Педагогические
науки/ 5.Современные методы преподавания
Shevchenko M. V.
Lecturer
National
Technical University of Ukraine “Kyiv
Polytechnic Institute”
Modern
Aids and Means of English Language Teaching
First
of all, it is necessary to differentiate such terms as ‘technical means’ and
‘audiovisual aids’. Audiovisual aids are training or educational materials directed at both the
sense of hearing and the sense of sight: films, recordings, photographs, etc.,
used in classroom instruction, or the like [4]. That means that audio aids
are spoken words, recognizable sound effects and music. The most frequently
used visual aids are videos, pictures and graphics. Whereas, a motion picture
projector or a PC, for instance, are the means of presenting the aids, and not
the aids themselves.
All
modern technical means can be classified the following way [1]:
·
audio means (digital dictaphones and players, compact discs, speakers,
etc.);
·
graphic and photographic means (electronic memory cards, slides);
·
audiovisual equipment (multimedia projectors, DVD-players and discs,
television sets, monitors, video projectors; computer means for recording,
processing and reproduction of sound and video, text visualization, graphics
and photographic objects).
By far,
among these means most widely used are video- and language laboratory
equipment, as well as computers [2].
Use of
technical means during the foreign languages teaching process makes possible:
1) creation of a natural speech environment as an important factor in
foreign languages teaching; 2) increase of student’s interest in studying
foreign languages; 3) use of the differentiated approach to study;
4) intensification of the educational process [2].
The
urgency of new technical means implementation is in improvement of efficiency
and quality of foreign languages teaching, and also in an exceptional
importance of the formation of foreign language communicative competence with
the help of complex application of modern technical means [2].
The
basis of students’ studying activities is a communicative motivation that
ensures initiative participation of students in communication both in class and
outside of it. Taking into account in the educational process the students’ mentation,
their needs, motives, interests and emotions, contributes to the appearance of
the motivation needed to organize communication. In simulated conditions,
additional means, including technical, are required. Basing on their integrated
use, they enable the creation of an academic environment, similar to that of a
real communication [2].
During the
processing of training material – language and grammar, – the use of digital-video
recording is effective at the lead-in stage for the presentation of educational
material and modelling of educational situations, which would become bases of
students’ communication activities. Video-episode reproduces language
environment, illustrates how native speakers behave in certain situations, and
demonstrates language accompanied by gestures and facial expressions
(paralinguistic means), which is typical for the "live" speaking and
cannot be illustrated in current books (printed educational materials).
The use
of technical means in foreign languages teaching creates a special
communicative environment in which a sound knowledge acquisition is provided,
as well as a formation of foreign language competence by enhancing the
capabilities of perception and information processing by students. This is
achieved with the help of information perception both by sight and hearing,
connection of image perception mechanisms to information processing, positive
impact on the emotional sphere of students’ individualities, and involvement of
voluntary and involuntary attention [2].
There are the following prerequisites of
digital-video recording use, according to V.S. Pashchuk [3:56-58]:
·
psychological (the ability to produce
speech material simultaneously in two modalities – visual and auditory, be an
incentive to give a monologue speech, reproducing natural speech situations;
provide the necessary emotional climate during studying);
·
compliance with all general didactic
principles of teaching (scientific character, independence, consistency,
simplicity and clarity of teaching, visualization, feasibility, students’ consciousness
and activity, problem method, relation of training to life, strength of
knowledge, level of skills formation, emotional studying);
·
during a film perception, not only its seeing
imagery proper is presented, but also an authentic linguistic visualization
that determines linguistic fundamentals of using a digital-video recording: 1) lexical (realia, the use of
expressive and idiomatic means; colloquial, connotative and background
vocabulary, terms, fixed expressions,
sound imitation, pause fillers, etc.); 2) grammar (inversion, elliptical
sentences, shortened forms and rhetorical questions, etc.); 3) phonetic
(pronunciation accuracy, tempo, timbre, intonation, pauses, etc.);
·
methodological principles (on the one
hand, demonstrate objects, phenomena of the environment, parts of life; serve
as the initial forms of knowledge; and, on the other hand, represent events
interesting for students, evoke in them emotional empathy).
Like no
other teaching aid, a digital-video recording allows the use of emotional and
motivational factor in a foreign language mastering, stimulates verbal
communication, enhances motivation and demonstrates authentic speech samples.
There
are the following principles of authentic feature films selection for education
of students of higher educational establishments [3:74]:
· moral and aesthetic
impact on the viewer;
·
consideration of adequacy of the vocabulary and semantic level of
students, and a film vocabulary;
·
presence of social and cultural information in a film and correlation
with students awareness of it;
·
director and executive excellence;
·
variety of genre;
·
importance for acquaintance with the culture to which a foreign language
belongs;
·
compliance or non-compliance with topics proposed in a current programme
of practice of verbal and written speech.
Thus,
technical means and audiovisual aids of teaching greatly improve university
students’ perception of foreign language materials presented at foreign
language lessons, and thereby – their success. The most recurrent modern aids,
used to teach students vocabulary and grammar, are authentic audio- and video
recordings, reflecting a "live" foreign language, i.e. the one spoken
in the country to which it belongs. However, it should be remembered that high
training outcomes can only be achieved by choosing the correct audiovisual
materials; thereto, exist the principles of their selection.
References:
1.
Білєр О. С. Дидактичні аспекти використання
аудіовізуальних засобів навчання у вищому навчальному закладі /
О. С. Білєр // Наукові записки кафедри педагогіки. – Випуск ХXVІ. –
Харків, 2011. – С. 21-30.
2.
Палій О. А. Комплексне використання технічних
засобів навчання для формування німецькомовної граматичної компетенції
студентів (на базі англійської мови) : автореф. дис. на здобуття наук. ступеня
канд. пед. наук : спец. 13.00.02 «Теорія та методика навчання: германські мови»
/ О. А. Палій. – К., 2002. –
20 с.
3.
Пащук В. С. Навчання студентів мовних спеціальностей усного англійського
монологічного мовлення з використанням автентичних художніх фільмів : дис.
канд. пед. наук : 13.00.02 / Пащук Вікторія Степанівна. – К., 2002. – 247 с.
4.
Audiovisual aids // Dictionary.com
[Electronic resource]. – Retrieved from : http://dictionary.reference.com/browse/audiovisual+aids