{"id":19980,"date":"2022-02-18T09:32:52","date_gmt":"2022-02-18T04:32:52","guid":{"rendered":"https:\/\/jdpu.uz\/?p=19980"},"modified":"2022-06-14T09:33:27","modified_gmt":"2022-06-14T04:33:27","slug":"english-productive-activities-for-developing-strategic-competence-in-foreign-language-acquisition","status":"publish","type":"post","link":"https:\/\/jdpu.uz\/en\/english-productive-activities-for-developing-strategic-competence-in-foreign-language-acquisition\/","title":{"rendered":"PRODUCTIVE ACTIVITIES FOR DEVELOPING STRATEGIC COMPETENCE IN FOREIGN LANGUAGE ACQUISITION"},"content":{"rendered":"<p><strong>Scientific advisor: Abraimova Nazira<\/strong><\/p>\n<p><strong>Student of master\u2019s degree: Samandarova Nargiza<\/strong><\/p>\n<p><strong>JSPI<\/strong><\/p>\n<p>As Canale declared, strategic competence is one of the most important components of communicative competence, which deals with improving learners\u2019 verbal and non-verbal communication. Thus its strategic trainings are completely teachable for classroom. In order to reach fluent speech among foreign language learners, teachers should utilize effective strategic activities during the classroom trainings. As we are future foreign language specialists, I would like to investigate various types of productive activities for developing students\u2019 strategic competence. Besides that I would like to give complete information about the procedures of those classroom activities.<\/p>\n<p>There are particular utilitarian activities for developing activities strategic competence. Now we will underline some of them.<\/p>\n<p>As we know that every student has their own imagination and creativeness to describe the situations, pictures or any kind of film and so on. If the teacher gives students some pictures they begin to describe them in the different ways in accordance with their individualism. It is obvious that our first activity is called describing or definition.<!--more--><\/p>\n<p><strong>Describing pictures<\/strong><\/p>\n<p>This activity is more opportune primary school students. However, if the picture is suitable for high-leveled students this activity can be available for them as well.<\/p>\n<p>Procedure of this activity may be like this way:<\/p>\n<ul>\n<li>Teacher gives students some pictures which are related to the topic (for ex, it can be the pictures of the students\u2019 friends).<\/li>\n<li>Each student describes the picture by using the fillers (in my opinion, I think that, I consider, etc.) or redundant words (ah, err, so, actually, so, etc.).<\/li>\n<li>Teacher should observe if the students are using fillers while they are speaking.<\/li>\n<\/ul>\n<p>The activity above is so beneficial for developing students\u2019 using fillers and redundant words, which help to make their speech more fluent.<\/p>\n<p>The next classroom activity is totally effective for developing students verbal ability, which named \u201cJudo\u201d.<\/p>\n<p><strong>\u201cJudo\u201d<\/strong><\/p>\n<p>This activity is more appropriate for college and lyceum students. This activity helps to improve student\u2019s vocabulary, and strategic ability.<\/p>\n<p>Procedure of this activity:<\/p>\n<ul>\n<li>From the beginning of the activity one student is invited for conversation, he \/she is given one particular topic for example judo. The students should evade the questions, which asked by the teacher and speak about the topic, which was given firs. For example teacher asks if the student\u2019s grandmother own a pet. The answer may be like that:<\/li>\n<li>-Yes, my grandmother keeps an enormous Alsatian dog, because it makes her feel safer when she\u2019s at home alone. When she was younger, of course, she didn\u2019t need a dog because she was extremely fit and active, and right up to the age of sixty she attended judo classes. She believes that judo is very useful for women who live alone, as well as being an exciting sport. . . .<\/li>\n<li>Students can stop when they get to the required topic. Again, it may be useful to leave them some preparation time on the first occasion.<\/li>\n<\/ul>\n<p>Another productive activity for enhancing students\u2019 strategic competence is <strong>role-play. <\/strong>Procedure of this activity is:<\/p>\n<ul>\n<li>Students should imagine that they are in airplane. All of them are going to travel abroad. Suddenly the pilot announces that there is some problem with flight and some passengers have to be through away.