Педагогические науки/ 5.Современные методы преподавания

Yerezhepova S.K., Popkova Y.V.

East-Kazakhstan state technical university, Kazakhstan

On the Use of Some Innovative Technologies in Language Teaching

The renovation of the system of education as a whole is currently accelerated by the rapid technological progress, joining of Kazakhstan higher education system to the Bologna Declaration and innovative technologies. Current universities are at their way to improving the quality of higher education and сcompetitive university graduates for the international labor market. A credit, modular system of education, differentiation of knowledge requires educational content of great practical and theoretical value. However, because of the time constraints a problem of the selection of the necessary minimum of knowledge arises. One of the sources of innovation processes in language teaching is selecting and updating training materials, teaching methods, techniques, and teaching aids. To do this, language teachers seek for more economical and efficient methods and techniques of training as compared to the existing ones. They also keep in mind that the developing society requires a creative personality, and that involves a creative mastering knowledge.

We believe that a modern teacher basically should act as an independent organizer of active cognitive activity of students, as a competent consultant and assistant. Modern educational process cannot exist without information and communication technologies (ICT).

In order to diversify forms of students’ activities, to strengthen their attention, to increase the creative potential of the students the teacher use ICT in the language class at a technical university. Charts, tables, algorithms in the PPP help to save time, and design more aesthetically attractive material. Assignments followed by corrections activity make the students more attentive and form the students' vigilance for spelling. Using the crosswords, illustrations, drawings, various entertaining tasks, intelligence cards, punch cards develop intense interest in learning, make activity more diverse [1].

There are various Internet resources and ways of their using in modern conditions of teaching foreign languages. During the class a teacher with the students can solve a number of didactic objectives such as to form skills of reading with Internet resources, to improve students' vocabulary, to enhance the students motivation to study both Russian and English languages. Moreover, the work can be aimed at studying the possibilities of students, to establish and maintain relations and contacts with their peers in other countries. Nowadays students have the opportunity to take part in the testing, quizzes, competitions, contests via the Internet, as well as to participate in distant conferences, videoconference, etc.

In general, ICTs represent a wide range of digital technologies to create, transfer and disseminate information and services (computer hardware, software, telephone lines, cellular communications, e-mail, wireless and satellite technology, wireless and cable communications, multimedia funds, as well as the Internet). Information and communication technologies in the organization of educational process increases the efficiency of absorption of new knowledge, as well as its application in different contact situations [2].

The interactive teaching in higher education based on multimedia software allows you to more realize the whole complex of methodical, didactic, pedagogical and psychological principles, and makes the learning process more attractive and creative. Implementing the principles of individual and differentiated approach in language training is based on taking into account the levels of language training of students. At the same time, the principle of accessibility and regarding the individual pace of each student can be observed. With a computer, you can organize individual, pair and group work with students in class. We follow S.R. Domanova’s viewpoint that a teacher must carefully plan the computer-based work and use it only when it is actually necessary [3, p. 7].

One way to combine the modern information technology, student-centered learning and independent work of students is a project activity. The analysis of the literature allows highlighting a widespread method of projects in the education systems of different countries. And the reason for this is that in the information society, which is rapidly becoming obsolete knowledge of the world, requires not only to provide students with a certain amount of knowledge, to teach them how to acquire this knowledge on their own, to be able to use the acquired knowledge to solve new cognitive and practical tasks. Projects in training is a joint educational and informative, creative or play activities of students aiming at a common goal and coordinated methods of achieving the overall result for the solution of a problem that is relevant for the project participants[4].

Project method contains a great potential in the implementation of inter-subject relationship: with computer science, with basic and specialized disciplines. With this technique you can actually implement the activity approach in the employment and training students to integrate the competencies acquired by them in different disciplines at different stages of learning.

Creative project team work enables to unite students with the same interests, provides a variety of role-playing activities in the learning process, brings compulsory assignments on schedule, mutual support, care and diligence in work, equality and freedom in discussing ideas, and unselfish relationship.

Novelty in the use of the project method lies in abandoning from the formal approach in teaching students skills and competences. This teaching approach provides a motivated students activity for a quality acquiring skills and their representation. In general, a student with the experience of the project work is getting experienced in creative searching activities and that is a compulsory component of the education content. Project method is an original technique in teaching foreign languages, a technology of success, which is implemented in the art of planning, invention, creation, performance, design, etc.

