1. Theoretical study of oral speech teaching, using collective forms of work in
English lessons
1.1 The historical background of collective forms of work
Modern education requires a clear organization of work in the English language lesson.
Today’s lesson is characterized by four organizational forms: collective, group, paired
and individual. The use of form of learning depends on the stages of the lesson and the
content of the learning material. All these forms are based on the nature of the
interpersonal interaction of participants of the educational process
.
Learning new
material, and especially oral speech learning, is a difficult process for both the student
and the teacher, and collective form of work is an optional variant of work in the
difficult process of education. One of the means of improving the efficiency of the
educational process , call the use of group forms of work.
The collective form of educational activity has arisen as an alternative to existing
traditional forms teaching. They are based on the ideas of Jean-Rousseau, J.G
Pestalozzi, J. Dewey about free development and parenting. JG Pestalozzi argued that
skillful combination of individual and group learning activities helps successful
learning of children, and their activity and activity increase the effectiveness of the
lesson. This is related to the idea of mutual training, expressed by YA Komensky, and
J. Pestalozz.[11,58].
O. Yaroshenko made a significant contribution to the development of the general
principles of organization of group educational activitues, which drew attention to the
problem of practical application of group training organization in teaching different
disciplines. O.Pometun and L.Pirozhenko consider group activities as one of the
interactive technologies. N. Voloshin in articles devoted to the problems of the modern
lesson emphasized that in the upper classes , " a combination of collectivity is needed
in dealing with an individual and differentiated approach to schoolchildren." She stated
that the work of the students should be organized so that each of them work to the
fullest of their abilities. She emphasized that students should be organized in such a
way that each of them works to the best of their ability. [3,213].
An analysis of recent research and publications indicates the considerable attention
from scientists to theoretical and practical aspects of using different learning
technologies, including the problem of group learning educational activity of the
subjects of educational process. There are no questions about group forms of
educational activity in the psycho-pedagogical literature , but it has an important place
since they open up opportunities for children to work together, relationships,
knowledge of the environment.One of the type of collective work became the Bell
Blancaster system. This system was named after the names of its founders - pastorteacher A. Bell and teacher J. Lancaster. Developing ideas of Y.A.Komensky, the
authors of this system proposed a system of mutual learning. The lessons were held in
halls for 300 or more students, divided into groups of 10-15 people assigned to
monitors. [6]
In the 20th of XX century, a method of projects was developed. This method became
the basis of group forms of work. The project method was implemented in a collective
form of studying. This form of organization became too popular and gradually has
become a universal form of organization of educational process. Work in groups
(teams) of 5-7 people was organized according to different options and was evaluated
collectively.[15,9] .The deep interest in group forms of educational activity is observed
in the last two decades. Significant contribution to the development of common
principles of organization of group educational activity gave studies by T. Gore, O.
Komar, O. Yaroshenko and others.[6]
1.2. The concept of group work , comparison with other types of work in the English
lesson
The group learning is a form of organization of educational process in small groups of
students united by a common learning goal, with the indirect guidance of the teacher
and in collaboration with the students. [4, p. 8]. A comprehensive system of learning
consists of frontal, individual and group activities. They permeate all learning process.
In frontal work, the whole class is working on one educational assignment under the
guidance of the teacher. The teacher organizes the whole class to work at a single pace,
seeks to influence everyone participants of the class work.[12,9]. However, in the front
work it is extremely difficult to ensure high activity of all students. The difficulty arises
because it is arbitrary formed only on the basis of students’ age and there is a significant
difference between students in their educational opportunities. [6,83].
During the individual work, each student works independently. The pace of work also
depends on the learning-opportunities, preparedness of students. Individual learning
activity is not characterized by interaction of students with each other, but contacts
with teachers are limited and short-lived. In the individual learning activities, weak
students are doomed to failure, so they have gaps in knowledge, and lack of skills for
independent work. However, all the disadvantages of front and individual activities
successfully offset the group. [6,83].
Group learning, as opposed to frontal and individual, does not isolate students from
each other, but on the contrary, enables a natural desire for communication, mutual
assistance and cooperation. In this case, it is much easier for students to contact and
ask an explanation peers than a teacher, but applying only group activities, rejecting
frontal and individual would be a big mistake, they are necessary optimally combined.
[7,168].
There are different types of group work:
- pairing- a form of study when two students do same work together,
-link
form organization of activities - based on small student’s groups led by leaders,
the students are working on one task,
- differentiated group work - involves the organization of student groups with different
learning opportunities,
-the cooperative-group form of work- involves the execution of a general part,
according to the degree of complexity of the classroom task. [7,169].