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Ponomarenko O.G. Senior Lecturer,
Department of English for technical and
agrobiological specialties
Yusha Lev, first-year
student
Faculty of Construction and Design
National University of Life and
Environmental Sciences of Ukraine
INNOVATIVE
TECHNOLOGIES IN STUDING ENGLISH
The article
deals with the use of video and audio materials in foreign language classes at the technical faculty and its
efficiency in teaching students themes of professional direction;
formation of vocational guidance of future specialists based on watching videos
and listening to audio materials. The system of training of qualified specialists
with knowledge of foreign language is the main task of the professional and
practical education.
Key words: foreign language,
profession, information and communication technologies, institution of
education, personality.
The main measure of an effective choice of profession and place of work
is the satisfaction of the person own choice. Success comes where the youth is
well prepared for the specific work has a similar life orientations, trained
profession, and without question, one of the requirements is knowledge of a
foreign language. In addition, the failure appears where the main emphasis is
on the calls, promises of material and other wealth, and not on a conscious
choice of profession. In this regard, before the university, like the whole
community is quite a difficult task – to prepare highly qualified specialist
with knowledge of a foreign language and to correct the attitude of the
professions needed by the economy and society.
Currently, the language teachers focus their intentions on affluent
audiences with video equipment, which is the best way to create a language
environment. In addition, video gives the conditions necessary for solving a
number of problems and certainly allows you to increase the success rate of
students up to 80% [2].
Take the effectiveness of video into account and the indispensability of
it in creating a favourable language environment in class, and also, given the
fact that video several times faster increases motivation in students than the
traditional teaching methods, you should consider several options for using
videos in class in nonlinguistic universities.
First, video is widely
used as support material for the teacher in class, for a student that works at
home or in the classroom. In addition, the teacher can use video for listening
of authentic texts. Video is a good tool to familiarize students with the
latest developments in a particular area, the principles of operation of
technical units, as well as with the cultural aspects and traditions of the
country which language is studying. Some videos are specifically designed to
familiarize you with social and professional information that is important,
especially for students of different specialties. The type of video data
depends primarily on the subjects of the lesson and its forms (reading,
learning new material, fixing or control) [1].
The effectiveness of
using video is that you can stop the preview material on any segment, give
students time to think and weigh what they have viewed, to rewind and review
the material again if necessary. It distinguishes video viewing from television
programs, projects or films. Another advantage of video is that it is not
necessary to start watching from the beginning. You can rewind the tape forward
and watch a short passage in the middle, and then discuss the plot and
performing necessary tasks, go back to the beginning of the film and watch it
again, comparing the information to mark similar and distinctive features in
technical material that is discussed.
Video can be used as
the demonstration material. In addition, stop frame, which is used in the
video, may obtain more detailed information which they have seen and to compare
performance with the previously reviewed and studied material. Stop frame can
be used to check the technical vocabulary [3].
One of the advantages
of video there is a sound control that gives the ability to separate image from
sound. First, you can focus students on what you saw, and then discuss material
that they saw and later, combining image with sound, to sum up.
The video provides students with the opportunity to "plunge"
into the broadcasting environment. Moreover, the teacher can act as a
facilitator to help the student to understand the general meaning, idea of
seen. Before viewing students should introduce the topic and vocabulary, ask a
few questions, to focus attention on the lesson, it is important that the
students during the viewing do not perform written tasks because it distracts
them from perceiving visual information. Then, depending on time, to do tests
and to discuss what they saw. For homework, you can offer students a written
statement of viewed material.
It is possible to study new material of both
lexical and grammatical using video. For example, the study of common themes
"Engineering in Ukraine", "Machinery in Great Britain,
USA", or the specialty, such as "Internal combustion engine",
"Hybrid engines", "Engine parts", "Principles of
engine operations", "Work, advantages and disadvantages of internal
combustion engine", "Diesel engine" and the like. The list of
topics for video unlimited and can answer all technical specialties of the
University.
The advantage of video is that equipment managed
by the teacher, he may divide the video into stages and submit it to the
students in stages, and this in turn makes it more efficient to enter large
amount of information and contributes to its detailed discussion. For example,
in considering the topic "Diesel and gasoline engines", each type of
engine may be the subject of a separate discussion. After re-watching the
entire video, you can highlight commonalities and differences between the
engines. According to this scheme can introduce different themes.
Making questions and giving answers to them you
can also practice grammar. To complete this work, you need a full view, which
is the ultimate goal of students who are working on the revision of the
individual stages. The final view is regarded as work on understanding and
fixing what he saw and heard in stages [4].
The control that the teacher has over the
"video text", gives him the opportunity to use it as intended, to
ensure that it complies fully with the specific purpose of lessons and time
allocated to it. This kind of work stimulates the desire to communicate within
the group, strengthen internal motivation of students to communicate, helps
them to make the assumption of a different technical components, their work,
etc. This work allows engaging in discussions even weak students [4].
The main argument for
using video is the fact that our consciousness is more active when we are
motivated by the view, that is, only when we know in advance that we will see
the answers to our questions, or know that we will be asked to perform certain
tasks after watching. Moreover, to teach students to speak a foreign language,
teachers need to spend part of their time in class practicing conversational
topic. We use dialogues, examples from textbooks, audio materials that allow
you to hear a foreign language and immersing yourself in the environment. While
the video offers examples of verbal communication in practice, while viewing
authentic texts. These examples are more understandable to students; they show
visual and verbal communication. Therefore, the video is a good way of
conveying "live speech" in the classroom, and effective method of
teaching a foreign language, primarily in non-linguistic universities at the
technical faculties [3].
Every teacher aims not only to teach students to
use foreign literature to study the relevant technical information, but also to
speak on various topics in his specialty, as required by technical progress and
the expansion of international relations in science and technology.
The effectiveness of using audio and video
materials while learning a foreign language largely depends on the correctly
organized work in the classroom and of the objects of the educational process,
students, their interest in their chosen profession and conscious decision to
master a key professional knowledge in a foreign language, the skills necessary
for prospective application in the social environment.
Literature
1.
Altman R. “The Video Connections: Integrating Video into Language
Teaching”: Boston, 1989. – p. 70.
2.
Cooper R., Lavery M. and Rinvolucri M. “Video” (Resource Books for Teachers
Series): Oxford University Press, 1989. – p.45
3.
Margaret Allan. “Teaching English with Video”: Longman, 1991. – p 119
4.
Tomalin B., Stempelskiy S. “Video in Action”: Prentice Hall, 1989. – p. 68.