Candidate of Philological Sciences Kovtun O.V.

Vinnitsa National Technical University, Ukraine

Distance Teaching and Learning of Languages: Integration Aspect

The usage of distance teaching technologies including the Internet while teaching languages is a useful approach to teaching language material and achieving teaching objectives. For example, American standards of teaching language (the American Standards of Teaching Language) focused on language, communication and culture still determine the need for extremely large authentic texts during training. In this context teachers try to find better ways to use their experience to improve the knowledge and skills of students in this area [4, p. 56].

Many scientists say that due to the Internet, students can improve their skills and ability to communicate, provide and receive information, express their feelings and emotions and exchange opinions. During the traditional classes where there is only one teacher there may rarely exist an actual conversation that has meaning and value. In this situation computer technology and distance teaching process can be very useful. It is possible to create an environment of computer communication through email and through online chats.

The issues of distance teaching technologies in the teaching process are discussed in the works of both Ukrainian and foreign teachers, including O.O. Andreev, E.I. Dmitrieva, V.M. Kukharenko, V.P. Sviridyuk, U.M. Horvits, N.V. Mayer, N.I. Mulina, K.U. Kozhukhov, E.S. Polat, A.V. Khutorskoi, G. Dudeney, N. Hockly and others. Relevance of the article is caused by the need of implementation of telecommunication and information technology into the teaching process providing high efficiency gain of language knowledge, as well as enhancing the interest of students in studying. But integration aspects of distance language education in which modern achievements of ICT in the theory and practice of distance education are taken into account are still not developed in Ukrainian universities. Thus the purpose of the article is to define the features of the integration aspect of distance teaching and justify the content, principles, methods, forms and means of distance language education.

American researcher Raymz considers language teaching as a paradigm which:

1) regards communication as the basis of language teaching;

2) highlights the true purpose of the use of language;

3) promotes the teaching of practical language instead of studying grammar rules;

4) develops humanistic and interpersonal communication;

5) focuses on the process of teaching and teaching environment [5, p. 23].

Distance education can play an important role in any of these categories. The Internet encourages communication and offers opportunities that can not be done in terms of classroom training. Moreover, the usage of computer-mediated communication helps to move from the traditional approach to teaching in which the teacher is in the spotlight to the approach in which all attention is focused on the student.

The usage of computers and live communication with peers motivate students and encourage them to study better. And finally, due to sending messages over the Internet students learn social skills and in this case the Internet is an agent of socialization [3, p. 68].

Currently in developing countries it is necessary to introduce distance education and provide instructions for its implementation. With these requirements it is necessary to develop new methods for distance language education. Distance courses can give students an opportunity to master the language in a more flexible and accessible settings compared to traditional classes and language laboratories. For better understanding the challenges and opportunities for the development of distance courses for teaching of language we present an overview of the major theories of language acquisition.

Scientists note the role of the various interactions in teaching of language. Theory of Krashen had a crucial influence on language teaching methodology in practice and also on the emergence and development of next theories. Krashen says that the method of language teaching is characterized by an abundance of clear funds that are understandable on the current level of language competence of students. According to Krashen language teaching is based on the concept of getting messages that students can understand. Teachers can make the input of language comprehensible through a variety of strategies such as simplifying the language and the use of realities, visuals, photographs, graphics and so on [7, p. 87].

Unlike Krashen who supports unilateral communication in teaching of languages other scientists tend to support interactive approach which is typical for two-way communication. Scientists Pica, Long and others claim that conversational interaction facilitates under certain conditions mastery of languages. US researchers Lightbrown and Spada note: "When students have the opportunity to participate in activities that train mental activity they have to "negotiate about meaning" that is to express and explain their intentions, thoughts etc., and this approach allows them to come to understanding. This is especially true when students work together to accomplish a specific purpose" [9, p. 497]. Pica says that negotiations are defined as "modification and restructuring that occurs when students and their interlocutors provide perceive or have difficulty in understanding the message" [9, p. 495]. Various modifications such as language simplifying, conversational modifications, repetitions and explanations can be used to promote understanding of the material.

Other supporters of interactive approaches use Vygotsky socio-cultural theory of mental processes of human to determine the role of interaction during the teaching of languages and suggest that students gain knowledge of the language when they interact with more experienced native speakers such as teachers and peers. Linguistic structures such as modeling, repetition and language simplifying are used by more experienced speakers who can provide support to students that allows them to "operate within their zone of proximal development" [10, p. 126].

