Ashimova N.

Kazakh state women`s teacher training university

Almaty, Kazakhstan

THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING A FOREIGN LANGUAGE AT SCHOOL

The latest ICTs take an increasingly greater place in our life. Their use at lessons of foreign language increases the motivation and cognitive activity of learners, broadens their horizons and allows the use of a person-oriented technology of interactive FL learning. The use of information and communication technology in the educational- upbringing process helps to intensify and individualize teaching, increases interest in the subject, and makes it possible to avoid subjective evaluation. Using a computer and digital educational resources in teaching English helps learners overcome the psychological barrier to using foreign language as means of communication. ICTs are both the means of presentation, and the monitoring tool. They provide high quality of presentation and use various communication channels (text, audio, graphic, touch, etc.). New technologies allow individualizing the learning process by setting the pace and depth of the course. This difference in approach gives a great positive result, as it creates conditions for the successful activity of each learner, causing positive emotions in learners, and in this way it influences their learning motivation. Unlike traditional methods when using interactive forms of teaching, the learner becomes himself the main acting figure and he opens himself the way to assimilate knowledge. A teacher acts as an active assistant in this situation, and her main function is to organize and stimulate the learning process. The following digital educational resources are used in the lessons of FL [1]: presentations in Power Point, text editors, spreadsheets, tests, training programs on CD-ROM, electronic textbooks, educational Internet resources. Multimedia presentations, electronic training programs and educational Internet resources have a great educational potential. Presentations are widely used by almost all teachers. They are convenient for teachers and for learners. Having basic computer literacy, it is possible to create original teaching materials that will captivate, motivate and target learners for successful results. The educational potential of the multimedia presentations can be used effectively in the lessons of FL to provide visual support for teaching speech.

The advantages of the multimedia presentations are as follows [2]:

• combination of a variety textual audio and visual aids;

• possibility of using presentations as an interactive, multimedia board, which allows to visualize the new lexical, grammatical and even phonetic material, and also to provide basic support for teaching all types of speech activity;

• the ability to use individual slides as handout (diagrams, tables, charts, graphs);

• activating the attention of the whole class;

• ensuring the effectiveness of perception and memorizing new teaching material;

• monitoring the assimilation of new knowledge and systematization of the learned material;

• combination of classroom and extra-curricular independent work of learners;

• saving time;

• formation of the computer - multimedia competence of both teachers and learners, development of their creative abilities in the organization of academic work.

The Power Point program and its multimedia presentation product have a number of properties that distinguish them from traditional presentation tools. These include:

• interactivity – the ability to change and respond to user actions, which allows him to determine the order and amount of information presented and make the necessary changes to the same presentation;

• multimedia – the use of complex effects for reporting with only one technical means (text, sound, graphics, animation, video);

• integrated presentation of information - the ability to control the display of the presentation in different modes (linearly, with the effect of animation, using hyperlinks);

• separateness - semantic completeness of each slide or group of slides (it should be a fragment of the presentation that is completed in a semantic sense);

• software compatibility – the ability to use objects from other programs such as MS Office applications;

• availability of technical tools - the user has basic skills in working with a computer, in particular, with the software package MS Office.

E-learning presentations are mainly used in the English lesson. They differ according to the types of speech activity (in teaching reading, writing, speaking or listening); according to the aspects of speech (in teaching vocabulary, grammar or phonetics); according to the types (meaningful, semantic, verbal, illustrative).

The use of PowerPoint multimedia simplifies the use of different types of language and speech exercises in the learning process (E. I. Passov)

The advantage of implementing Internet is no doubt in the process of learning English. There is also no doubt about the positive impact of various forms of synchronous and asynchronous Internet communication, like an e-mail, chat, forums, web conferences, on the formation of foreign language communicative competence of learners. The network resources are an invaluable basis for creating an information- subject environment, education and self-education of people, satisfaction of their personal and professional interests and needs. However, the availability of access to Internet resources in itself is not a guarantee of fast and high-quality language education. Methodically illiterate work of learners on the Internet resources can contribute to the formation of not only false stereotypes and generalizations about the culture of the country of the target language, but even racism and xenophobia [3].

Educational Internet resources should be aimed at integrated formation and development:

· aspects of communicative competence in a variety of its components (linguistic, sociolinguistic, sociocultural, strategic, discursive, educational and cognitive);;

· communicatively-cognitive skills search and select, to generalize, classify, analyze and synthesize the received information;

· communicative skills to present and discuss the results of work with Internet resources;

· skills to use the Internet resources for self-education in order to get acquainted with the cultural and historical heritage of different countries and nations, and also act as a representative of the native culture, country and city;

· skills of using network resources to meet the informational and educational interests and needs.

In the didactic plan, the Internet includes two main components: telecommunications forms and information resources.

The most common forms of communications (i.e., communication via Internet technologies) are an e-mail, chat, forum, ICQ, video, web conferencing etc. Originally they were created for real communication between who are at a distance from each other, and now they are used for educational purposes in teaching a foreign language. Information resources on the Internet contain textual, audio and visual material on various topics in different languages. Educational Internet resources are created exclusively for educational purposes.

In the English language literature distinguishes five types of Educational Internet resources [3]:

1. hotlist

2. treasure hunt

3. subject sampler

4. multimedia scrapbook

5. webquest

These terms are translated into Russian via transliteration. The structure and methodological content of each of these Internet resources are as follows:

Hotlist is a list of sites with text material on the subject matter. To create it, you need to enter in a keyword into the search box.

Treasure hunt, in addition to links to various sites on the subject matter, contains questions on the content of each site. With the help of these questions teacher directs the search and cognitive activity of learners. In conclusion, learners are asked one more general question on a holistic understanding of the topic. A detailed answer to it will include answers to more detailed questions on each of the sites.

Subject sampler – the next stage of complexity compared to treasure hunt. Also includes links to text and multimedia materials on the Internet. After studying each aspect of the topic learners have to answer questions, but the questions are not directed to the actual study of the material (as in the previous case), but to discuss debatable topics. Learners should not just read the material, but also to express and justify their opinions by studying the debatable issue.

Multimedia scrapbook (multimedia draft). It is a collection of multimedia resources, unlike the hotlist, in scrapbook except to text sites there are photos, audio files and video clips, graphics and animated virtual tours. These files can be easily downloaded by learners and used as informative or illustrative material in the study of a specific topic.

Web quest (online project) is the most complex type of educational Internet resources. This is the scenario of learner’s project activity on any topic which is created by using Internet resources. It includes all four components of the above-mentioned materials and gives the opportunity to conduct a project involving all learners. Each of the five types of educational Internet resources follows from the previous one, gradually becoming more complex and thus allowing to solve more complex learning tasks. The first two are focused on searching, selecting and classifying information. Others contain elements of problem-based learning and are aimed at enhancing the search and cognitive activity of learners. The most complete opportunities for educational Internet resources are manifested in specialized training and elective courses, when it is the communicative competence, not just knowing the language, plays the leading role in the educational process.

The methodological potential of educational Internet resources allows:

• to select text, graphic, photo, audio and video materials on the topics under study;

• to organize discussion of cultural and social problems in groups and with the whole class;

• to conduct linguistic analysis of oral and written speech of native speakers (representatives of different social groups, dialects and accents);

• to organize extra-curricular and extracurricular project activities of learners;

• to create favourable conditions for learners with a high level of foreign-language communicative competence to realize their intellectual potential.

It can be concluded that the use of ICT is an integral part of the teaching and upbringing process in the secondary school, contributes to the modernization of general education, allows for an activity-based approach to learning and successfully forms the communicative and informational competence of learners.

Bibliography

1. Муковникова Е. В. Эффективное использование цифровых образовательных ресурсов на уроках английского языка // Английский язык, Изд. дом “Первое сентября”. 2008, №4, с.4–7.

2. Беляева Л. А., Иванова Н. В. Презентация PowerPoint и ее возможности при обучении иностранным языкам // Иностр. языки в школе.2008, №4, с.36–40.

3. Сысоев П. В., Евстигнеева М. Н. Современные учебные Интернет-ресурсы в обучении иностранному языку // Иностр. языки в школе. 2008, №6, с.2–9.