes, jeans,hat-9 words

Furniture: table, shelf, bed, chair, bath, radio, lamp -7 words

House: bathroom, window, door, living room, bedroom, kitchen, garden, floor,chimney-9 words

Family: mummy, daddy, grandma, grandpa, brother, sister -7 words

Parts of the body: nose, eye, ear, mouth, thumb, toe, hair-7 words

Animals: elephant, fish, frog, horse, kangaroo, mouse, rabbit, sheep, snake, ant, bird, cat, chick, chimp, dog, dolphin, bee -17 words

Seasons: summer, autumn, winter,spring-4 words

Jobs: clown, magician,queen-3 words

Dish- ware : jug, glass-2words

7

Chapter 3.The experimental work

 

The experimental work consisted of the written test and two questionnaires.

1.The written test

34 pupils took part in the written test. They were given sheets of paper with 100 English words from the course “Spotlight 2” written in the alphabetical order. (App.2) The pupils had to read and write their Russian translations during 30 minutes.(every lesson during 5 minutes).

I chose 80 words from active vocabulary and 20 words from passive vocabulary. There were 17 words from the alphabet, which were learned in September (“ant”, “cat”, “egg”, “flag”, “glass”, “ink”, “jug”, “mouse”, “pin”, “queen”, “rabbit”, “umbrella”, “vest”, “window”, “yacht”, “zip”).

The results of this test one can see on the table “The quantitative and qualitative indicators of the test”. (App.3)We can see that only one word from the alphabet was forgotten. It’s the word “jug”.

At first, I analyzed the quantitative indicator. 31 pupils translated the words “bed” and “one”. 30 pupils translated the words “horse” and “box” and so on. So top “popular” words accordance to the experimental test are “bed”, “one” , “box”, “horse”, “banana”, “run”, “ballerina”, “apple”, “frog”, “teddy bear”.

A lot of words were confused in translation. So, from the table we can see that only 4 pupils gave the right translation of the word “happy” but other 8 pupils translated it as “поздравляю”,“праздник”, “вечеринка” or “день рождения”.

Only 5 pupils gave the right translation of the word “tree” but other 7 pupils translated it as the number “3”.

3 pupils translated the word “yummy” as “люблю”. Some of translations have an associative meaning. So, the word “glass” was translated as “поливать” or

“ сок”, “jump” as “лягушка”, “fly” as “птица”, “swim” as “рыба”, radio” as “музыка”, ”juice” as “стакан”. There are also such translations as “сад” for “sad” and “бокс” for “box”.

The most interesting and unusual translations are “чернила” for “milk”, “бабушка” for “daddy”, “собака” for “ant”, “апельсин” for “apple”, “лимонад” for “ice cream”, “вкусно” for “mummy”.

8

As for the quantitative indicator we can notice that 11- 20 words were found by 3 pupils. 21-30 words were found by 9 pupils. 31-40 words were found by 3 pupils.41-50 words were found by 8 pupils. 51-60 words were found by 4 pupils .61 words were found by one pupil.81 were found by one pupil. And more than 90 words were found by three pupils. (App.4)

We can compare the results of the experiment with real marks for two trimesters and three progress checks.(see App.5) One can notice that three pupils with both stable excellent marks in 3 tests and 2 trimesters know more than 90 words. But there is one pupil with such marks, but she knows 53 words.

11 pupils of 14 pupils who have stable excellent and good marks in 3 tests and 2 trimesters know 44-81 words

3 pupils who have stable good marks in 3 tests and 2 trimesters know 23- 24 words.

13 pupils who have unstable or bad marks in 3 tests and 2 trimesters know 14-41words.

2. The questionnaire of the parents

To know the attitude of the parents towards English subject I conducted the questionnaire.

The parents were asked the following questions:

1. Do you like that your child learns English using “Spotlight 2”?

2. Does your child need your help while doing homework?

3. Does your child learn English with pleasure?

4. Does your child have any difficulties while learning English?

20 parents took part in this questionnaire. According to the results from the table (App. 6) one can notice that the majority of the parents like the course “Spotlight 2” and help their children doing homework. As for the third question the parents think that their children learn English with pleasure somehow or totally. The most part of parents consider that their children have some difficulties while learning English.

