Педагогические науки. Современные методы преподавания

Sabralimova A.Y.

L.N. Gumilyov Eurasian National University, Kazakhstan

Teaching senior pupils discussion using multimedia means

The foreign language program for secondary school teachers has set the task to form the students’ ability to communicate freely in a foreign language. In the methodological literature of recent years, the issues of effective teaching unprepared speech were examined repeatedly. It seems that the drawback of work on expressive speech in the foreign language lessons is the limited types of speech acts that students master during the learning process. Observations show that the main speech acts in the classroom to practice spoken language are retelling, statement of facts, answers to questions and description. Students aren’t able to conduct argument, prove, contradict, convince, persuade. Therefore, for the effective teaching of foreign language expressive speech it seems necessary to encourage and stimulate students to use a variety of speech acts expressing thoughts, feelings and will of the speaker.

Looking at secondary schools education from the other perspective, it should be noticed that, nowadays, most countries of the world aim to modernize the education system, based on a wide use of information and communication technologies (ICT), which today offer new perspectives and amazing opportunities for education, thus reaffirming the humanity’s stay on the verge of educational revolution.

At the same time, a contemporary learner is no longer the same as before. A teacher is not able to give a learner the knowledge, which will be vital in the adulthood without an acceptance of an idea, that a contemporary education is impossible without application of ICT. A teacher loses a possibility for facts recording, storage and transfer a big amount of information, grouping and static information processing, when multimedia means and ICT are refused to apply at a lesson. Application of computer and other multimedia means, especially with considering by a teacher age-related psychological aspects and characteristics of students at a lesson, allows optimization of a teaching management, increasing effectiveness and objectiveness of an educational process with significant teacher time saving, motivating students to take knowledge and engaging them to learn English language.

Speaking about the properties of multimedia technologies, it enables to use pictorial means of different nature and expression, in accordance with the contents of taught subjects and the psychological impact and perception rules.

What concerns to an application of teaching multimedia means, they are very diverse, but they can be divided into three main kinds: lectures, practical and laboratory classes, distance learning. [1]

Teaching methods via multimedia means, which are most frequently used:

· Interactive whiteboard;

· Interactive quiz system;

· Various educational programs;

· Multimedia screen;

· Network educational programs;

· Imitation technologies;

· Diagnostic systems.

The modern system of teaching foreign languages aimed at developing the skills necessary for the practical activities of a foreign language teacher includes new (innovative) approaches to the development and improvement of the main types of speech activity. This implies the mandatory application of new information technologies to achieve the main objective of this discipline - the formation of communicative competence and the ability to intercultural interaction.

In recent years, a lot of multimedia training programs and electronic textbooks on English have appeared which contributes to:

· Activating the cognitive activity of the learner in the process of teaching foreign languages;

· Mastering of computer technologies by the teacher and students;

· Mastering language learners, verbal knowledge, skills and abilities, providing the formation of elementary communicative competence;

· Improving the quality of education and applying an interesting, effective control over the assimilation of the studied material in intensive study.

The main condition for teaching speaking is the formation and improvement of speech skills (speaking and listening), which, in turn, can be formed only with the formation of pronunciation skills, the formation of lexical and grammatical skills, listening skills. At the initial stage of training it is almost impossible to separate the process of forming skills. The teacher introduces the students to the new structure. This involves learning new words, sounds, intonem. Students listen and repeat this structure after the teacher or announcer. It is used in microdialogues with a teacher and comrades. When such structures within the educational situation become sufficient, they can be combined into small monologues and dialogues. [6]

Multimedia training programs are of great assistance in teaching phonetics, articulating, rhythmic-intonational pronunciation skills, to increase students' motivation for learning English.

With the help of Microsoft PowerPoint it is easy to prepare slides, diagrams, fragments of the speaker's speech, abstracts for the audience. It can be used in the practice of working as a teacher and students, as a means of preparing presentations to support the oral message and as a new writing tool.

A well-designed aesthetically sophisticated computer presentation qualitatively raises the motivation for learning a foreign language. Students who create presentations work with great pleasure, devote more time to work and are more involved in obtaining the result. [7]

It would be better to take into consideration an implementation of teaching a teenage learner with the help of multimedia means, as this is the period which requires a peculiar regard.

Since adolescence has some physiological changes, it brings to behavior changes of children. As a result the attention becomes short and unstable. The ability to differentiate becomes worse. This entails the deterioration of representing material comprehension and assimilation of information. Consequently, there should be brighter, clear examples during lessons. Speech becomes short, stereotyped and slow. Teenagers may poorly understand auditory (oral) information. [3] A teenage student grades starts appreciating himself for studying well, as required, but moreover – for that he is able to supplement the bank of the knowledge by himself. [4]

After studying features of some teaching multimedia means and psychophysiological peculiarities of senior classes learners described in the works of Hraban I.A. and Khilko M.Y. respectively, it could be inferred [2], [3]:

· Due to the fact of instability and absence of attention, levels of an experiment should not take too much time;

· Demonstration should be on the top level, preferably of a visual character;

· Association samples and exercises, with the logical subtext, can play not the last role in memorizing material, as long as a learner would identify the logical connection between its parts.

When teaching a foreign language with the help of technical teaching tools, students are attached to the world cultural and educational space, which undoubtedly increases their motivation to learn a foreign language.

Also a range of advantages was lightened, which are important in teaching of teenagers of this age. Namely: focus on a collaborative work can entail better result in learning a language material, rather than individual; presence of visibility is required; auditory representation indispensably should be kept with visual one; a class work should not take too much time. Interchange of different kinds of activities is better; too many multimedia means shouldn’t be used at a lesson. [5]

References:

1. Dresher, Y.N. Application of multimedia technologies in an educational process / Y.N. Dresher. // Libraries and Information Resources in the modern world of science, culture, education and business: the sourcebook of the Fourteenth International Conference "Crimea 2007" / Y.N.Dresher.- C., 2007. – 4 p.;

2. Hraban, I.A. Multimedia means at English lessons / I.A.Hrabran. – M.: Publishing house “September 1”, 2008. – 41 p.;

3. Khilko, M.Y. Tkacheva M.S. Age-related psychology: short course / M.Y.Khilko, M.S. Tkacheva.- M.: Yurayt-Izdat, 2012. – 156 p.;

4. Kazanskaya, V. Teenager: Problems of growing up. A book for psychologists, teachers and parents / V. Kazanskaya.- 2^nd edition- S-P: Publishing house, 2008. – 128 p.;

5. Solomakhina, I.A. Malyukova G.N. Application of multimedia means in foreign language teaching / I.A. Solomakhina, G.N. Malyukova. – M.: Publishing house “September 1”, 2005. – 194 p.;

6. Passov Y.I. Communicative method of speaking in foreign language. - М.: Enlightenment, 1991.

7. Ushakova S.V. Computer in English language lessons. // FLS. - 1997. – №5. – P. 40-44.