Abildayeva Aigul Seidildayevna
Taraz
State University named after M.Kh.Dulaty, Kazakhstan
THE USE OF NEW INNOVATIVE TECHNOLOGY AT THE
FOREIGN LANGUAGE LESSON
On using innovative technology
there are some scientific research works but the given problem have not been
considered enough.
That is why it is necessary to solve the objective decisions with the help of
innovative technology and it has formed discrepancy that this problem has not
been elaborated enough in the theory and practice of high educational
institution.
This
discrepancy causes the problem of research, to teach using innovative
technology, to prepare the capable specialist are the main reason to choose the
theme “The use of new innovative technology at the foreign language lesson”.
It is useful to apply
new innovative technology in learning a foreign language because while learning a
language a person learns the culture and social life of the whole nation
together. It is clear that a textbook is not enough to learn all of them. A
person feels quickly the culture of foreigners by hearing and seeing.
It is
effective to use new informative technology as the means of causing the pupils’
interest to English. To use new informative technology, to form
intellectually developed person that can make progress in the informative
environment are useful and this process is actively carrying out now. Application informative
processes to different branches of a life demands to make a new model of the
educational system based on the informative technology. It gives the
opportunity to improve the creative ability of a pupil, to develop the ability,
self-education and to educate to the responsibility. Education and qualification
are the important values for people. Therefore a system of education must be
directed to form the intellectuality, individual cognitive activity. It is
actual to use the leading informative technologies in the different spheres of
man’s activity. The
use of the leading informative technology in different branches of a person’s
activity is becoming actual.
In the process of
learning language using new technologies it is possible to form writing,
listening, comprehension, speaking abilities. The possibilities of new
technologies promote pupils to use educational programs successfully in
language teaching, to develop creative activity, to arise the pupils’ interest
to the subject, to learn listening and speaking habits, in the result they are
provided to get qualitative education.
The main
aim of using new technologies at the English lessons: to increase the language
motivation, to develop language competence, to understand the texts in foreign
languages, and also to give the information in the connected and proved form;
to increase linguistic volume of education; to fill education about
sociocultural structure of language learning country; to develop the ability
and study the English language
independently.
The use of
computer teaching especially changes the methods of preparing the educational
materials in English. New technologies help to carry out the whole complex of methodical,
didactical pedagogical and psychological principles, to make the creative
process interesting, promote to keep in mind the individual work ability of
every pupil. The use of new
technologies in the practice discovers a new kind of increasing creative
activity of pupils, in the result a new education is appeared, creative activity of pupils
is developed, education is independently filled, they learn to find and direct
in the information current. Analyzing the experience of using new technologies at
the English lessons the following conclusion can be made: the quality of
teaching will increase, it will provide development of a person and promotes to
form a person that knows the informative culture well.
A practice of playing games for many years has proved the educational value of the
game. The scientists have investigated the origin of the games for hundred
years. A game is likely useless in our life but it is necessary phenomenon. A game is a
main means that causes interest and activity to study and work. In
the process of playing a game the activity and creativity of children are
developed. The task of the teacher is to provide interest and desire in playing
games.
WHAT DO THE STUDENTS LEARN WITH THE HELP OF
THE GAME?
1. The pupils learn the exact functional practice.
2. The pupils are not only the controllers, they learn to solve the
problems independently in participating in the game
3. It gives the possibility to use the exact received knowledge in the
educational process.
4. A pupil manages the educational volume based on his activity.
5. They are taught to economize time.
6. It is psychologically useful for pupils.
7. It requires much responsibility from pupils in solving the decision in
the process of playing a game.
8. It is not dangerous for pupils.
Using a game in teaching technology is widely used at the English
lesson. Every teacher should remember the following conditions in order to have
the correct result of the technology:
- to understand educational, developing importance of the game and
determine its result for the children;
-to prepare in advance, the game means must be answered to the requirements, the
possibility of a game place;
-the pupils’ age, pscylogical features, educational levels, vocabulary must
be corresponded in the class;
- to provide safety precautions during the game;
-to direct the game and game elements at the lesson to attract interest
and desire in the subject;
Games have
chains according to the teaching meaning, cognitive activity character and
their structure. Game chains are
made according to the pupils’ age features, game character, physical qualities,
developing moving activities and pedagogical possibilities. The following
teaching games are:
1.Game-travelling. They are like
a fairy-tail and are described facts and stories. But they are shown as a
riddle in interesting and easy way.
2.Games-tasks. The basis of these games
composes subjects and activity, vocabulary tasks. The activities and tasks of
the games is based on prognosis something
3.Game-prognosis. These games are
based on such questions “What will
happen?”, “What would I do, if…” The didactic meaning of the game is differed
from setting a problem task and situation. These games demand to form exact
knowledge in exact situation.
4.Game-riddles. The main feature of the riddle is to have logic
explanation, they actuate thinking activity. The riddles educate pupils
to differ analysis, synthesis and description, they influence on thinking of
pupils.
During the lesson the use of the
elements of the game develops thinking ability, interest and activity of pupils
to the lesson, helps to consolidate the new material. In this case we can show
several kinds of a game that attract interest of a pupil.
The use of above mentioned
interactive methods of teaching at the foreign language attracts creative,
actor and logical thinking abilities
and improves the activity and interest as well. That’s why a lesson should be
conducted differently, with interest and they are not limited with a textbook,
using additional literatures depends on the skills of the teacher. Teaching becomes art and science, so the
teacher must qualify his/her activities and raise scientific methodic level, if he uses new
pedagogical technologies and modern methods of teaching he will educate
talented citizens of the XXI century. The aim of the work is in the process of teaching
English in the secondary schools using the informative innovative, communicative
technology to educate pupils to speak and write at the English lesson. In conclusion, to develop the ability and
talent of a person, to form his/her mental possibility are our main tasks.
Using every technology we can make certain achievements. To use effectively the
education system in the innovative process helps a person to form as an
individual and it is a demand of new time. To tell about the practical value of
the investigation the results of work can be used at the English lessons in
secondary schools and at the optional lessons.
LITERATURE REVIEW REFERENCES:
1. Bailey, C. J. and Card, K. A. 2009. Effective
pedagogical practices for online teaching: Perception of experienced
instructors.
2. Coller, B. and Scott, M. 2009. Effectiveness of using a video game to
teach a course in mechanical engineering.
3. Downing, K., Lam, T.F., Kwong, T., Downing, W-K., and Chan, S-W.
2007. Creating interaction in online learning.
4. Sorensen, P., Twidle, J., Childs, A. and Godwin, J. 2007. The use of
the internet in science teaching: A longitudinal study of developments in use
by student
-teachers in England. International Journal of Science Education.