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ФИЛОЛОГИЧЕСКИЕ НАУКИ
DIFFICULTIES OF LEARNING ENGLISH
THROUGH THE MASS MEDIA 1 2 Abdykhalykova А. , Balym S.
Email: [email protected]
1Abdykhalykova Akzhan - Candidate of pedagogical sciences, Associate Professor, DEPARTMENT OF THEORY AND PRACTICE OF FOREIGN LANGUAGES;
2Seitkhan Balym - Student, SPECIALTY: FOREIGN LANGUAGE: TWO FOREIGN LANGUAGES, L.N. GUMILYOVEURASIAN NATIONAL UNIVERSITY, NUR-SULTAN, REPUBLIC OF KAZAKHSTAN
Abstract: this article is devoted to the study of the features of the use of mass media in English classes at the level of secondary education. We studied the theoretical foundations of the media in teaching English in high school. Issues related to the use of television and social networks as media were discussed. Different methodological views on the use of newspapers, magazines and social networks in teaching English are presented. The questions of language support of mass communication processes and the work of such scientists as Amanbaeva S., Dzyubko A.A., Dobroklonsky T.G., Lysakova I.P. Keywords: english language teaching, mass media, newspaper, difficulties of leaning, TV, secondary school.
ТРУДНОСТИ ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА
ЧЕРЕЗ СРЕДСТВА МАССОВОЙ ИНФОРМАЦИИ
12 Абдыхалыкова А. , Балым С.
1 Абдыхалыкова Акжан - кандидат педогогических наук, ассоциированный профессор, кафедра теории и практики иностранных языков, 2Балым Сейтхан - студент, специальность: иностранный язык: два иностранных языка,
филологический факультет, Евразийский национальный университет им. Л.Н. Гумилева, г. Нур-Султан, Республика Казахстан
Аннотация: данная статья посвящена изучению особенностей использования средств массовой информации в английских классах на уровне среднего образования. Мы изучали теоретические основы медиа в преподавании английского языка в средней школе. Были обсуждены вопросы, связанные с использованием телевидения и социальных сетей как СМИ. Представлены разные методологические взгляды на использование газет, журналов и социальных сетей в преподавании английского языка. Вопросы языкового обеспечения процессов массовой коммуникации и работы таких ученых, как Аманбаева С., Дзюбко А.А., Доброклонский Т.Г., Лысакова И.П. Ключевые слова: преподавание английского языка, СМИ, газета, трудности опоры, телевидение, средняя школа.
UDC 372.881.111.1
Introduction. The article analyzes the methods of teaching English using the media, improving English language skills. High school students learned to use social networks to improve their language. We created a chat in Telegram, where conversations with the teacher outside of school hours were conducted only in English. With the help of newspapers and magazines, got acquainted with the biographies of heroes, famous
personalities and motivation of teachers. Sharing videos and podcasts helped improve listening. Also with the help of TedTalks studied the basics of public speaking. The media is interesting to children not only for its versatility, but also for its different content. You can choose classes for everyone. For those who want to improve reading, newspapers and magazines are suitable, for listening - podcasts, for speeches - public speeches and news portals [2].
The development of new approaches contribute to the development of a foreign language. Good knowledge of English is important for the comprehensive development of students, quality education, achieving good results in life. In this regard, there are many methods of effective teaching of modern English. Therefore, every teacher should use best practices to develop their creativity. Thus, the country's schools had new forms, methods of teaching, innovative pedagogical technologies of a new direction, contributing to the complete renewal of the content of education.
In today's world, there is often a low motivation to learn or lack of students. Children do not want to go to school, do not prepare for class; there is nothing passive and extracurricular in the class. This is the situation in rural areas. Especially the children of the village do not show interest in learning a foreign language, because they do not understand its importance [1].
Rural schools do not have the highest level of education and quality of education for children. We had an practice in a rural school and faced the following factors of low educational level:
- lack of competition in the classroom and students, a limited number of benchmarks to compare and assess their real achievements in learning activities;
- limited circle of communication of children, which prevents the development of communication skills, the development of the ability to respond quickly to the events of the new environment;
- psychological distrust of the child, the constant pressure of the teacher on the student, the expectation that the student asks him;
- the lesson, communication, etc. b. several options;
- state, relations, uniformity of forms of interaction.
According to the survey among students in grades 8 and 9 in English lessons revealed that children have low motivation to learn and are not accustomed to the use of various methods, including the media. Starting with the process of teaching middle and high school students and including in this process various methods of using the media. Thus, a variety of daily English lessons. At first, it was difficult to introduce new methods due to the fact that students are accustomed to the standard course of classes. The launch of project work in the 8th grade and volunteer work in the 9th grade was the novelty of my practice in high school. According to the results of a simple survey of 17 students in grades 8 and 9 met different difficulties and barriers in learning English. For example, the lack of competition in the classroom, in other words, a small number of students complained 29% of students. that is 5 out of 17 people. Such a number believe that the problem is in a limited circle of communication.
the lesson, communication , etc. b. several options
state, relatio uniformity forms of interactioi
distrust от tne
limited circle of communication of children
lack of competition in the classroom
child
Fig. 1. Diagram. Factors of low educational level
High efficiency of training in accordance with modern educational standards is achieved through the use of innovative technologies. In fact, this is not possible in a rural school. Unfortunately, not all schools use the technical base, some rural schools are absent. In such cases, the use of the technical base of the school depends on the method of the teacher. Our task was to compensate for the lack of material and technical means by playing and interactive and accessible technologies. In our case, it is the use of the media.At the same time not to get bored with ordinary methods like reading and writing. Diluted the content of the calendar plan with homework in the form of watching a movie or writing a post on a social network, we tried to awaken the interest of children in QC training. We managed to get around the difficulties encountered in the formation of cognitive interest in the English lesson:
1. