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The variability between individuals and across cultures in managing anxiety and
emotions presents an additional layer of complexity [4]. While some speakers may experience
anxiety yet maintain control over their speech, effectively limiting hesitation, others with lower
anxiety levels may struggle with fluent production. Thus, comparing speech samples from the
same individuals in anxiety-inducing situations and in more neutral contexts becomes essential to
identify acoustic and phonetic markers of anxiety. This investigation shouldn't solely focus on
hesitation phenomena but should encompass various acoustic parameters, including speech rate,
intonation patterns, and fundamental frequency variations. Additionally, studying how different
speakers utilize these parameters is crucial.
There is a scarcity of studies investigating the role of various temporal variables in
understanding communicative contexts, with even fewer focusing on hesitations. Generally,
hesitations are perceived as communicative events with conflicting functions. On one hand, they
disrupt the flow of speech and can fragment individual speech units; on the other hand, they
signal spontaneity, which may be positively received by listeners. Hesitations can serve as
markers of personality and indicate certain character traits such as competence or empathy. For
instance, Miller and Hugill (1964) demonstrate that speakers who employ longer pauses or
repetitions are perceived as less competent compared to those who pause infrequently (typically
briefly) and speak rapidly. The latter also tend to evoke more confidence. In any communication
act, speakers must consider the shared knowledge with their listeners, while listeners must
interpret sentences based on this mutual understanding [5]. Listeners can also assess the
confidence (real or simulated) that speakers have in their knowledge and in what they are saying
based on certain paralinguistic cues such as pauses, intonation, and hesitations. Analyzing the
role of prosody, filled pauses related or not related to silent pauses in a series of
questions/answers. Listeners are also sensitive to the absence or presence of filled pauses:
responses preceded by a filled pause are rated less correct than responses preceded by a silent
pause of the same length. Hesitations are signs of the speaker's metacognitive state in the same
way as prosodic parameters. They are necessary for mutual understanding of participants during
information exchanges and conversations and allow speakers and listeners to create a wide
variety of pragmatic effects.
References:
1.
Kavilova, T. (2022). THE ROLE OF DIGITAL TECHNOLOGIES IN TEACHING
FOREIGN LANGUAGES: THE ROLE OF DIGITAL TECHNOLOGIES IN TEACHING
FOREIGN LANGUAGES. Журнал иностранных языков и лингвистики, 4(4)
2.
Leontyev A. A. Psycholinguistic units and the generation of speech utterances. M.: Editorial
URSS, 2003. 312 p.
3.
Mal, E. (1956b). The relation of speech disfluencies to certain aspects of anxiety. Journal of
Abnormal and Social Psychology, 52(3), 358–362.
4.
Miller, M., & Hugill, A. R. (1964). The functions of speech hesitations. Language and
Speech, 7(4), 177–181.
5.
Shcherba L.V. About the threefold aspect of linguistic phenomena and about experiment in
linguistics. L.: Nauka, 1974.
INTERACTIVE APPROACHES FOR FOREIGN LANGUAGE INSTRUCTION
Kavilova Tamara, JSPU, Jizzakh, Uzbekistan
Abstract:
While preparing classes based on interactive educational approaches, teachers
encounter the challenge of selecting the most effective instructional method for a specific topic.
This allows for the integration of multiple teaching techniques to address the task at hand,
thereby enhancing students' comprehension of the material. The objective of this article is to
highlight to educators the more progressive and pertinent methods of teaching a foreign
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language, acquainting them with the forms and methodologies associated with this approach to
optimally achieve the communicative objectives of learning.
Keywords:
dialogue, engaging methods, verbal exchange, communication exchange
In today's interconnected world, the ability to communicate effectively in a foreign language
is increasingly crucial. As globalization accelerates, the demand for individuals proficient in
multiple languages continues to rise. To meet this demand and equip learners with the necessary
skills, contemporary approaches to foreign language instruction have evolved, incorporating
innovative methodologies, technologies, and pedagogical principles.
One of the key characteristics of contemporary approaches to foreign language instruction is
their emphasis on communicative competence. Unlike traditional methods that focused primarily
on grammar rules and vocabulary memorization, modern approaches prioritize the development
of language skills necessary for real-life communication. This includes proficiency in speaking,
listening, reading, and writing, as well as the ability to understand and navigate cultural nuances.
Interactive teaching methods play a central role in contemporary language instruction.
Rather than passively receiving information from the teacher, students are actively engaged in
the learning process through dynamic activities, discussions, and collaborative tasks. These
interactive experiences not only enhance language proficiency but also foster critical thinking,
problem-solving, and interpersonal skills.
Furthermore, technology has revolutionized the way foreign languages are taught and
learned. Digital tools, multimedia resources, and online platforms offer learners unprecedented
access to authentic language materials, cultural content, and interactive exercises. Virtual reality
simulations, language-learning apps, and video conferencing platforms enable immersive
language experiences, connecting learners with native speakers and authentic cultural contexts.
In addition to technological advancements, contemporary language instruction also
emphasizes cultural competence. Recognizing that language and culture are deeply intertwined,
educators strive to expose students to diverse cultural perspectives, traditions, and practices. By
incorporating authentic cultural materials, such as literature, films, music, and news media,
instructors help students develop a deeper understanding of the target language and its cultural
significance.
Moreover, contemporary approaches to language instruction prioritize learner-centered
pedagogy. Recognizing the diverse needs, interests, and learning styles of individual students,
instructors adopt flexible and personalized teaching strategies. This may involve differentiated
instruction, project-based learning, flipped classroom models, or experiential learning
opportunities tailored to meet the unique needs of each learner. [1]
Finally, assessment practices in modern language instruction focus on performance-based
evaluation rather than rote memorization. Instead of traditional grammar tests and vocabulary
quizzes, assessments measure students' ability to effectively communicate in real-world
situations, demonstrate cultural awareness, and engage with authentic language materials.
Interactive methods facilitate a transition from a lecture-based learning model to a model
centered on dialogue or polylogue. Within this framework, students not only freely exchange
their opinions and evaluate facts but also have the opportunity to challenge the teacher's
perspective while defending their own viewpoints.
The term "interactive," stemming from "inter" denoting mutual and "act" signifying action,
implies engaging in dialogue and mutual interaction. In an interactive environment, students
participate in multifaceted interactions with both the teacher and their peers, differing from mere
active methods. The primary role of the teacher in interactive sessions is to steer students'
activities towards achieving lesson objectives. Typically, the teacher devises a lesson plan
comprising interactive exercises and tasks through which students engage with the material.
Thus, the essential components of interactive lessons are the interactive exercises and tasks
undertaken by students. A fundamental aspect of these exercises and tasks is that students build
upon previously acquired knowledge while concentrating on mastering new concepts.
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Interactive methodologies enable a transition away from a monologue-based educational
system towards a dialogue or polylogue approach [2]. Within this framework, students not only
freely exchange their opinions and assessments of facts but also have the opportunity to
challenge the teacher's viewpoint, defending their own perspectives.
At the heart of interactive learning lies the engagement of all students in the educational
process, ensuring that each participant has the chance to understand and reflect upon their
knowledge and thoughts. Hence, considerable emphasis is placed on tailoring the learning
experience to meet the individual needs of every student within the collective classroom activity.
Interaction facilitates the exchange of knowledge, ideas, and approaches to action. Throughout
training sessions, dialogue or polylogue unfolds, promoting mutual understanding, interaction,
and collaborative problem-solving on tasks that hold personal significance for each participant.
Interactive learning diminishes the dominance of any single speaker or viewpoint, allowing
students to develop critical thinking skills, analyze situations, tackle complex problems, consider
alternative perspectives, and make informed decisions through discussions and interactions with
peers. To achieve these objectives, a variety of methods are employed, including individual,
paired, and group work, research projects, role-playing games, and the utilization of diverse
information sources.
In addition to traditional forms of collaborative work such as small group discussions and
role-playing games, interactive methodologies integrate innovative techniques such as rotational
triads, carousel activities, incomplete sentences, aquarium discussions, and others.
Within contemporary society, methodologists and active educators have developed
numerous collaborative techniques for teaching foreign languages. Among the most prevalent
modalities are the "outer circle," "spinner," "aquarium," "brainstorming," and "debate" (although
terminology may vary, the underlying principles remain crucial) [6]. These modalities have
proven effective in addressing broad issues that students already possess preliminary insights on
from previous lessons and daily experiences. Moreover, the topics explored should remain open-
ended and sufficiently expansive. Now, let's explore instructional technologies in more detail.
Under the concept of "Dialogue," groups aim to achieve consensus [3]. The result of their
efforts is documented in the form of a diagram or final written text, which is then transcribed into
notebooks. This methodology involves evaluating the perspectives of other groups and
identifying their strengths. Experts synthesize overarching viewpoints, and upon completion of
the task, provide a collective response that is recorded by all participants.