<\/li>\n<li>Each student must prove that he\/she is important enough not to be through away. For example, a students\u2019 proof can be like that:<\/li>\n<li>You shouldn\u2019t choose me. I\u2019m a pregnant\u2026..I have 2 little children\u2026..I am mechanic\u2026.I am mother of the pilot\u2026etc.<\/li>\n<li>While students\u2019 expressing their ideas they should use fillers, phrases, and other strategy communication tools.<\/li>\n<\/ul>\n<p>The next beneficial strategic activity is connected with non-verbal speech, which is named pantomime.<\/p>\n<p><strong>Pantomime <\/strong><\/p>\n<p>This activity is suitable for both school and college students. It strengthens students\u2019 non-verbal communication and vocabulary. Procedure of this activity is:<\/p>\n<ul>\n<li>Students are divided into two groups. Each student from both groups chooses special cards, which was written one word which is interrelated to the topic.<\/li>\n<li>The student should explain to others which word was written on the card via the body language, mimic, and physical actions.<\/li>\n<\/ul>\n<p>Another very effective activity for developing strategic competence is \u201c<strong>Interview\u201d<\/strong><\/p>\n<p>This activity totally helps to improve students\u2019 strategic ability. Besides it develops students\u2019 self-confidence and non-verbal communications. Procedure of this activity is in following way:<\/p>\n<ul>\n<li>Teacher calls one volunteer, and she or he should go out for a while.<\/li>\n<li>Other students choose one position for her\/him. After she\/he enters the classroom the students begin to ask her\/him some questions about his\/her life, career, and etc. as journalists. The student which is out, shouldn\u2019t be aware of who she\/ he is. By \u201cjournalists\u2019\u201d questions the students has to define who she\/ he is. At the end of the activity the student say if she\/he could find who she\/he or not.<\/li>\n<li>For example, students decide that the student will be Jackie Chan ( Chinese actor ).<\/li>\n<\/ul>\n<p>The journalists answer should be like this way:<\/p>\n<ul>\n<li>Hi, I\u2019m Zarnigor from \u201cMy5\u201d. My question is about your personal life: we know that you are very famous actor and you are very strong and energetic in your films. While you are doing some kind of complicated actions in your films, does anyone help you, or may be anybody acts instead of you?&#8230;<\/li>\n<\/ul>\n<p>The question can be continued in this way.<\/p>\n<p>To sum up there are several productive activities for developing students\u2019 strategic competence. In order to enhance students\u2019 communicative competence, every teacher ought to try those strategic activities in their lesson, as they help students speak without any hesitations, and pauses.<\/p>\n<p><strong>References:<\/strong><\/p>\n<ol>\n<li>Canale, 1984 \u201c A communicative approach to language proficiency\u201d<\/li>\n<li>1978. \u201c Communicative language teaching\u201d<\/li>\n<\/ol>\n<p>&nbsp;<\/p>","protected":false},"excerpt":{"rendered":"<p>Scientific advisor: Abraimova Nazira Student of master\u2019s degree: Samandarova Nargiza JSPI As Canale declared, strategic competence is one of the most important components of communicative competence, which deals with improving learners\u2019 verbal and non-verbal communication. Thus its strategic trainings are completely teachable for classroom. In order to reach fluent speech among foreign language learners, teachers [&hellip;]<\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[145],"tags":[],"sdg_goal":[],"class_list":["post-19980","post","type-post","status-publish","format-standard","hentry","category-ommaviy_maqolalar"],"acf":[],"views":903,"_links":{"self":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/19980","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/comments?post=19980"}],"version-history":[{"count":1,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/19980\/revisions"}],"predecessor-version":[{"id":19981,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/19980\/revisions\/19981"}],"wp:attachment":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/media?parent=19980"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/categories?post=19980"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/tags?post=19980"},{"taxonomy":"sdg_goal","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/sdg_goal?post=19980"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}