Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
“Think-Aloud strategy” is approved in the West for a long time and still is applicating actively. Our purpose
is to show how to use “Think-Aloud” (as one of the comprehension strategies) with students during the
learning process, what results can be achieved with using this method correctly and directing the learning process
rightly.
It is known that children are visual learners. Abstract concepts like thinking are difficult for most of
them. More difficult for them is to make judgment and express theirimpressions about the read text. “Think-
Aloud” helps students to improve these skills. Because of above-mentioned reasons “Think-Aloud strategy”
is used successfully as in schools on elementary and basic steps, also in high schools and in adults’ learning
programs.
The method is universal and adjusts not only for literacy, but for other educational disciplines as well
(mathematics, geography, natural sciencs and etc.). It works effectively for all types of texts. “Think-aloud”
also can be used for modeling writing process. Students working in groups should speak to each other about
their thinks and things they want to write. This dialogue helps students to exchange their views to the audience
and to master writing skills [Think Aloud Strategy, http://www.teachervision.fen.com/skillbuilder/problem-solving/48546.html?page=1&detoured=1].
It is not necessary to use “Think-Aloud strategy” during the whole lesson. Teacher should adjust the
method to his/her purpose and use it in a short period of time with a one student, with a group or with whole
class. The method’s using phases are: before reading the text and during the reading process.
Roger Farr and Jenny Conner suggest three basic versions of using “Think-Aloud strategy” [Farr R.,
2004, http://www.readingrockets.org/article/102/]:
I. Modeling – The teacher has a leading role, only she/he thinks aloud, describes her/his
thinking process and practically shows her/his learners choosing appropriate reading strategies
and using them in proper time and way. Students should have a copy of the text in
front of them. They are listening to the teacher. This variant of Think-aloud method is
mostly using in the first step, before students have no mind about the strategy and they
need help of teacher and a shown example. Although, according to our research, we’ll
mention here that this variant of the method is uninteresting for children. They are listening
teacher’s thoughts but also want to take part in a think-aloud process.
II. Coached practice – In this case teacher’s role becomes less. After students become more
or less experienced, the teacher may allow them to participate in the process and he/she
encourage them think aloud thought the questions. Learners should write their thoughts
and discuses about them later. Using this variant of method frequently makes students
more experienced easily.
III. Reflection - At this stage the process of Think-aloud is carried out by experienced students.
They choose the strategies of being aware of the text themselves and the teacher
controls them.
V. Thinking-aloud – Describing the method
At first the teacher chooses the text. It should be desired if the writing will have a thoughtfully title, beginning,
subject developing interesting part and ending.
The teacher presents to learners the text and explains them the think-aloud method and typicals of a good
reader. Besides, she/he talks them that she/he would think aloud and practically shows the process of comprehending
the text. On this way learners would look thought and hear what is happening in teacher’s mind. The
very important thing is to making a positive spirit in the classroom.
If there is a possibility in the classroom, it’ll be desired if children sit dawn freely (on puffy, on pillow,
on carpet...). If the possibility is limited teacher should decide the problem easily, for example, put chairs on
circle to make natural and calm surrounding and on this way sew the chain of intercommunication helping
joint thinking process. It’ll be better if teacher sits dawn hard by the students, they’ll fill that she/he is although
one participants of this process, she/he is one of them.
During the reading the teacher stops on the spots mentioned beforehand. The number of the spots defends
on his/her decision and purpose. Before starting reading the teacher asks children while he/she’ll be thinking
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