Using information technologies in teaching a foreign language

Table of contents: The Kazakh-American Free University Academic Journal №6 - 2014

Author: Larina Marina, Kazakh-American Free University, Kazakhstan

Our century is a century of polyglots. This means the recognition of the fact that knowledge not only one, but several foreign languages becomes necessary term of being educated. It is a factor that significantly affects the successful progress in different fields of activity in the new post-industrial society. Knowledge of foreign languages and computer technology are most important requirements for the level and quality of education of any specialist, in addition, of course, the professional field. In recent years, more issues are dedicated to the use of new information technologies in teaching foreign languages. It is not only new hardware, but also new forms and methods of teaching, a new approach to learning.

In the information-oriented society, knowledge and skills become priorities in human life. To keep abreast of the scientific world, it is necessary to study first-hand language of the authors. Therefore the increasing importance of foreign language, its relevance, had an impact on the content, objectives and dynamics of learning.

In the twenty-first century, the intensification and modernization of education requires the introduction of innovative technologies that aim to educate a person in the creative intellectual and emotional way. These innovative technologies are developing training, planning, problem-based learning, level differentiation, the test system, the game training, immersion in a foreign culture, cooperative learning, as well as - research, information - communication and personality - oriented technologies. With this target setting universal cognitive actions are one of the leading components of the educational standard. This is due to the fact that one of the components of mental development is learning the knowledge, implying the forming of scientific picture of the world, the ability to manage their intellectual activities, learning methodologies, strategies and ways of learning, development, symbolic, logical, creative thinking, productive imagination, memory, attention and reflection.

In this regard, the universal cognitive actions include:

- actions retrieval of information;

- ability to navigate the system of knowledge and recognize the need for new knowledge;

- the ability to make a preliminary selection of information sources to search for new knowledge.

Technology of problem-based learning involves independent decision of cognitive and creative problem solving through a critical rethinking and increase knowledge and skills. It allows to realize the conditions of formation of students' cognitive universal action: creating an atmosphere of co-creation in communication, including the emotional sphere of the child, student self-interest, a joint search for truth, self-assessment, self-correction, self-sufficiency.

One way to activate students in learning foreign languages is the design (project method), when the student independently plans, creates, protects his\her project, that is actively involved in the process of communicative activity. Training project is a set of search, research, settlement, graphics and other types of work performed by students independently for practical or theoretical solution of a significant problem.

The main objectives of the project methodology are:

1) self-expression and self-improvement of students, increasing the motivation of learning, the formation of cognitive interest;

2) the practical implementation of acquired skills, language development, ability to competently and convincingly present the material under study, lead the discussion controversy;

3) demonstrate the level of culture, education, social maturity.

Types of projects:

1) role- playing, dramatization, staging (fairy tales, TV shows, festivals, musical performances, etc.);

2) research (country studies, synthesis of scientific knowledge, historical, environmental, etc.);

3) creative (composition, translation, script, wall newspapers, etc.);

4) multimedia presentations.

Project method helps develop language and intellectual skills, strong interest in learning the language, the need for self-education. Ultimately, it is assumed the achievement of communicative competence that is a certain level of language, country studies, socio-cultural knowledge, communication skills and language skills that allow for foreign communication.

Implementation of project and research methods in practice leads to a change in the position of teacher. From the carrier of definite knowledge he\she turns into an organizer of cognitive activity. From an authoritative source of information the teacher becomes an accomplice of the research, creative cognitive process, mentor, consultant, organizer of independent activity of students. Project-based learning is considered one of the most powerful incentives for motivating language learning. It is the most creative activity, all students are involved in the work on the project, regardless of ability and level of language training. They put into practice the knowledge acquired and generated speech skills, creative rethinking and multiplying. In addition, the problem and the variety of forms and types of this technology implies interdisciplinary connections, which allows the student to give a vivid picture of the world in which he lives, interconnection of events and subjects, mutual assistance, the diversity of material and artistic culture. The main emphasis is on the development of creative thinking, understanding causality and logic of events, to self-actualization and self-expression, not only students, but also teachers. The project technique requires teachers to be thorough trained, and having professional skills and knowledge. One of the main conditions for the effectiveness of training activities is the atmosphere of goodwill, mutual understanding, trust, creativity, promotion of cognitive student activity.

In the modern sense the training project is an integrated didactic tool development, training and education, which allows you to generate and develop specific skills:

1) problematization;

2) planning;

3) introspection and reflection;

4) presentation;

5) research.

Using the project methodology is one of the components of the educational process, as students with different levels of language training are involved in the work according to their capabilities. In my opinion along with group projects should be used individual tasks, especially in the preparation of the final lesson. It is a unique opportunity for a truly communicative language teaching. Such lessons take off stress and fatigue of students dramatically improve cognitive interest, develop students' imagination, thought, speech, memory, and can be performed on almost any topic within the framework of the program material.