9

3. The questionnaire of the parents

To know the attitude of the pupils towards English subject I conducted the questionnaire.

34 pupils took part in this questionnaire. The pupils were asked the following questions:

1. Do you like the course “Spotlight 2”?

2. Do you need any help while doing homework?

3. Do you learn English with pleasure?

4. Do you have any difficulties while learning English?

According to the results from the table ( App.6 ) one can notice that the majority of the pupils like the course “Spotlight 2”. The pupils need their parents’ help while doing homework. The most part of the pupils learn English with pleasure.

 

 

 

10

 

Conclusion

Having learned the theory concerning the whole-part reading in teaching English, suggested by the authors of the course “Spotlight”, I pointed out some advantages of using it in my practice. Young learners remember easier words in whole than understand the rules.

Having analyzed the course ‘Spotlight 2”, I came to the conclusion that it fits my needs as a teacher of English and needs of my pupils as learners of English at the primary level. The vocabulary of the textbook is very rich and memorizing them is a problem for my pupils.

Having analyzed the results of the experimental work, I’ve determined progress and mishaps of my teaching experience. And I came to the following conclusions:

-The quality of study depends on the quantity of the remembered words;

-My pupils are high motivated in learning English;

-My pupils need their parents’ help while learning English;

-The parents are conscious about the difficulties that their children have during English acquisition;

-The effect of the course “Spotlight 2” on my pupils’ achievements is satisfactory.

In addition, no any method of teaching is good or is guaranteed to provide success because every child is unique. For some pupils small success seems big. And my role as a teacher of English is to facilitate learning, enabling the learner to learn.

Good teachers are also learners and they should think about their teaching, about what worked and what didn’t.

The presented research is both useful for me and for those teachers who start teaching with the course “Spotlight 2”

11

References

1.Н.И.Быкова, М.Д.Поспелова, В.Эванс, Дж.Дули. Английский в фокусе. Книга для учителя к учебнику 2 класса общеобразовательных учреждений. М.: Express Publishing: Просвещение, 2008. 136 с.

2.Н.И.Быкова, М.Д.Поспелова. Английский язык. Программы общеобразовательных учреждений. 2-4 классы. М.: «Просвещение», 2010. 105 с.

3.Н.И.Быкова, М.Д.Поспелова, В.Эванс, Дж.Дули. Английский в фокусе. Учебник для 2 класса общеобразовательных учреждений. М.: Express Publishing: Просвещение, 2007. 144 с.

4. Goodman, Kenneth (1991). What’s whole in whole language. Massachusetts Basic Blackwell Ltd. pp. 123

5. Reading Horizons. (2015, June 13). What is the “Whole Language” Approach to Teaching Reading? Retrieved June 14, 2015, from http://www.readinghorizons.com/blog/post/2010/09/23/what-is-thewhole-languagee-approach-to-teaching-reading.aspx

12

Appendix 1

The word list of the textbook “Spotlight 2”

A

alphabet-алфавит

and - и

animal- животное

ant- муравей

apple-яблоко

autumn-осень

B

ball- мяч

ballerina-балерина

banana-банан

bath-ванна

bathroom-ванная комната

beautiful-

bed-кровать

bedroom-спальня

bee- пчела

big-большой

bird-птица

bird house-

birthday-день рождения

biscuit-печенье

black-черный

blue-синий

boat-лодка

box-коробка

boy-мальчик

bread-хлеб

brother-брат

brown-коричневый

bubble-пузырь

burger-гамбургер

 

