The orientation of independent work in the English Language Teaching (página 2)

For a better comprehension of independent work, it is necessary to point out its stages. These are:

– Planning

– Orientation

– Execution

– Control

While talking about planning, it should be said that this stage permits the real organization of the activity. For instance, for a good planning it is necessary to:

– Observe the time used for each activity.

– Determine the distribution of the activities.

– Make a good- self preparation on the teacher ¢ s part.

– Prepare the orientation of the activity.

The organization of the system of independent work and, in a special way, its orientation should be directed to guarantee that in its process of execution the students feel emotions that propitiate new strengths and, at the same time, they connect a high energy in such a way that the same process of execution becomes a source of stimulus and strengthens the inclination of the student to assume the execution of complementary task, that permit to avoid obstacles that should appear in the process or to assume the execution of new tasks with a higher level of difficulty.

For the successful execution of the tasks in the system of independent work it is indispensable for the students to be well oriented; that is to say when the performance begins, the students know which is the way to go through, which are the complementary tasks that they should perform and the order in which they should perform, what they should look for and how. All this allows to state that the success of an independent activity depends largely on the way is oriented by the professor, who always has to act as a facilitator of learning.

When orienting a task as independent work, the teacher should explain the details of the material, the ways of execution and she/ he should have the students remember the acquired knowledge that could help in the performance of the task. All this should be directed to avoid any mechanical activity and, at the same time, awaken interest in the widening of their knowledge, and for developing habits and skills; that is to say, a real independent activity requires a consciousness on the student¢ s part to know what he is doing and what for.

While performing the task assigned as independent work, the students become aware of the objective proposed, that is why a correct orientation of the different activities is necessary, in such a way that the students do not find deviations in his/ her performance.

We should take into consideration that in the students¢ motivation, that is to say, the creation of a favorable atmosphere that take them to execute the oriented tasks, the orientation of independent work on the teacher¢ s part plays an important role, based on an adequate organization of the tasks in the system of independent work.

A correct orientation of independent work requires the accomplishment of the following requisites by the teacher:

1. To master the content taught in the syllabus, as well as the depth and range of the new one.
2. Analysis and selection of the appropriate contents for the development of independent work, according to the degree of difficulty the students present, and the level they have reached.
3. To fix that the time disposed is the appropriate one, according to the complexity of the task, the real possibilities of students, their age and the level of cognitive independence they have reached.
4. To prevent the students about possible difficulties that may appear in the development of independent work and warn them in these aspects.
5. To determine the content and plan the activity in such away that it may help in their future independent works.

On the other hand, teachers should not orient difficult tasks, because these demoralize students, lead them to a lack of interest, and their performing does not guarantee the development of habits and skills. At the same time, to obtain better results while orienting independent work, the teacher should:

• Meditate about the unit which is more appropriate for the activity.
• Determine the objectives to be fulfilled at the end of the activity.
• Select and prepare the teaching means to be used.
• Prepare the explanation of the different activities in a clear and comprehensible way, so the message may be easily understood.
• Make an adequate distribution of the activities, from simple to complex.
• Have different variants and methods for the students to be used during the activity.
• Meditate about the way of asking for the results( oral, written, individually or in groups)

Besides all this, for the orientation of independent work, it is also necessary:

• The use of a method that brings motivation to the students towards the research and acquisition of knowledge.
• The orientation of this activity, into account the first aspect.
• The specification of students¢ requirements about performance and delivery of work, which may be programmed for next class or for nonscheduled consultation.
• To keep in mind the professional character of independent work.

It is also important to consider that independent work:

• Requires a strong motivation on the part of students for the activity.
• Requires control which guarantees systematicity in the development of habits and abilities.
• It is not spontaneous.
• It is not the only oriented and controlled inside the class but also outside.
• It is effective, provided that really developing classes are taught.
• It stimulates research aspects.
• It requires direct and indirect guiding by the professor, although he or she does not need to control every detail.

Having all these considerations in mind, we are able to fulfill the objective of education in our society: forming and independent and creative person who is capable of solving social needs.

BIBLIOGRAPHY:

1- ANTICH DE LEÓN, ROSA. Metodología de la Enseñanza de Lenguas Extranjeras. — La Habana : Ed. Pueblo y Educación, 1986. — 460 p.

2- BROWN, G. Teaching the Spoken Language.

3- BRUMFIT, CH. The Functional Notional Approach.

4- CABALLERO, M. Methodology of English Language Teaching.

5- CASTAÑO, F. El trabajo Independiente en la Disciplina Lengua Extranjera. — p. 25.

6- El trabajo independiente del Estudiante / Juan Luis Bencosme…. (et al). — p. 44-59. En "Enrique José Varona". Año 4, No. 8. — La Habana, ene – jun, 1982.

7- LITTLEWOOD, W. Communicative Language Teaching.

8- NUNAN, D. The Self – Directed Teacher.

9- PLATTOR, E. et al.: English Skill Program.

10- RICHARDS, J. Approaches and Methods to Language Teaching.

11- SANCHÉZ ORBEA, G. Orientación del trabajo Independiente en los institutos Superiores Pedagógicos. — p. 20-38. — En Selección de Artículos. — Año XXXVII. — La Habana, oct. 1987.

12- SKINNER, J. et al. Mastering Public Speaking.

13- TURNER MARTÍ, L. Enseñar a los estudiantes a trabajar Independientemente: Una Necesidad Insoslayable. — p. 51. — En "Enrique José Varona". — No. 3. — La Habana, jul-dic. 1979.

14- __________. Longman Dictionary of Language Teaching and Applied Linguistics.

15- __________. The Context of Language Teaching.

16- WALLACE, B. Teaching English to Speakers of Other Languages.

Autor:

Lic. Prof Asistente:

Ricardo Pérez Fernández

Docente en formación:

Arlin Mercedes Alonso Avila.

INSTITUTO SUPERIOR PEDAGÓGICO "RAÚL GÓMEZ GARCÍA."

FACULTAD DE HUMANIDADES.

CARRERA: LENGUA INGLESA.