CC BY
7УДК 37.01:007
COMPUTER TRAINING AND COMPUTER FUNCTIONS WHEN LEARNING A FOREIGN LANGUAGE
G.Yu. Khujaniyazova1, O.R. Djumanazarov2, Y.O. Sultonov3
Abstract
The relevance of computer use when studying foreign languages is that both teacher and student benefit from the use of various computer-training programs. Organization of interactive work with the computer facilitates a rapid response to a change in the content of topics or subject matter, methods of presentation and selection illustrating examples. The computer in teaching foreign languages allows to individualize the learning process and each student to work in its own pace.
Keywords: conditionality, comprehension, correctness, technical training, adaptability, teacher and tutor.
Nowadays the computer plays an important role in the process of teaching foreign languages. A personal computer can be considered as one of the participants of the educational process in the framework of its interaction with the educators and educated.
The computer in teaching foreign languages allows individualizing the learning process and each student to work in its own pace. Thus, the computer allows you to move a large number of exercises to achieve automation of grammatical skills.
The computer is the most advanced tool in a number of other electronic devices used in the process of teaching foreign languages (e-ABC, e-scoreboard error, e examiner e-R-W and others). The didactic advantages of a personal computer along with other learning tools are versatility, interactivity, dialogue interaction, the extensive list of possible modes and organizational forms of work. However, keep in mind that the use of computers in teaching a foreign language should obey the following principles:
- the principle of conditionality, which is to clearly define the conditions of use of a personal computer depending on the contents, goals, and learning stage age characteristics of learners;
- the principle of necessity, i.e. the use of a computer is justified under condition of increase of efficiency of educational process on any parameter;
- the principle of informative, which is due to the fact that the personal computer lets the learner get the maximum amount of information in the shortest period of time;
- reliability principle, consisting of the audit of each computer learning program and the stage of organizational preparation for working with personal computer;
- the principle of fairness, as when forming grammatical skills it is advisable to use a modular computer training program, which will be correct from the methodological, linguistic and psychological points of view, as the training itself creates this program.
Therefore, when using the computer as a means of learning to consider some specific principles, which are described below.
тХужаниязова Гузаль Юлдашевна - ассистент кафедры «Гуманитарных-социальных дисциплин», Ургенчского филиала Ташкентского университета информационных технологий, Узбекистан.
2Джуманазаров Одамбой Рузимбоевич - ассистент кафедры «Информационных технологий», Ургенчского филиала Ташкентского университета информационных технологий, Узбекистан.
3Султонов Йулдошбой Оразметбоевич - студент факультета «Компьютер инжиниринг», Ургенчского филиала Ташкентского университета информационных технологий, Узбекистан.
YHeHbiH XXI BeKa • 2016 • № 3-2 (16)
The principle of dialogical interaction, which is due to the dialogic nature of learning and human communication. This principle is essential because the learning system has an interactive nature. The dialogue of the learner with a computer has a certain structure step, called the unit of dialogue. When using modular computer tutorials on grammar the most efficient structure is that which supports the educational process and includes the following phases: the stimulus from the computer request the help of the trainees - the computer responds to the request of the student - learner's response (reply) feedback (phase self).
The principle of interactivity, which is the active form of human-machine interaction means that the learner consciously active and ready to interact with the machine.
The principle of adaptability, namely, that computer-learning program should be adapted to the specific features of the educational process to the typological peculiarities of students. This principle stipulates that each student can work at their own pace. In the case of formation of grammatical skills of the teacher, creating a modular program that is adapting the material, taking into account individual features of the trainees, and selects job types that will be most effective for automating your English grammar skills.
Computer in learning a foreign language has several functions. The definition of these functions of the personal computer in the process of learning a foreign language is concerned with constructing functional models of the teacher and the learner and their mutual adaptation [1].
At present, there are many classifications and lists of functions that are performed by the computer in the educational process in foreign languages. The differences in these classifications due to the different assessment of the authors the role of the computer in teaching, the researchers also highlight some features of the computer based on the type of programs that they develop. In this regard, we can distinguish two main approaches to systematizing the functionality of your computer in the process of learning languages.
