^{Dzharasova T.T., Rskedieva D.B.}

^{Al-Farabi Kazakh National University}

^{MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES}

At present the foreign languages taught in many Kazakhstani institutions of higher education have various computer-based programs and technologies developed by the language industry and now they are available to teachers and students.

The fast growing of foreign language field represents a major challenge to teachers and students and in particular to educators in charge of curricula planning. A good deal of looking ahead is appropriate: an important number of new tools, some of which are quite time-consuming to embark on, need to be integrated into curricula. Existing academic programs are already filled to the brim with Language for Specific Purposes (LSP) requirements and other contents which cannot be reduced, given that it is out of the question to teach students less language. LSP and culture assuming that the machines could take over some of the tasks carried out until now by humans.

The famous scientists M. Fanty, J. Pochmara write about “ a combination of language skills, knowledge of LSP and central subject fields backed up by experience with language technology and IT are the ingredients which have to be mixed carefully in order to cater for future requirements [1: 21].

In the recent years in the field of teaching foreign languages we can see the research work closely connected and designed with the using of computer technologies. The recent research projects have dealt with the computer-assisted style analysis, contrastive basic research in different language learning and translating, comparative research in cross-cultures communication, business languages and terminological vocabulary.

We have to mention that the language programs at Al-Farabi Kazakh National University aimed at training foreign language teachers as well as translators and other specialists develop the new models of language technologies at supporting multi language professional competence of specialists. At our university we have three specialized departments, such as Foreign Philology, Two Foreign Languages and Translation Studies involving various elective courses for developing an active language proficiency: Professionally-oriented teaching foreign languages, Practice of Speech Etiquette, Practice of Intercultural Communication, Teaching Business Correspondence, Computer programs in Foreign Language Teaching, Standardized Test TOEFL, IELTS, Modern English Lexicography, Press Language, Special translation of legal and technical discourse, Technique of translation, Oral and written translation of management and economic documentation, Introduction into Germanic Studies, General linguistics.

These special courses mean for language training of students majoring in other fields of the humanities; use of modern educational technologies for teaching foreign languages. The curriculum consists of a set of current and new courses that are designed to provide both theoretical foundation and practical experience needed for students to further education. We want our students to integrate computer’s language technology in their everyday work so our teaching staff includes various training methods aimed at improving the professional level of specialists whose activity is connected with foreign language usage. It is necessary to create a flexible system of teaching a foreign language which will include an obligatory basic minimum in reading, conversational practice, listening comprehension, writing and vocabulary.

Most exciting learning activities using the new tools involve the interactive language systems and develop learning and language training applications for students. The main important components of language teaching are the using electronic technologies: DVD adds an extra dimension to the course, containing a range of authentic material from film and TV. The DVDs expose learners to a variety of different English media and give them an opportunity to feel how the language is used in real life. It is very accessible to students and stimulates their interest.

CD-ROM which provides extra support material especially for students who can miss lessons, it contains the grammar presentations, self-check practice exercises, communicative games. The Test Master CD-ROM provides an invaluable testing resource to accompany the course and define the measure of students’ progress. CDs provide additional listening practice linked to the topic areas containing all recorded and grammar materials from the Students’ Book. The CD is a comprehensive and easy-to-use set of tool developing the speech recognition and understanding.

Dr. Michael Cohen notes that “the development of interactive media systems incorporating media objects such as images, sounds and video and extension of the authoring tools have to support rapid prototyping of applications that incorporate these features” [2: 27].

New products are being marketed all the time and it is a challenge just to keep informed. The skills needed to test and use the software and the competence of assessments of these products have become valuable elements in the education of students.

References:

1. M. Fanty, J. Pochmara. An interactive environment for speech recognition

research. Proceeding of the International Conference on Spoken Language. Oct.12-16, 1998.

2. Michael Cohen. The Media Equation: People treat Computers, Television

and New Media Like Real People and Places. New York, Cambridge University Press, 2001.

3. Antonia Clare. Total English Upper. – Oxford University Press, 2000.

4. Richard Acklam. Machine Translation. – Cambridge University Press, 2002.