Увеличение времени говорения учащихся на уроке

, лицей № 3, Красноярск

, лицей № 3, Красноярск

Казачонок А.В, школа № 88, Красноярск

Увеличение времени говорения учащихся на уроке

We started our work after making an agreement that in our classes young learners don’t speak much English at the lesson. In the process of discussion the following question was raised: Do we use collaborative types of work to give our learners more chance to speak English?

So, we decided to prove the suggestion that we could increase learners’ talking time in English by using pair tasks at every lesson.

The procedure of the exploration included several steps:

· Selecting an instrument (Audio-taping)

· Choosing 3 experimental pairs of learners (middle level)

· First data collection (02.04)

· Increasing the amount of speaking pair activities (every lesson)

· Second data collection (07.04)

· Keeping implementing pair tasks

· Final data collection

All 3 teachers in different groups and classes collected the data for the exploration. But the results appeared to be very similar and the evident tendency for progression was noticed. Therefore, we present one version of the data gathered.

The talk of the chosen pairs was recorded on the audiotape during 3 minutes. After that all the details were thoroughly listened and summarized with the help of the tables and graphs given below. And as shown in the graph displaying first data collection our suppositions about a small quantity of English spoken by children were proved.

First data collection

Activity: (table filling) learners ask each other about the colour of his/her classroom objects and fill in the table.

( · What colour’s your pen/pencil/rubber…?

· Red/green/blue… )

Pair	Names	Number of phrases
	Kate	√ √
Vlad	√ √ √ √
	Sasha	√ √ √
Masha	√ √ √
	Nastya	√ √ √
Sophia	√ √

Second data collection:

Activity: (Name Game) Learner1 points to the pictures of main characters given in the course book asking a question, learner 2 answers not giving the name but the relationship to another character. Then they change roles

( · Who’s this?

· Kev’s sister/Bill’s brother…)

Pair	Names	Number of phrases
	Kate	√ √ √ √ √
Vlad	√ √ √ √ √ √ √
	Sasha	√ √ √ √ √ √
Masha	√ √ √ √ √ √ √ √
	Nastya	√ √ √ √ √ √ √
Sophia	√ √ √ √ √ √ √

Third data collection

Activity: Learners ask and answer questions about the names and the age of the characters referring to the pictures of the course book

( · Who’s this?

· Suzy/Gary/Bill…

· How old is Suzy/Gary/Bill...?

· Seven/five/eight…)

Pair	Names	Number of phrases
	Kate	√ √ √ √ √ √ √ √
Vlad	√ √ √ √ √ √ √ √
	Sasha	√ √ √ √ √ √ √ √ √
Masha	√ √ √ √ √ √ √ √ √
	Nastya	√ √ √ √ √ √ √ √ √
Sophia	√ √ √ √ √ √ √ √ √ √

So, as you see the above diagrams pictures gradual increasing of English phrases spoken by learners at the lesson. According to this fact we may conclude that frequent use of the pair tasks leads to the enlargement of learners’ talking time.

Moreover, it motivates children to further studying and experimenting with the language. As our observations have proved, the learners were eager to produce more English. But a new problematic area was noticed: trying to produce more phrases there were more slips of the tongue in learners’ speech. Therefore, our plans for the future are to think over the possible actions for the improvement of learners’ pronunciation skills.