C

сake-торт

camp-лагерь

сan-мочь

candle-свеча

cat-кошка

chair-стул

cheese-сыр

chick-цыпленок

chicken-курятина

children-дети

chimney-труба

chimp-шимпанзе

chips-чипсы

chocolate-шоколад

circus-цирк

city-город

clean-чистый

clever-умный

climb-взбираться

clip-скрепка

clown-клоун

coat-пальто

cold-холодный

colour-цвет

come-приходить

cook-повар, готовить

costume-костюм

count- считать

country-страна, сельская местность

crayon- цветной карандаш

cute-прелестный

D

daddy-папа

dance-танцевать

dark-темный

dear-дорогой

dish-блюдо

dog-собака

doll-кукла

dolphin-дельфин

door-дверь

dream- мечта

drink- пить

E

ear-ухо

eat-есть

egg-яйцо

eight-восемь

elephant-слон

English-английский

eye- глаз

F

fair-светлый

fall- падать

family-семья

favourite-любимый

feet-ступни

find-найти

fine-хороший

fish-рыба

five-пять

flag-флаг

floor-пол

flower-цветок

fly-летать

food-еда

footprint-след ноги

forever-навсегда

four-четыре

friend-друг

frog-лягушка

fruit-фрукт

funny-смешной

G

garden-сад

girl-девочка

give-давать

glass-стакан

glue-клей

gnome-гном

go-идти

good-хороший

goodbye-до свидания

good night-спокойной ночи

grandma-бабушка

grandpa-дедушка

great-великолепный

Great Britain-

green-зеленый

greenhouse-теплица

ground-земля

H

hair-волосы

hall-холл

happy-счастливый

hat-шляпа

he-он

hello-привет

help-помогать

hen-курица

his-его

holiday-праздник

home-дом

honey-мед

horse-лошадь

hot-жаркий

house-дом

hurry-торопиться

I

I-я

ice cream-мороженое

in-в

ink-чернила

island-остров

it-он,она,оно (о предметах,животных

J

jacket- куртка

jack-in-the- box-попрыгунчик

jeans-джинсы

jug-банка

juice-сок

jump-прыгать

K

kangaroo-кенгуру

L

lamp-лампа

living room-гостиная

long-длинный

look-смотреть

love-любить

lovely-прекрасный

M

magic-волшебный

magician-волшебник

make-делать

match-спичка

milk-молоко

meat-мясо

meet-встречать

mouse-мышь

mouth-рот

mummy-мама

music-музыка

my-мой

N

name-имя

naughty-непослушный

nest-гнездо

nice-милый

nine-девять

no-нет

north-север

nose-нос

O

on-на

one-один

orange-апельсин

our-наш

P

paper-бумага

party-вечеринка

pencil-карандаш

people-люди

photo-фото

pick-собирать

pin-булавка

pink-розовый

pizza-пицца

place-место

plate-тарелка

play-играть

please-пожалуйста

pretty- красивый

put on-одевать

puppet-кукла

Q

queen-королева

quick-быстрый

R

rabbit-кролик

radio-радио

rain-дождь

red-красный

ruler-линейка

run-бежать

Russia-Россия

S

sad-грустный

sail-плыть

sandwich-бутерброд

say-говорить

school-школа

scissors-ножницы

sea-море

seaside-морское побережье

see-видеть

seven-семь

shabby house-бедный дом

she-она

sheep-овца

shelf-полка

ship-корабль

shoes-туфли

shorts-шорты

sing-петь

sister-сестра

sit down-сесть

six-шесть

skirt-юбка

small- маленький

smoke-дым

snake-змея

socks-носки

south-юг

spring-весна

stairs-лестница, ступеньки

stand up-встать

string- качаться

summer-лето

sun-солнце

sunny-солнечный

surprise- сюрприз

swim-плавать

swing-качаться

T

table-стол

take off-снимать

tall-высокий

tea-чай

teddy bear-плюшевый мишка

telephone-телефон

ten-десять

they-они

thimble-наперсток

three-три

thumb-большой палец

today-сегодня

toe-палец на ноге

too-тоже

toothpick-зубочистка

touch-трогать

town-городок

toy-игрушка

toy box-коробка для игрушек

toy soldier-солдатик

tree-дерево

tree house-дом на дереве

T-shirt-футболка

turn-поворачивать

two-два

U

UK (the)- Великобритания

umbrella-зонт

under-под

V

vegetable-овощ

vest-майка

W

wall- стена

want-хотеть

watch-наюлюдать

wear-носить (одежду)

weather-погода

welcome-добро пожаловать

where-где

white-белый

window-окно

windy-ветреный

winter-зима

wish- желание

wonderful-замечательный

word-слово

Y

yacht-яхта

yellow-желтый

yes-да

you-ты,вы

yummy-вкусный

Z

zip-замок

Appendix 2

Test words

Appendix 3

The quantitative and qualitative indicators of the test

 

Appendix 4

The results of the test

 

Appendix 5

The marks and the quantity of words in the test

Appendix 6

The parents’ attitude toward English subject

 

The pupils’ attitude toward English subject