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.
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.
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