Ibragimova K.E., Kozhakhmetova G.A.

L.N. Gumilyov Eurasian national university, Astana, Kazakhstan

Information technologies in the organization of home reading in foreign language teaching.

Recently we have noticed great changes in the orientation of the role and place of English, as well as in the content of the relevant discipline in the educational process. Currently, students have to know English not only as a means of communication, but also as a means of familiarizing with a different culture, i.e. with the culture of the target language, which is a requirement of the modern educational system of our country. We absolutely agree that in preparation for the exhibition ‘EXPO-2017’, foreign languages study is a highly important aspect in Kazakhstan.

 Reading literature is one of the main priorities of mastering a foreign language, as by reading the students enrich their vocabulary, thus broadening their horizons. Home reading in English, in our opinion, is a mandatory activity for all students, additional to the textbook activities, as reading allows students to get acquainted with the reading in a foreign language as with a real speech activity. The main home reading purpose is to obtain information from texts in a foreign language. There are culture creative, developing and teaching functions of home reading. The undeniable importance is the content side of educational material; for this purpose it is primarily to use fiction. However, to ensure reading to be fun and simultaneously to develop language skills, first it is necessary to carry out the work on the text before and after reading the passage to help students grasp the text and activate the new language phenomena. Traditional methods typically identify three stages of work with any text: pre-text, text and post-text stages. The final goal is to motivate students to the utterance or, in some cases, to a written statement, as a competent oral speech is an indicator of the high level of foreign language mastering. [1,256]
 In recent years, significant changes have happened in the students’ worldview as well; they cannot imagine their life without the use of innovative technologies. This fact must be taken into account in the process of learning foreign languages ​​as a whole, and in the teaching of their other aspects. It is necessary to reveal the possibility of using innovative technologies in home reading classes in the English classroom, since teaching this aspect teachers follow mainly traditional methods and techniques. The importance of the use of modern teaching methods while foreign language teaching, namely, home reading, is caused by material conditions also, because nowadays multimedia classrooms, classrooms are equipped with computers, Internet access; almost all students have personal computers. 

In fact, in this connection, the need for change in the educational process in different aspects, wide dissemination of innovative technologies and the application of creative approach to the educational process is dramatically increasing.

 The use of innovative technologies in a foreign language teaching, including home reading, has two opposite sides. On the one hand, their use provides an extensive access to information resources, accumulation and processing of information, as well as its placement in the Internet. 

This type is very effective in increasing the motivation of students’ cognitive activity, changing attitudes to learning, to develop students’ skills of self-knowledge and self-development. On the other hand, the majority of teachers note that, despite the students’ relatively high level of knowledge in the field of information technology, the overall level of their basic knowledge is not high.

Teachers use a project methodology, dividing students into several groups in order that they using the internet and information technology, could find and present information about the work, the author's life, mentioned in the book for home reading. This approach in home reading is an effective tool in teaching active mastery of a foreign language. Furthermore, it also significantly facilitates their common humanitarian development. Students can create web pages of their favorite characters, authors, works, etc.

Роwеr-Роint Presentations are popular among students with the help of which the lessons are more colorful and efficient. Such activities promote the development of language skills, psychological barrier of public performances is overcome. Students who have had experienced difficulties in the retelling they read, heard or seen, after the preparation of such kind of presentations reach noticeable positive results.

At the final lesson, the students defend video projects, create their own video with their participation, share views and video presentations in social networks, as well as prepare a lot more, depending on the creative potential of the students themselves and their teachers.

Undoubtedly that during the lessons of home reading it is impossible to listen to the whole novel. Nevertheless, the listening of selected passages, the most important dialogues and monologues according to the plot and are an excellent material for the formation of students' listening skills. With regards to the rest of the text, it is possible to listen at home in the form of independent work, which is now also given great importance.

The content of the texts must match the students’ age peculiarities and interests, have an educational and upbringing values, affect the students’ emotional sphere of pupils. The use of modern information technology greatly increases the effectiveness of self-education. [2, 163] It should be noted that there is possibility of distant education as via the Internet or by e-mail, by modern means, such as WhatsApp, ChatOn, WeChat, Skype, Viber, etc., where tasks, texts, tests, video and audio fragments , questions and answers can be sent.

'In today's world, any aspect of foreign language teaching should be interactive. Complex of tasks, included in a educational methodological complex, developed in the framework of this study, we include a specific set of interactive methods (brainstorming, role-playing and simulation games, conferences, round tables, etc.), the choice of which is dictated by the theme of the work and objectives of the class.

Let us consider the positive aspects of the use of information technologies in the classroom at home reading lesson:

1) Using information technology in the home reading class significantly expands the communicative activities because it gives the opportunity to use listening, speaking, reading and writing in the classroom.

2) In the process of a foreign language teaching, reading is one of the main sources of linguistic and socio-cultural information. The use of video / audio and Internet resources in the foreign language classroom also allows you to learn about the traditions and customs of the people of the country the language is spoken. Thus, reading fiction, watching videos, listening to audio, finding the right information on the Internet opens up a number of opportunities for teachers and students in terms of mastery of a foreign language culture, especially in terms of formation of social competence, as one of the components of communicative competence in general.

3) The use of information technology, namely, watching and creating students’ own video can have a strong emotional impact on students that improve learning motivation and activity, creating certain conditions for students' success.

4) Using information technologies in foreign language classes enables the formation of various aspects of students’ mental activity, and above all, attention and memory. When watching in the classroom there is an atmosphere of collective cognitive activities. In such circumstances, even the inattentive student becomes an attentive one.

5) The use of information technology makes it possible to vary the modes in the classroom: from individual (work with the site, viewing video fragment, listening to audio material) - to a group work (project).

6) Information technology allows the teacher to save a lot of time in the classroom due to the removal of certain tasks (for example, finding information or clarification with the use of Internet sites) for individual extracurricular work.

7) Information technologies allow to organize the discussion of the material read and scanned on the Internet, thus to include students in the discussion after classes and to maintain interest in the issues under discussion.

8) Information technologies enable the teacher to control the execution of tasks through social network services, such as vk.соm, fасеbооk.соm. etc.’ [3, 15]

Thus, the main advantage of the use of information resources for a foreign language teaching is that they allow students to receive a wide variety of useful information at the same time providing an opportunity to choose. Moreover, innovative resources not only improve the quality of the learning process, but also can meet the requirements of modern education that is developing in the context of modernization and unification of the world education area.

In our opinion, the use of multimedia to intensify the students’ individual work can really make up for this deficiency and optimize the teaching process. However, all teachers say that students today are so far gone in the sphere of information technologies that expect to use these technologies in their daily practice of a language learning. Considering this fact, the use of innovative technologies becomes an integral part of the educational process.

Used literature:

1.Маслыко Е.А., Бабинская П.К. Настольная книга преподавателя иностранного языка. – Мн.: Вышэйшая школа, 1999. – 522 с.;

2. Е.Н. Соловова «Методика обучения иностранным языкам. Базовый курс лекций»;

3.М. Балакирева «Использование книги для чтения на уроках иностранного языка», приложение к газете «Первое сентября» «Английский язык», №8, 1998.