Consequently, the efficiency of a method of projects in the practice of teaching a foreign language in the development of speech is rather high. Working with this method opens students mind, develop their communicative skills, contributes to their own desire to produce and use new knowledge. Project technique also improves students' interest in learning the language through the development of intrinsic motivation changing the center of the learning process from the teacher to the student. Positive motivation is the key to successful language learning. Modern approaches to language teaching emphasize the importance of cooperation and collaboration between students as a motivating factor [5, p. 38]. The method allows you to create in class a creative atmosphere of involvement of every student into the active learning process. Teaching speaking is based on the principles of collaboration. Oral practice in student’s activities under the project method is characterized by: 1) a simple grammatical form; 2) dialogical form; 3) elliptic structures, contact-based, a possible inversion with respect to word order; 4) a large number of semantically insignificant words used to fill pauses; 5) frequent changes on the situation of the intended program [6, p. 55].

The project work includes the following stages: planning, execution, presentation, control. For example, the official business-letter style, the topic is divided into several sub-themes by a student in charge such as “General characteristics of the style”, “Lexical and phraseological features of the style”, "The morphological features of the style”, “The syntactic features the style”, “Business papers for future professional activity”, etc. Each student performs his specific task, searches material according to his topic, prepares the material in the form of a computer Power Point presentation and submits it for defense.

The basic idea of this approach is to shift the focus from all sorts of exercises on the active mental activity of students where the teacher's role - is the role of an assistant, capable, depending on the goals and objectives that have set themselves the students to choose methods and technology education, promote personal and professional growth. This is one method that gives students an opportunity to acquire knowledge in solving practical problems or problems, which need not only the knowledge of the Russian language, but also knowledge of other disciplines.

At the same time students develop the following competencies: the ability to work with information, the ability to think, draw conclusions, decision making, teamwork, and others. This changes the psychological atmosphere, as the teacher has to reorganize his educational work and students work for various types of independent activity of the students, with high priority for the research, search, and creative work. It contributes to the implementation of the principle of communication training with life solves many educational problems.

Project-based teaching provides creating the classroom for language research creative atmosphere where every student is involved in an active creative process based on the method of cooperation. Mastering the culture of implementation of project assignments, the student learns to think creatively, to plan his actions, predict possible solutions to the challenges beforehand, learn to implement diverse means and methods of work. Method of projects for teaching languages is relevant due to the fact that it allows the student to focus not on the structure of the language, but on the issue, move the focus from the linguistic aspects to its content, to investigate the problem and to reflect on decision, using language as a tool.

Following V.I. Slobodchikov we draw attention to the fact that “the expected competences cannot be transmitted personally, are not formed in the mode of information and education, and moreover, they cannot be counted. They should be grown up, done with the direct participation of the teacher”[7].

Project-based teaching is relevant in the credit system of education, as it is focused on independent students work- individual, pair, and group forms of activity which students perform for a certain time. The students interact with each other and with the teacher, whose role varies from the controller to an equal partner and consultant. By collecting and analyzing information, students make oral and written messages, consult with each other, argue, in order to come to the same opinion. The basic form of work in class is a group work.

A class component contains all the steps characteristic for the implementation of any specific research project:

1. Formulate a problem, set goals and objectives during discussion, refresh the knowledge required for further study.

2. Advance the hypothesis through brainstorming.

3. Select the method of research. It can be done in the course of a debate, independent discussion of the problem in the group or can be suggested by a tutor. Further, the students should learn to select the method on their own.

4. Search for solutions of the problem with the selected method by the students engaged in group work. Then they analyze the results and draw conclusions about their work.

5. The results obtained in their research results, each group present in the form of an abstract, an outline, an algorithm, an intellect map, etc.

6. Each group presents its findings in the form of an oral report.

7. Summing up the work, and evaluating the performance of each group.

Thus, the basis of a projects method was the idea of achieving the result through teaching and learning activities. External results can be seen, realized, and applied in practice. The inside result is the experience of activity; it will be a valuable achievement, connecting knowledge and skills, competencies and values. By teaching through computer use and new information technologies, we must remember that the need to provide training opportunities realization of personal aspirations, individuality, initiative and independence. Of particular importance is the formation of students’ ability to be critical of the results, to interpret, to generalize and make independent decisions. Project-based learning helps to bring an independent and responsible personality, develops creativity and mental abilities which are necessary qualities of an intelligent student. If a student takes these qualities, he is more able to adapt to changing conditions, to navigate in a variety of situations, to work together in different teams.

The application of the project for teaching languages is no longer confined only to memorize the rules and language units. It has acquired a practical orientation that affects primarily the development of a comprehensively developed personality, his ability to fully participate in intercultural communication. The ability to use the method of projects highly qualified teachers, his progressive methods of training and development.

The students involved in the project activities, feel more confident in the classroom, participate actively, are able to use questions correctly, and their outlook is broadened. A significant research, a creative problem requiring integrated knowledge helps students not only to master the necessary material but also develops thinking, independence, their cognitive and creative activity, the ability to select relevant information, to acquire new knowledge and to apply it in practice if necessary.

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