Магистрант Айдаркулова А.Ж., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

METHODOLOGICAL OPPORTUNITY OF GOOGLE DOCS FOR LANGUAGE SKILLS BUILDING IN FLT

“Collaborative writing” is a form of “writing together” or “multiple authorship” and refers to acts of writing in which two or more individuals consciously work together to produce a common text. Even if only one person literally “writes” the text, another person contributing ideas has an effect on the final text that justifies calling both the relationship and the text it produces collaborative. Additionally collaboration includes these situations and also expands to include acts of writing in which one or even all of the writing subjects may not be aware of other writers, being separated by distance, era, or even death.

The content of collaborative writing skills teaching via Google Docs has been defined. It consists of six components: lexical and grammatical, spelling and punctuation, stylistic, structural and organizational, socio-cultural and informative. Google Docs technology allows us to develop the following students’ collaborative writing skills as writing of a review on the movie, short story writing, writing of a short article on the urgent social issue, report writing, synopsis writing.

The content coves the following components: 1. Lexical and grammatical component (ability to choose appropriate lexical units in accordance with a communicative task; ability to use a variety of grammatical structures and syntax; ability to select appropriate language tools, grammatical and syntactic structure to solve communication problems); 2. Orthographic and punctuation component (ability to execute a proper written speech utterances from the spelling point of view; ability to divide text into sentences with the help of the correct punctuation design); 3. Stylistic component (ability to differentiate writing styles (scientific, official business, journalistic, colloquial, art; ability to follow the chosen style to solving communicative tasks); 4. Structure and arrangement component (ability to follow the format of the functional type of a written text; ability to apply logical connectives when making up a written text; ability to divide texts into logical-semantic paragraphs; ability to follow the structure of the sentence); 5. Content component (ability to use various sources of information to obtain information about a subject or an issue; ability to use knowledge from other disciplines to master the complete information on the topic being studied; ability to operate with terms and concepts on a given topic or an issue); 6 Socio-cultural component (ability to comply with the sociocultural characteristics of written communication of a target language; ability to express adequately lingua-cultural facts).

Methodological opportunity of Google services for language skills building in FLT has been revealed on the basis of specific characteristics of Google services. From a cognitive point of view, didactic potential and methodological opportunity of Google services for language skills building in FLT four main themes are as follows:

research; language literacy; collaboration; publication.

Consequently, the four aspects presented above, determine the number of possibilities of implementing Google services in the educational process. The introduction of Google services in education seems promising. Organizations will move faster or slower to Google services depending on their regulatory environment and tolerance for risk. But they are moving toward the technology – for a number of reasons: Google services provide an excellent opportunity for new methods in foreign language training; the use of Google services can improve activation, motivation and computer skills of students; unlocks educational boundaries: Google services support virtual or online learning; simplifies access to educational resources: technology helps students gain access to open educational resources; motivates students: the use of computer based instructions makes students feel in control of what they learn. Students find it easy to learn with technology because computers are patient compared to humans; improves students’ writing and learning skills: the use of computers in the classroom has helped many students learn how to write well composed sentences and paragraphs.