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Using anecdotes in English language classroom ABSTRACT

presented graduation paper presents information about the definition, the structure, the usage and types of anecdotes.purpose of this study is to view anecdotes as a way for teaching students foreign language. For this it is necessary to analyze the anecdotes and find their advantages and disadvantages for teaching.accomplishment of this purpose was possible through the use of such methods of investigation as: analyses, explanation, classification, description, observation, comparison, contrastive exemplification and data collecting. I analyzed a number of anecdotes, chosen from the immense quantity of anecdotes all over the internet and over the books, in order to show their value for teaching foreign language; I gave examples of using them in the lesson activities, and finally divided the activities and the investigated material into two parts - for young students and for advanced and intermediate students.result of the investigations leads to the conclusion and once again proves that the anecdotes are of great value for every teacher whose main goal is to stimulate the students, to encourage the students for a free communication at the lesson, to motivate them to speak a foreign language and of course to accomplish all the tasks of the pedagogical process. GLOSSARY 1. Communicative Competence - what a speaker needs to know in order to be communicatively competent in a speech community.

2. Communicative Language Teaching - teaches the language needed to express and understand different kinds of functions

. Audio-Lingual Approach - a technique of foreign-language instruction that emphasizes audio-lingual skills over reading and writing and is characterized by extensive use of pattern practice.

. Humor - the quality that makes something laughable or amusing.

. Anecdote - a short usually amusing account of an incident, esp a personal or biographical one INTRODUCTION

has been described as 'the most privatized of all public professions". "Teaching is a moral activity, because it is founded upon a relationship which involves making decisions and taking actions that influence the social, emotional, intellectual and moral development of others in one's care.has no use without communication. The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, and study abroad, as well as through the media and internet.main goal of the methods is that they help teachers to achieve better results in teaching. For such a help acts anecdote as well., the object of this research paper is the anecdote, as a specific form of narrative writing, a tool, as a means of accessing and using the reflective process, its usage in English class.of anecdotes:

) It is good to work on two works! It is a lot of money! But not because it is paid a lot of, but because there is no time to spend the money...

) Look at all schools of the country: a super blockbuster "Sit down"! And continuation "Sit down - 2"!main goal of this research paper is to view anecdotes as a way for teaching students foreign language. For this it is necessary to analyze the anecdotes and find their advantages and disadvantages for teaching.work aims:

to determine Communicative Competence

to determine the Audio-lingual Approach

its connection with Communicative Language Teaching

to describe what is an anecdote;

to describe the types of anecdotes;

to explain why anecdotes are useful in language teaching;

to explain how to use them in language teaching;

to analyze some anecdotes in order to show their potential value for the lesson.research paper consists of three chapters: APPROACHES TO DEVELOPING COMMUNICATIVE COMPETENCES, ANECDOTES and ANALYSIS OF INVESTIGATED MATERIAL. The first chapter is about the role of communication in teaching foreign language. The second chapter includes detailed information about the origin, typology, meaning of the anecdotes. And the third chapter consists samples of anecdotes used in the classroom for different ages.

communicative competence anecdote language

CHAPTER I. APPROCHES TO DEVELOPING COMMUNICATIVE COMPETENCES

most people communication is simply talk. It is a natural event. Students enrolling in an introductory undergraduate communication course will quickly reference a convenient and aging dictionary when asked to define communication and provide the following:

“Communication is a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” (Webster, 1983, p. 266).

The field of communication focuses on how PEOPLE use MESSAGE to generate MEANINGS within and across various CONTEXTS, CULTURES, CHANNELS, and MEDIA. [1] 1.1 Defining communicative competence

Free Encyclopedia Wikipedia suggests that communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately.term was coined by Dell Hymes in 1966, reacting against the perceived inadequacy of Noam Chomsky's (1965) distinction between competence and performance. [2]'s theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. In Hymes's view, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to:

1. whether (and to what degree) something is

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