WAYS OF USING SCAMPER TECHNOLOGY DURING FOREIGN LANGUAGE LESSONS

Аннотация

This article primarily defines SCAMPER technology, identifies its strengths and weaknesses and promotes the ways of implementing this technology in the process of conducting foreign language lessons. In addition, this paper identifies the procedural part of the method as well as makes conclusions whether the implementation should be performed or not. KEYWORDS: - SCAMPER technology, method, ESL learning, English language, language teaching, methodology, lesson planning, procedure I In the process of English language teaching and NTRODUCTION learning, it is vital to come up with modern and The world has developed into a giant system that effective methods to make students engaged in is interconnected with the help of the Internet. the procedure and become interested in the Due to the fact that globalization is reaching its subject. As a result of continuous methodological peak, it is vivid that English language in work of researchers and teachers around the particular is believed to be the dominant medium world, a number of teaching strategies is of communication. Therefore, the need for increasing rapidly. These methods have been English speakers has become immensely large. greatly developed to enhance the concepts that Moreover, learning the foreign language, are being taught by showing the path for especially English, is not an easy task to reach: it students’ creativity and critical thinking. requires great comprehension skills and the T acquirement of 4 basic language skills: listening, HE MAIN FINDINGS AND RESULTS reading, writing and speaking. Thus, the need for Among these newly formed strategies, the one a quick acquisition of those language means that is being studied in this research is SCAMPER leads to countless problems and questions technology. SCAMPER technology is a method for appearing in front of all teachers and scholars solving problems in the form of a list of actions, around the world. as well as modifications. It was developed by Bob CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 149 – 2767-3278 https://masterjournals.com/index.php/crjp CURRENT RESEARCH JOURNAL OF PEDAGOGICS 2(12): 149-155, December 2021 DOI: https://doi.org/10.37547/pedagogics-crjp-02-12-30 ISSN 2767-3278 ©2021 Master Journals Accepted 23thDecember, 2021 & Published 28thDecember, 2021 Eberle in 1997, based on a larger checklist by knowledge with the data gathered during Alex Osborne. Before that, in 1970 Frank the brainstorming and the first part of introduced a number of strategies that could SCAMPER technology – substitution. It also enhance student imagination and creativity. provides the endless possibilities of new Among these mentioned techniques was production that may completely differ SCAMPER technique that was not developed into from the one mentioned and brainstormed its current name, but had the same concept and in the stage of substitution; rules. Bob Eberle is known for mixing all these • A – adapt. Adaptation includes a number of previous concepts and creating one standard thinking processes that lead to analysis of technology that is being extensively used in the methods and questions other students modern methodology. SCAMPER strategy is and, generally, people ask. Becoming based on the notion that everything new is a aware of the techniques other students use modification of something that already exists. It may form a strong critical thinking basis is considered a creative problem-solving for the student. As an example of adapting technique or strategy which allows users to the concept we may give the case when break free from rigid and limited thinking student starts thinking that the idea or patterns and operate in various ways (Moreno, term cannot be implied in certain Hernández,Yang, & Wood, 2014). Moreover, conditions that are related to the subject Serrat (2009) defined it as creative procedures and has to adapt that idea to the issue pended in brain storming activities to renew and given by the teacher; form stimuli for limitless chances for creative thinking. • M – modify. Modification part of the method is also named as magnify or minify. The abbreviated word written only with big After adaptation of other students’ views letters does have a hidden meaning behind it. and techniques, students usually tend to SCAMPER stands for the following words that change the way they used to solve the make up the whole purpose of using this problems and tasks. This very activity of technology in English language lessons: changing and altering the opinions occur in • S – substitute. This part of the procedure modifying part of SCAMPER technology. By involves students trying to figure out what this technique, the learners can make their is important and what is not while observations even greater, more searching for answers. Most of the distinctive, detailed and clear; researchers named it trial-and-error • P – put to use. On this stage of SCAMPER method because of its “not vivid nature”. In method, we can see