The second approach to determining the functions of a personal computer in the educational process is based on identifying types of functional interaction between the user (learner) with the computer in the learning process. The classification of computer-based training based on four communicative models of human-machine interaction, where the computer acts as: teacher and tutor; a means of creating conditions activities; trainee tool and the expert.
It is necessary to take into account the diversity of computer-based tools that can be applied in the educational process, and the possibility of varying modes of use (individual work at the PC, group work at the computer, a collective work in the school computer networks, and so on). Studying grammar with the help of a computer, the student has the opportunity to work with a modular program in individual mode [2].
Accordingly, the functions of a personal computer can be defined depending on categories of users. In relation to the learner's personal computer in the study of grammatical material in the following functions:
- training, i.e. the teacher and the tutor;
- partner in a particular activity. For example, mastery of grammatical skills;
- the partner for communication;
- recreation facilities operation conditions;
- a working tool that provides information and technical support when forming grammatical skills;
- tool that provides communication between partners communication;
- technical means of organization of independent learning.
The functions described above of the personal computer can be divided into two groups: functions, implementation of which the personal computer plays the role of one of the participants of the educational process. In the case of grammar, the computer acts as the teacher to the learner; the functions of a personal computer as a working tool, i.e. the teacher uses the computer for mediating its activity, creating a modular computer training program for the formation of grammatical skills. A student uses the program for the study of grammar.
In addition, as a working tool, teachers, and students are using mainly computer tools, which do not require learning objectives. These features include various text editors, providing technical support of educational process and allows users to complete different tasks (essays, papers, term papers, and so forth), work on the creation of new texts.
Various programs such as databases and information resources of the Internet provide information support of educational process because teachers and students can obtain information on all issues of interest to them. Thus is realized the function of the computer as a communication tool of the student.
The use of personal computer support professional training in the study of grammar allows us to optimize the training process by registering data on each student, to evaluate the level of knowledge achieved by performing a computer-learning program that allows you to monitor the results of ongoing monitoring, with the pace of work with the modular computer program [3].
Personal computer in teaching grammar also performs training-tutoring function. Compared with the teacher at the computer there are several advantages in the process of formation of grammatical skills. These benefits can be considered an unlimited amount of time to perform exercises for the automation of learned skills, complete impartiality, objectivity and lack of bias to any students.
Therefore, we can conclude that the computer optimizes the educational process, acting as a teacher and taking over its functions. Computer in learning grammar material remain the main regularities of the educational process, and increases the efficiency of formation of grammatical skills.
References:
1. Захарова И.Г. Информационные технологии в образовании учебного пособия для студентов ВУЗов. Москва. ИЦ:" Академия"2003.
2. Владимирова В.П. Интернет на уроках иностранного языка. Иностранные языки в школе.2002.
3. Карамышева А. Изучение иностранных языков с помощью компьютера. В вопросах и ответах. СПб: Издательство" Союз"2001.
© G.Yu. Khujaniyazova, O.R. Djumanazarov, Y.O. Sultonov, 2016
UDC 37.01:007
ФУНКЦИИ КОМПЬЮТЕРА И КОМПЬЮТЕРИЗОВАННОЕ ОБУЧЕНИЕ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА
Г.Ю. Хужаниязова, О.Р. Джуманазаров, Й.О. Султанов
Аннотация: Актуальность использования компьютера при изучении иностранных языков состоит в том, что и учитель, и ученик выигрывают от использования различных компьютерных обучающих программ. Организация интерактивной работы с компьютером способствует быстрому реагированию на изменение в содержании изучаемой темы или предмета, методику его изложения и подбор иллюстрирующих примеров. Компьютер при обучении иностранным языкам позволяет индивидуализировать процесс обучения и работать каждому учащемуся в присущем ему темпе.
Ключевые слова: обусловленность, информативность, корректность, технические средства обучения, адаптивность, преподаватель и репетитор.
© Г.Ю. Хужаниязова, О.Р. Джуманазаров, Й.О. Султанов, 2016
