science-review.ru
Scientific journal
Научное обозрение. Педагогические науки
ISSN 2500-3402
ПИ №ФС77-57475
ISSN 2500-3402
ПИ №ФС77-57475
SOME PECULIARITIES OF TEACHING A FOREIGN LANGUAGE TO THE LEFT-HANDED CHILDREN
145 KB
We have done the theoretical analysis on the problem of teaching a foreign language to the left-handed child at school, studied the history of this problem, examined physiological features of left-handed children. The experiment revealed that school teachers do not take into account inter-hemispheric asymmetry of brain learners in the selection of methods and techniques of training. We have studied the problem of left-handed children at school and identified the most effective methods and techniques of teaching foreign languages. To determine the functional asymmetry of the cerebral hemispheres of students and teachers the test by I.P. Pavlov and Knyazevoy – Wildavsky have been used. As a result recommendations have been made not only for teachers, but also for parents. Together with supervising teachers some changes have also been made in the organization of the educational process: children with the dominance of the right hemisphere were asked to sit with “pure right-handed ones” to work in pairs complementing each other, to help them to absorb better the training material; by seating the children that way, we also considered their operational hemisphere (right hemisphered children were seated away from the window). On the teaching practice all English lessons were organized according to these recommendations. The teachers, who worked in the experimental classes, have taken interest in this work and also tried to use visual methods and techniques: drawings, tables, diagrams, models, interactive whiteboard. Tracking pupils’ achievement, talking with children, we have stated that it became easier and more interesting for children to study and their academic level of English slightly increased.Thus, it is necessary to take into account the functional asymmetry of the brain of pupils in the process of education, because it affects the quality of perception and understanding of the information by pupils and the quality of cooperation between pupils and their teachers.