Кантаева Гульнур Гусмановна

Ким Лидия Матвеевна

Таразский  Государственный Университет им. М.Х. Дулати, г. Тараз

INNOVATION METHODS IN THE PROCESS OF SPEECH DEVELOPING ON TEACHING ENGLISH LANGUAGE

Recently we often ask question about using the new information technologies in Higher Educational Establishment. The main task of teaching foreign languages (FL) is forming and developing communicative culture of students, teaching practical using foreign languages.

“Teacher’s task consists of creating conditions of practical using language for each student, choosing such method of teaching to allow students to show their activity, their creativity.

Teacher’s task is to activate students’ perceiving activity in the process of teaching foreign languages. Contemporary pedagogical technologies such as teaching in cooperation, project method, using new informational technologies; Internet resources help to realize personal orientational approach in teaching, support individualization and differentiation of teaching in calculation with students abilities, their pre-higher educational preparation level, inclination and etc. “ according to E. Polat. Informational technologies contribute to increase academic motivation of teaching FL and advance students’ knowledge. Using computer during English lessons increases significantly academic process intensively. Computer teaching assimilates a large amount of material, than it was acquired using traditional teaching conditions. Besides material in using, computer is acquired more substantially. A computer supply multisupporting that is current, intermediate, total academic process control. Computer supplies multisupporting control of academic process that is current intermediate, total. Using the computer control of quality students’ knowledge is to achieve the large objectiveness of valuation. Besides, computer control considerably economizes academic time, as it checks students’ knowledge simultaneously.

That gives the possibility for teacher grant attention to creative aspects of working with students. Computers make favorable conditions for student’s individual works at the English lesson. Students can use computer as teaching separately theme as for their self-control knowledge. On of the students’ dignity is an ability to accumulate static information in the course of educational process.

Analyzing static basis that is quantity of mistakes, right/wrong answers, ask for help, time spent on  doing separate tasks and etc. , teacher judges on level and  quality of students’ knowledge forming

Favourable possibilities make computer for organizing students’ individual work at the English lesson. Students can use computer to learn separate themes and also to self-control acquired knowledge, to be able to revise any tasks, to get right answer and at the end automatization of forming skills.  At the elementary stage of teaching English, in the process of setting aims and tasks introducing.  Know ledge able activity of students’ teacher participates spontaneously. Spontaneous setting tasks to students are realized by computer. Of course, teacher must take active part in forming teaching programs, defining spontaneous action of students to decide this or that task. But in realization of the most important psychological pedagogical function of teaching- selfing and acquiring students, aims and tasks in academic perceptional activities in computerizing conditions pungent deficit is possible by spontaneous communication between teacher and student, teacher’s live words.

         Internet suggests different information and resources to their users. Basic collection of services may include:

-    e-mail;

-   Usenet;

-   video conference;

-   possibility to publish own information, to create own homepage and to advertise it on web-server;

-    access to informational resources;

-    reference books (Yahoo! InfoSeek/Ultra Smart, LookSmart, galaxy);

-    searching systems (Alta Vista, HotBob, Open Text, WebCrawler, Excite);

-    chat.

These resources maybe actively used at the English lesson. Computer teaching programs have many advantages before traditional method of teaching. They allow training different kinds of speaking activities and their different combinations, to help to perceive language phenomena, to form linguistic abilities, to make communicative situations, to automatize language and speaking actions, and also supply an ability of control leading representative system, realization of individual approach and intensification of students’ individual works.

 Example of work with computer program dialogues one is chosen, for example “In cafe”. Some pictures are displayed on the scenes, scenes of this dialogue.

I- stage- introduce with dialogue

II- stage- to learn dialogue

In case there are some computers students work in pairs or group of people. They revise phrases after speaker; routine work can be used with microphone. They may also do exercises to form these sentences with a group of words, for example: like, like, what, you, wood, your, you, would. Then teacher directs a point to a necessary word, clicks the mouse to make up a sentence What would you like?  and  etc. quantity of right sentences are displayed on the screan. In this way, student acquires orthography and learns dialogue using games.