British researcher Swain in her "hypothesis of the output result" claims that the original result of training is also important and suggests that it has four main functions in teaching of language: 1) increases the rate of speaking; 2) provides
information gaps in knowledge; 3) provides opportunities for experimentation with language forms and structures; and 4) receives feedback on the usage of language. The initial result helps students to transfer content while providing an understanding of language problems [10, p. 157].

American researchers Kearsley and Moore investigate three-component model of interaction in distance teaching course. This model may be useful in the development of language courses [8, p. 86]. Moore and Kearsley describe three types of interactions that, in their opinion, should be integrated into the distance teaching courses in general. We offer a description of each type; such information may be useful in the creation and implementation of distance courses of teaching languages.

Type 1. The interaction student – content. According to Moore and Kearsley, the main role of the teacher in distance teaching is to provide relevant content (studying material) and to develop the interaction between the content and the student which pushes students to "build knowledge through the process of placing personal information on the pre-existing cognitive structures" [8, p. 128]. This interaction should encourage students to develop new skills or to improve existing ones. In addition to text materials that are used to study the subject through distance learning there is a range of options such as audio and video recordings, computer programs, radio and television programs and interactive environments such as CD-ROMs and DVDs. The interaction of student – content can’t happen if students don’t understand educational material. British scientists Creed and Koul developed two models (simultaneous and integrated models) that make the meaning of the text more accessible and understandable for non-native speakers. Components of simultaneous models draw attention to the selection of vocabulary, word forms and rhetorical structures. The integrated model reckons for usage of illustrations, explications of the variety of genres to provide motivation and increase the availability of the material under study [3, p. 48].

British scientist Graddol indicates that many linguistic problems must be solved for students to understand the material. He advises that linguistic and communicative competence of students must be identified such as familiarity with specific discourses including the media, distance teaching discourses. Cultural issues related to the subject, prior knowledge as well as non-verbal issues may also affect the understanding of educational material. Scientists Dhaz-Rico and Weed suggest teachers to learn about the cultural backgrounds of students. Furthermore, creating a training course you should pay attention to page design and video presentation. Another scholar Warschauer believes that the usage of strategies such as re-reading the text, helping students, or using a dictionary helps to understand the text and computer debates. Scientist Anderson states that the usage of meta-strategies can help students to develop the skills of language learning [11, p. 37].

Type 2. Interaction student – teacher (instructor). According to American researchers of distance education Moore and Kearsley most students treat an instructor as a principal assistant in basic interaction in distance teaching environment. The role of the teacher is to provide educational material for processing, maintain motivation and interest of students to help them as they work through the course materials. Instructor’s answers to the students’ questions and appeals are considered especially valuable because they provide constructive feedback to achieve teaching purposes.

In distance teaching environment instructor acts as an intermediary providing guidance and support during the presentation of course content in ways that help to students’ better understanding of educational material. Creed and Koul believe that repetition, comprehension and additional material will help students to understand course [3, p. 7].

In discussing asynchronous computer-mediated interaction Lamy and Goodfellow note that the official curriculum must be complied. Goodfellow and Lamy warn that the situation must be controlled by the teacher and that helps to stimulate interaction. The purpose of their online course was to discuss the language and teaching strategies. Students are engaged in dialogues and consultations online while having some freedom [6, p. 47].

Type 3. Interaction student – student. Moore and Kearsley describe the interaction student – student in distance education as «interlearner interaction». This is interaction between one student and other students individually or in group, with or without the actual presence of the instructor [8, p. 125]. Different types of such interactions must be carefully designed to achieve educational purposes. For example, the discussion between students and implementation of various joint projects can facilitate understanding of the content.

The authors of distance languages teaching courses should have pragmatic and linguistic objectives in planning tasks for interaction student – student. Communication goals should be focused on the structure and interpretation of linguistic meaning while non-communicative goals should be focused solely on the form. Linguistic tasks should offer the students the opportunity to develop linguistic and communicative competence.

In conclusion we must note that on the basis of analyzed literary source language teaching theory, research and practice, interactive communication model can be used in three-component interaction during distance education. If these factors are considered the distance language education courses perspective for students and clear during their studying and interaction appear. We must admit that there is a need for further researches of distance language education. Particular attention should be paid to the design of the course, its careful planning. Teachers should work out the courses that encourage students to interact, discuss the meaning of the course, its characteristics and features. Distance language courses can provide a viable alternative to students who are geographically isolated or in need of flexible teaching environments. Prospects of further new scientific studies are to examine the theoretical and practical aspects of language teaching and to develop distance language education courses.

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