Филологические науки/1. Методика преподавания языка и литературы

Лакийчук О.В.

Национальный технический университет Украины «КПИ»

Multimedia tutorial for teaching ESL

Foreign Language is a subject which, because of its specificity (creation of the artificial language studying environment due to lack of a natural one) suggests the most flexible and extensive use of various means of training. It is therefore not surprising that in teaching of a foreign language the new opportunities, offered by multimedia resources, found the most diverse applications.

The main role here, of course, plays multimedia. But first I would like to say a few words about the use of the lesson simple multimedia documents that can make a teacher using Microsoft Word and presentations (PowerPoint). They are simple in design and application, but their role in the intensification of the lesson and enhancing its emotional impact on students is great.

The advantage of Word documents is their relatively small capacity and ease of creation. The teacher can develop documents for some specific situation, themes and groups, an endless variety of options. In addition, these documents do not lose the advantages of multimedia: they are bright, colorful, allow students to work in an individual mode, expanding job opportunities.

For example, an electronic version of the test gives students the opportunity to move objects within the document, placing them in the right places, remove them, group according to the task, insert, etc.

Unfortunately, only a few teachers can boast of the programming skills; teachers of other disciplines often own a computer only at the level of the average user amateur. However, some simple tricks will help to provide, for example, elements of self-control in the screening test. For example, students are given a test with spaces or tables, in which they must type in their answers. Test execution is printed on a printer or "reset" to a floppy disk for teacher evaluation, after which students are asked to click "whitespaces" and compare your answers with the keys printed here in the "hidden text" mode.

The value of the presentations created by a teacher is that the material given to students is compact, in proper sequence; there is nothing superfluous, and everything works to achieve the goals and objectives of a particular lesson. In addition, a text can be added to a presentation that most closely matches the theme of the lesson from informative and lexical point of view. When you view a presentation text can be disabled and students can be given a task to voice their own slides. Thus, the teacher gets rid of the need to adapt prepared text to students and spend valuable class time on the "noise" information that is almost inevitable when using prepared presentations; In addition, the presentation of material is precisely timed.

But, of course, multimedia tools have the greatest impact on the students. They have become an objective reality of our time, and a foreign language teacher simply cannot take advantage of the opportunities they provide for training of real communication in a foreign language. New forms and methods of teaching, new ideology of thinking enter into practice. Previously adopted by the school learning models:

- in the center of learning technology - a teacher;

- students play a passive role in the classroom;

- the essence of education - the transfer of knowledge.

A new model of education, which should come to replace it, is based on the following assumptions:

- in the center of learning technologies - student;

- the basis for learning activities - cooperation;

- students play an active role in training;

- the essence of technology - the development of the capacity for self-learning and communicative competence of learners.

The main groups of tasks to be solved with the help of the media include:

- supporting the educational work of students;

- ensuring effective communication with native speakers;

- ensuring access of all the participants in the educational process to the rapidly growing data stored in the centralized information systems;

- liaison between teachers, exchange teaching experience and teaching materials.

The so-called electronic textbook should be recognized as the most accessible multimedia. Multimedia training tutorials are of three types depending on the type of organization and method of delivering:

1) on CD-ROM with or without printing applications;

2) on the internet site with or without printing applications;

3) on the CD-ROM, but with reference to certain Internet sites, with a printed application or without it.

Advantages of electronic textbooks: clear presentation of the material (use of color, illustrations, audio, video, animation, etc.); quick feedback (embedded test systems provide instant control over learning; interactive mode allows students to have control over the rate of passage of educational material); the possibility of regular adjustment of the textbook as new data appears (electronic textbook is located in one particular place of the virtual space, accessed by millions of people, in order to add or edit anything it is enough to make changes in one file, and tomorrow millions of people will have an edited version of the old textbook); easy to use.

Shortcomings of existing electronic textbooks now: the absence of a "snap" to a specific lexical and grammatical material program in which the student is engaged; limited capacity of the group and teamwork; the lack of real communication, which cannot even be programmed in interactive mode.

These drawbacks do not allow using electronic textbooks as the main media of study, especially in school, leaving them an auxiliary, mostly training role.

Now teachers use telecommunications mainly for extracurricular activities with students on specific pilot projects, as a complement to existing training courses and subjects.