Педагогические науки/5. Современные методы преподавания

Нурланова А.Н., Тулегенова А.М.

Евразийский национальный университет им. Л.Н.Гумилева, Казахстан

Learner’s motivation through web-skills and activities

Motivation is a theoretical construct used to explain behavior. It represents the reasons for people's actions, desires, and needs. Motivation can also be defined as one's direction to behaviour, or what causes a person to want to repeat a behavior and vice versa. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior. Motivation can be divided into two different theories known as Intrinsic (internal) motivation and Extrinsic (external) motivation.

Learners can use the World Wide Web to achieve their language, content and Web learning goals. This does not mean, however, that technology should be driving the curriculum. Our assumption is that teachers will first decide on their objectives and then choose Web resources that facilitate student learning of those goals, where appropriate. While some of the activities are necessarily technical in nature, the teaching suggestions and lesson plans are situated in language learning.

The Russian scientists Nisilevich A.B, Strizhova E.V in their work “Information technology and communication techniques in teaching foreign language” wrote about the importance of using information technologies in teaching foreign languages [1, 247]. Using Internet resources in teaching foreign languages, integration of Internet tools in the educational process, allows for more efficient to solve a number of problems of teaching:

• to build and improve reading skills directly Networks using materials of varying difficulty;

• improve listening skills through authentic sound texts on the Internet, as well as texts prepared by the teacher;

• improve writing skills and speaking skills;

• vocabulary, both active and passive vocabulary;

• to acquaint students with the realities of cultural studies is included in a speech etiquette, especially verbal behavior of various peoples conditions of communication, especially the culture and traditions of the country the language is spoken;

• form a stable motivation of foreign language activities students in the classroom, based on the systematic use of authentic materials and the principle of connection with life.

The integration of ICT in the learning the process inevitably leads to a revision of the place and role of the teacher in this process, whose main task becomes the transfer of knowledge and the formation of skills and abilities, and to stimulate interest, motivation language acquisition, assistance in learning and creative research. Relationships with students are now being built on the principles of cooperation and joint research and creativity.

In these circumstances, inevitable revision of existing today organizational forms, principles and methods of training: there are the trend of increasing the share of independent individual and group student, departing from the traditional lesson with a predominance explanatory and illustrative teaching methods, increase volume practical and creative work of search and research character.

Internet technologies are designed to promote the development of the individual educational trajectories: increasingly tailor content educational material to the individual characteristics of students, the level of their knowledge and skills.

Scientists G.K.Atabayeva, A.Zh.Kalieva in their book “Learning a foreign language on the basis of information and communication technologies in the non-language universities” researched the problem of informatization of higher education in Kazakhstan is perspective. The system of higher education is affected by globalization and informatization. The realization of the tasks depends on a correct choice of the approaches to define the purpose and activization and individualization of the teaching process. Information and education environment creates the digital educational materials, computer games, electronic periodical materials, textbooks, specialized portals for the higher school students.

As the Doctor of Philosophy, Professor S.S Kunanbayeva in the "Concept foreign language education of the Republic of Kazakhstan ", one of the main areas of teacher training for foreign language is "a mastery of modern methods and technologies, including information and computer, foreign language learning '’[2,251].

The Internet is used extensively by children and teenagers, both at home and at school. At home, they communicate with friends through instant messaging, surf the Web to find information about the latest mobile phones and create their own Website or Weblog. At school, the Web has become a popular information resource and is increasingly used as an alternative to printed resources. Although many teachers acknowledge the Web's potential as an educational tool as well as the Web's motivating power, they also struggle to find meaningful applications of the Web in their educational practices. The Web is a learning tool that differs from other tools used in education because students acquire a great many Web skills in an out-of-school context and also regard themselves as skilled Web users. This is reflected in the perception of many teachers that their students' Web skills are superior to their own, which may result in underestimating the support students need when using the Web for educational purposes.

As learners develop their ability to find and select information on the Web, they will learn to integrate a variety of critical literacy skills – skimming, scanning, discriminating and categorizing. When learners learn how to find and select information on the Web, they will be able to:

• identify words or concepts on a given topic;

• use search engines to find items based on words or phrases;

• use Web directories to find items based on topics or themes;

• select appropriate and relevant information from a Web search.

Many ESL websites offer teaching materials, lessons plans, games and other instructional resources that are freely available to students and teachers. They continue a long-standing practice of sharing and collaboration among TESOL teachers. Now through the Internet, this sharing extends world-wide and reaches out directly to students. A large number of these websites have been created by ESL teachers and along with instructional materials for students, they offer teachers opportunities for professional development by inviting contributions, ideas and discussion from teachers around the globe. An example is The Internet TESL Journal where ESL/EFL teachers all over the world contribute to the self-study quizzes for ESL/EFL students.

There are shown activities by using informational techniques such as massive online open courses, online conferences and blogs.

A massive open online course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants .

Online conferences greatly enhance your traditional face-to-face national conference, annual meeting or regional event through interactive webcasts, poster sessions, and unique opportunities for participant collaboration. Move your biggest events online to grow your audience and your revenues.

A blog (a truncation of the expression weblog) is a discussion or informational site published on the World Wide Web and consisting of discrete entries ("posts") typically displayed in reverse chronological order (the most recent post appears first). Until 2009, blogs were usually the work of a single individual, occasionally of a small group, and often covered a single subject. Teacher can create web - site, afterwards students can share their ideas on this web site. The practical part will be done on http://blog.com/.

Conclusion

In general, motivation is the ‘neglected heart' of our understanding of how to design instruction [3]. Many teachers believe that by sticking to the language materials and trying to discipline their refractory students, they will manage to create a classroom environment that will be conducive to learning. Nevertheless, these teachers seem to lose sight of the fact that, unless they accept their students' personalities and work on those minute details that constitute their social and psychological make-up, they will fail to motivate them. What is more, they will not be able to form a cohesive and coherent group, unless they succeed in turning most “curriculum goals” (goals set by outsiders) into “group goals” (goals accepted by the group members, that is, students). Learning a foreign language is different to learning other subjects. Therefore, language teaching should take account of a variety of factors that are likely to promote, or even militate against, success. Language is part of one's identity and is used to convey this identity to others. As a result, foreign language learning has a significant impact on the social being of the learner, since it involves the adoption of new social and cultural behaviors and ways of thinking.

References

1.Alison, J. 1993. Not bothered? Motivating reluctant language learners in Key Stage 4:London: CILT.

2. Kunanbayeva S.S “Modern foreign language education:methodology and theory”. Almaty, 2005. p. 262

3. http://www.differencemakers.com/elections/pdf/activities.pdf

4.Chambers, G. N. 1999. Motivating language learners. Clevedon: Multilingual Matters.

5.Covington, M. 1999. Caring about learning: The nature and nurturing of subject- matter appreciation. Educational Psychologist, 34: 127-36.

6.Daniels, R. 1994. Motivational mediators of cooperative learning.PsychologicalReports, 74: 1011-22.

7. Benson, P. 2000. Teaching and researching autonomy in language learning. London: Longman.