Особливості використання римованого матеріалу в розвитку граматичних навичок студентів немовних ВНЗ

Abstract

Малі форми римованих текстів, до яких належать вірш, пісня, скоромовка, прислів'я, приказка, джазовий ритм, традиційно використовуються для розвитку іншомовних лексико-граматичних і фонологічних навичок учнів початкової школи, однак їх потенціал як засобу іншомовної освіти студентів немовних ВНЗ є недостатньо вивченим. У навчанні вказаної цільової аудиторії іншомовної граматики римовані тексти можуть використовуватись на всіх трьох етапах з метою: презентації нових граматичних явищ, їх закріплення та самостійного використання в контексті. Це дозволяє підвищити вмотивованість студентів, а також активізувати навчальний процес.

The application of rhymed material as a means of teaching grammar, vocabulary, pronunciation and other aspects of foreign languages has been widely used in teaching primary school pupils. Scholars give evidence of its complex positive effect on personalities of learners. Some scientists suggest using poems, songs, jazz chants and other genres for adult learners including university students but this problem has not been considered properly yet. The analysis of scientific sources has shown the insufficiency of researches dedicated to using rhymed material for teaching non-language university students. In its turn its necessity is substantiated by the practical experience of the authors of this article. Songs, poems, jazz chants, and tongue twister do not only motivate learners but also help them memorize and recall rules, deducing them easily from speech patterns and examples. As for the process of teaching non-language university students grammar, it traditionally includes 3 stages which can be realized by means of rhymed materials and correspondent exercises. At the first stage grammar is supposed to be presented to students inductively or deductively, explicitly or implicitly. Inductive presentation can be done by means of a song, a poem, a jazz chant when the teacher first asks students to discuss a definite communicative function and ways to express it in a native language, then a rhymed text is to be analyzed. After that in case the rule is given explicitly the teacher elicits its formulation. Then the students are supposed to reproduce the text. Teaching grammar deductively also gives an option for using songs or poems at the stage of primary grammar consolidation. At the second stage of teaching grammar rhymed material can be used as the basis for numerous activities, and namely: choosing the correct variant and filling in the blanks after listening or reading, correcting mistakes etc. At the last stage there is a possibility of completing jazz chants or poems by example or a model.