The effective use of the information technologies in teaching foreign languages

Педагогические науки / 5. Современные методы преподавания

Ст.преподаватель Омарова З.К.

Костанайский государственный университет им.А. Байтурсынова

The effective use of the information technologies in teaching foreign languages

The use of computer technology in foreign language teaching has changed the approach to the development of training materials for this discipline. Unlike traditional, interactive multimedia-based learning programs can more fully realize the whole range of methodological and didactic, pedagogical and psychological principles that make learning process more interesting and creative. Thus, the possibility to take into account the levels of language training and to develop student’s assignments of varying degrees of complexity within a single program provide a good basis for the implementation of the principle of individualization and differentiated approach to learning. This ensures compliance with the principle feasible constraints and the availability of jobs is taken into account an individual pace of each student [1].

The use of new information technologies in teaching foreign languages suggests an active role of the learner in the process of learning. A new kind of cognitive activity eliminates the passive acceptance of information. It is based on intense intellectual activity that requires maximum concentration and attention, which resulted in the discovery of new knowledge. In turn, the creative nature of the educational-cognitive activity contributes to the development of cognitive independence of students, building skills to fill up their own knowledge, to search and navigate the flow of information [3].

It should also be noted that the rendering of educational material - the creation of learning environment with a clear presentation of information, the use of color and sound, affecting the emotional and conceptual scope, contributes to a better assimilation of linguistic material. Multimedia programs at the same time stimulate a student's multiple channels of perception, it is better supported by his attention, reduce fatigue and provide the necessary relaxation [6]. In turn, the combination of visual image, text and audio series offers great opportunities for integrated development of the skills of the student's voice in a foreign language. This process becomes interactive by allowing two-way communication and dialogue with the computer when the student and the computer can ask each other questions, get answers, the computer can give hints and correcting it can be to ask for help [2].

The great advantage of automated learning systems is the ability to record, store and analyze students' responses, to provide them with assistance if necessary, to carry out a phased and cross-cutting assessment of knowledge, to determine the progress of their work, implement a more flexible system of control of learning and assessment. However, the provision of programs of different kinds of keys allows the student to exercise self-control as well [5].

Creating high-quality training and monitoring programs - a complicated process, requiring large expenditures of time and language teachers, linguists and methodologists, involving active participation in the work of experts in the field of computer technology. The result of this creative work - multimedia software - may be used in the traditional method of teaching foreign languages, as well as in distance learning [10].

Information technology in teaching foreign language is necessary now.
In recent years, increasingly the question is raised about the use of new information technologies in high school. This is not the only new hardware, but also new forms and methods of teaching, a new approach to learning. The main purpose of teaching foreign languages is the formation and development of the communicative culture of school, learning the practical mastery of a foreign language [10].

The task of teachers is to create conditions for a practical language learning for every student to choose such training methods that would allow each student to show their activity, their creativity. The task of the teacher - to strengthen the cognitive activities of the student in learning foreign languages. Modern educational technology such as cooperative learning, project method, the use of new information technologies, the Internet - resources to help implement a learner - centered approach to education, provide individualized learning and differentiation, taking into account children's abilities, their level of training, aptitude, etc. Familiarity with some computer training programs has prompted me to change my attitude to teaching a foreign language at the university[11], [8].

Variety of topics, activities, colorful, fun computer program generated enormous interest among the students. The existing CD-ROM-drives allow you to display information in text, audio and video. Computer assisted instruction allows you to organize the independent actions of each student. When teaching listening, every student gets the opportunity to listen to foreign-language speech, speaking in the training, each student can pronounce the phrases in a foreign language into the microphone when teaching grammatical phenomena - each student can perform grammar exercises, ensuring the correct answers, etc. Existing commercially computer training programs in foreign languages do not always meet the basic requirements of programs, they are intended mainly for private lessons, for self-study of foreign languages. And at the same time, without an experienced teacher of this method of learning the language is not very effective. Of course, nowadays, created computer programs that support the already-existing courses in foreign languages, for example, "Reward". Education for such programs is conducted in a particular system. Many educational establishments use in the classroom, such computer programs as the “Triple play plus in English”, “English on holidays”, “English Gold”, "Hello, America!", "Bridge to English", "Professor Higgins", "English for communication" and others. Nearly every section of the textbook material can be selected one of these programs and use a portion of it in the classroom as an aid in the introduction of new lexical and grammatical material, pronunciation, in teaching dialogic speech, reading and writing, as well as in testing. Students work with computer programs is not the whole lesson, but only part of it, about 10-15 minutes [13].

This work takes time to learn the computer programs of teaching English and German, and choose the material appropriate programs for all ages. It is not always possible to apply these programs in the high school. But these lessons are characterized by their diversity, the increased interest of students to foreign language performance. Every student, even the weakest, showing their skills, passion competition forces it to achieve better results [7].

Some teachers are skeptical about this method: "Why do it? There are a lot of new teaching materials, audio and video programs, yes, and better than the teacher does not teach anybody. " Maybe they're right. But no one talks about replacing the "living teacher on e." As aids learning a foreign language, computer programs have their advantages. They allow for individual attention to students who are engaged with each computer as long as necessary. Special attention is paid to children lagging behind in their studies. Multimedia tools allow the teacher to adjust the curriculum based on the interests and abilities of individual students. Students can use the multimedia elements in their home works and passing them in electronic form on disk or via the Internet [7], [9].

The use of video for training in teaching foreign languages is one of effective methods. Over the past decade much has been said about the changing concepts of education, the development of innovative teaching methods, use of new technologies in the learning process. Currently, teachers are open to opportunities to learn the theoretical and practical disciplines using different techniques. Many high schools can boast of language laboratories, multimedia classrooms, video halls. The classes are widely used audio-visual equipment, computer technology, including Internet access, projectors of various types (overheads, digital projectors, etc.), and interactive whiteboards [12].

However, the possibility of using video clips is much wider. In other words, it is necessary to develop a technique using various means, including video, in the process of teaching.

Let us consider the possibilities of feature films, various movies, including promotional trailers, as well as video recording.

Viewing Movies in the study of foreign languages are actively used in the higher and secondary education for decades. Video over the past few years has undergone a number of improvements and widespread. At the disposal of teachers have DVD-players, digital cameras, multimedia classes. On the one hand, it holds great promise and possibilities of using video in practical classes. On the other - access to the above facilities and limited class time teachers confront new challenges. Need to develop a technique using fragments of feature films, and additional materials.

Summarizing the above, it can be argued that the training video courses and multimedia reveal opportunities to be active in the process of language skills, and abilities of students and make the learning process of mastering a foreign language attractive to students.

The effectiveness of using video for teaching speech depends not only on the accurate determination of its place in the education system, but also on how efficiently organized structure video classes as coordinated training video capabilities with the tasks of learning.

We have analyzed several sources and concluded that learning English with the help of video - this is a very effective method. He is currently progressing and proving its right to exist. We have shown that using video lessons very well attract the attention of students, and develop many aspects of speech activity, but also enable the creative expression of identity. Also, comparing the use of video in the classroom, and especially teaching it in high school, we realized that this method is the most relevant and effective for upper secondary education when the student has already defined knowledge base

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