Brainstorming serves as a collaborative method for generating ideas in a group environment.
During a brainstorming session, it's vital to embrace the notion that no idea is dismissed as
absurd. The primary goal is to produce as many ideas as possible, without critiquing either the
ideas or their sources.
In the "Brownian motion" activity, students simulate the spontaneous movement of particles
within a confined area to gather insights on a specific topic.
In the "Take a Stand" exercise, a statement is presented, and students physically position
themselves near a poster indicating either "YES" or "NO". Optionally, students have the
opportunity to elaborate on their chosen stance.
"Small Group Discussion" entails educational discourse among small groups of students,
typically ranging from 6 to 15 individuals, focusing on a designated problem. What distinguishes
educational discussions is that the issue under consideration is novel solely to the participating
group, necessitating the exploration of solutions within the educational context. The inquiry
process aims to lead to the acquisition of objectively recognized yet innovative knowledge from
the students' standpoint.
Types of Group Activities:
"Rotational Triads" - Group compositions (triads) undergo rotation throughout the lesson.
"Decision-Making Tree" - The class divides into several groups of equal size. Each group
deliberates on the issue and records their thoughts on a "tree" (a piece of paper or a blackboard).
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Subsequently, groups exchange places and contribute their ideas to the trees of neighboring
groups.
"Collaborative Project" - Groups are assigned diverse tasks addressing the issue from
multiple perspectives. Upon completion, reports are compiled, and findings are documented on
the board. These records serve as the foundation for a comprehensive project, which is then
reviewed and enhanced by a panel of experts [4].
"Synthesis of Ideas" - Similar to the previous approach, students document all thoughts on
sheets, which are then passed to the next group. Points of disagreement within the group are
highlighted on the sheets. Experts review the sheets and compile a comprehensive report for
class discussion.
"Data Retrieval" - A technique aimed at enlivening dry and uninspiring material. Teams
collaborate to search for additional information to complement existing content (such as teacher
lectures or assigned readings). Subsequently, students respond to questions based on the acquired
information, sourced from textbooks or handouts. A restricted timeframe is provided for
analyzing information and finding answers to the questions.
"Carousel" is a popular activity, especially among children [5], where two rings are formed:
an inner and an outer. Students in the inner ring remain seated while those in the outer ring rotate
every 30 seconds. Within a brief period, students discuss several topics and strive to persuade
their counterparts of their viewpoints.
In the "Observation Circle" method, several students act out a scenario within a circle while
others observe and analyze [6].
As a result, a plethora of techniques and frameworks for interactive learning have emerged.
Nonetheless, resourceful educators have the freedom to craft their own methodologies for
engaging their classes. Many of the previously mentioned interactive techniques are categorized
under cooperative learning methodologies, where students collaborate to complete tasks, grasp
concepts, and refine communication skills through discussions and debate. A key benefit of this
educational approach is its active engagement of all students in the classroom. However, the
difficulty lies in effectively structuring and maintaining students' involvement in such activities.
The methodologies delineated in the article can serve as a springboard for developing innovative
approaches. The limitless potential for interactive innovation between teachers and students
stands as the primary advantage of interactive learning.
Bibliography:
1.
Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A
handbook for college faculty. John Wiley & Sons.
2.
Chernigovskaya T.V., Zhidkova N.V. Interactive teaching methods at school: theory and
practice. M.: Pedagogical Society of Russia, 2018.
3.
Gavrish A.V. Interactive teaching methods in higher education. St. Petersburg: Peter,
2017.
4.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving
university instruction by basing practice on validated theory. Journal on Excellence in
College Teaching, 25(3&4), 85-118.
5.
Kavilova, Laura A Q U I L I N A. “THE CASE OF PREFIXATION IN UZBEK AND
FRENCH NEOLOGISMS.” PEDAGOGICAL SCIENCES AND TEACHING
METHODS (2023): n. pag. Print.
6.
Kavilova, T. (2022). A MODERN TECHNOLOGIES IN TEACHING FOREIGN
LANGUAGES DIGITAL GENERATION OF STUDENTS: MODERN
TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES DIGITAL
GENERATION OF STUDENTS. Журнал иностранных языков и лингвистики, 4(4)
7.
Stolyarenko L. D., Mitina I. V. Interactive teaching methods in the professional training
of teachers. M.: Education, 2015.