         III. –stage- to scene the dialogue.

Students make up dialogues using picture, then scene it individually.

Next stage is a control of dialogue speech after learning all dialogues. Students choose a card with task (teacher herself prepares cards with the description of situations) and make up their own dialogue using lexics of this program and displaying their own fantasy.

Teaching writing. This kind of work decides two tasks: writing English words correctly and learning to use mainboard. Computer teaching program helps to decide these tasks Almost every task sets to print English words and sentences on the mainboard.

Perfection grammar phenomena.  All teaching computer programs set perfection of definite grammatical structures, grammatical phenomena are worked out at every lesson: positive, negative and interrogative sentences, comparative degrees of adjectives, Participle, Passive voice, pronouns some: any, these is there are structures, prepositions and etc. all kinds of work of one lesson are directed to work out a definite Grammar phenomenon.

“Grammar” chapter includes two chapters: theoretical and practical. By checking students’ knowledge the program notices its successes, in case it is necessary it prompts. Also the program works out a definite grammar structure, for example. Present continuous is used in many dialogues, for example, students’ conversation about their education universities. After listening to dialogue, they make it up individually with pictures.

To make up tests on Grammar using computer helps to learn grammar material better.

From different virtues of personal individualization, supplying summons of communicative motivation, traditionally suggests control six methodically important summons of student as personality context activity; personal experience; wish, interest; inclination sphere; emotional perceptional sphere; worldview, student’s status in the group.  All these instigate student to learning. 

Acquiring F L successfully in its cognitive function contributes formation of language flair; satisfies knowledgeable methods in learning FL forms stable motivation of constant work; using FL to get definite information (reading journals, newspapers, interpretation, dictionaries and etc) makes this language indispensable in knowledgeable activity of teaching besides FL intensifies the whole knowledgeable activity of teaching and consequently arises motivation of learning the language scientists, researching motivation of learning FL as  A. Leontyev, S. Rubenshtein, I Zimnya single out many kinds of motivation to control individual development requirements of students. We can single out the following:

1)     communicative motivational, defining on the basis of requirement in communication;

2)     lingua-cognitive motivation based on aspiration of teaching to receive language phenomena:

3)     country study motivation, depending on thematics and emotional interest of student;

As specific stage of teaching FL is defined by aiming installation, by peculiarities to acquire the language, by  character of acquired material (volume, complex. informativeness), on this stage further development of communicative ability and language skills are continued.

         Using informational technologies in educational process will from positive motivation. Contemporary ways develop higher requirements to learning practical acquirement of foreign language in everyday communication and professional sphere. Volume of information arises and often routine methods of its teaching, keeping and working out are non-effective. Using informational technologies allows exposing a large amount of possibilities of computer as one of the means of teaching. Computer teaching programs have many advantages before traditional methods of teaching. They allow training different kinds of speaking activity and in different combinations, to help, to acquire language phenomena, to form linguistic skills, to make up communicative situations, to automotize language and speaking activities, also to supply possibility of controlling leading representative systems, realization o individual approach and intensification of students’ individual works. In multimedia teaching programs of the English language different methodological ways are used to allow introducing, to train and to control. Besides using multimedia teaching program, computer is an indispensable assistant to train and to have tests, monitoring of academic process of its own informational fulfillment of instrumental sphere for elaboration of computer lessons, training didactic materials, using resources and services of Internet for class and individual works, also project activities of students. In conclusion it is necessary to notice that introducing into academic process using multimedia programs do not single out traditional methods of teaching, but combined in harmony with all set of teaching: introduction, training, using, control. But using computer allows not  only arise effectiveness of teaching many times, but  also stimulate students for further individual learning the English language that was proved in the course of experiment.

Литература:

1.     Полат Е.С. «Интернет на уроках иностранного языка». // «Иностранные языки в школе» № 5 2001 г.

2.     Каспин И.В., Сегаль М.М. Новые технологии в обучении иностранным языкам.

3.     Азимов Э.Г. «Материалы Интернета на уроках англ. языка» // Иностранные языки в школе 2001 №1

4.     Полипова Т.А. «Внедрение компьютерных технологий в преподавании иностранного языка».