The results are obvious. This technique makes it possible to further explore the topic, develop creative abilities of students. It teaches communication, the ability to use grammatical structures and the fear of conversation in a foreign language disappear. In addition the project technology is effective and exciting for teachers because it helps to open up as a creative person involved in the research work alongside their students. Of course, the project is not a panacea for all problems, but it is a step forward in the teaching of a foreign language.

Information and communication technologies are a powerful learning tool, control and management of the educational process. It is the most important parameter of contemporary socio-cultural system. Online Resources are familiar and convenient means of exploring the culture of other countries and peoples, communication, information, inexhaustible source of educational process. That is why, based on a systematic approach to reforming the methods of learning a foreign language using the new information technologies based on the concept of information and learning environment, which is seen in close connection with the system of developmental education. Information - learning environment is a set of conditions that not only let you create and develop language skills, abilities and skills, but also promote the development of the individual student. Learner, as more and more active, deep and full participation in the process of self- learning activities on mastering a foreign language, is transformed from a passive object of influence of the teacher in a full partner of the educational process. Pedagogical relevance formed in information - learning environment of linguistic knowledge and skills is that the student should be offered for the assimilation of such a system of knowledge that he needs at this stage of its development, subsequently enabling to solve problems of increasing complexity.

Active introduction of the Internet reveals the following areas of work:

1) The use of Skype;

2) The use of a number of Internet -sites for training FL;

3) The use of blog –technologies;

4) The use of distance education system.

In this article we would like to give special consideration to the peculiarities of using blog- technologies in teaching foreign language students. Also, this area is called the Internet blog -Personal page in the form of a diary or journal. Blog is one of the most popular Web 2.0 services. The popularity of this technology is determined by the following didactic characteristics: ease of use and accessibility; the effectiveness of the organization of information space; Interactive and multimedia; reliability and safety.

Blog (blog, or weblo) (from English it is understood as "network" journal or diary "events". For example, www. blogger. com, www. livejournal. ru) is a web - site, the disclosure of which regular add notes, images and media. Weblog is a social network that is best suited for didactic purposes. It allows you to store and classify necessary and redundant information in any form (graphs, maps, drawings, photographs, videos) to create open and closed Internet - community to discuss issues and tasks and implementation of group projects; learning to control information through the online tests, interviews and discussions, book reviews, and others.

Development stages of Web 2.0 technologies have formed four broad forms of influence, which can be defined as research, language literacy, collaboration and publication. From a cognitive point of view, Web 2.0 invites users to develop skills in the use of new types of research and forms of computer literacy. Web 2.0 is a component of the research process on the Internet, and in particular for educational purposes and putting into practice.

Information learning environment tasks for learning a foreign language are:

- Creating conditions for the development of creative writing, and verbal skills;

- Integration of various forms and strategies for the development of independent cognitive learning activities in the process of individual and group work of students;

- Increasing motivation saturation of the educational process

- Organization of informative communication activities with native speakers and members of the community network who learn a foreign language;

- Formation on the basis of linguistic knowledge of modern information culture, allowing working in the computer and telecommunication environment.

At the heart of this innovative technology, there are principles such as openness, integrative, systematic and consistent, interactivity, clarity of presentation, multifaceted and redundancy of all components of the environment. They reflect the specific subject under study and the learning environment.

Effective functioning of the Information learning environment depends on the level of development of information and telecommunications infrastructure of education and interaction with the trainees of this infrastructure; from a whole range of psychological - pedagogical conditions; from the control of the background and motivation of its development; taking into account the individual characteristics of the students; from the language of co-creation of all the participants of the educational process.

Structurally Information learning environment is organized as a model, which is a set of participators in learning subjects, the relationship between which is realized with the help of information flows organized in accordance with the goals and objectives of the educational process in the functional blocks.

Each of the blocks (software - training, information - methodical, communications, instrumentation, socio-cultural, motivational and identification - controls) is aimed at implementing strategies for mastering a foreign language, as well as control over the learning process. The environment is in constant development, which is due to the dynamics of the inclusion of new forms and pedagogical techniques of foreign language teaching, as well as the development of the participants in the process.

Participation in information - communication pedagogical activity promotes the integrated development of all aspects of communicative competence: linguistic, socio-cultural, cognitive, linguistic-country study; as well as related cognitive - communicative abilities of pupils (search and selection of relevant information, its analysis, synthesis and classification). Modeling of real authentic environment by attracting Internet - resources is not only a successful development of the language, but also allows you to understand the fundamental laws of the unity and diversity of culture.

Thus, the innovative technologies that we reviewed today, significantly enrich and diversify the teaching of foreign languages. In place of the monotonous work comes intelligent creative search, during which formed a new type of personality, active and purposeful, focused on constant self-education and development.

REFERENCES

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2. Knaub V.T. Social services Web 2.0 http: // www / openclass / ru / stories / 43847 /

3. Sysoev P.V., Yevstigneev M.N. WEB 2.0 technologies to create a virtual educational environment for learning a foreign language // Foreign languages at school. - 2009. - № 3. S. 27-31.

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Table of contents: The Kazakh-American Free University Academic Journal №6 - 2014

  
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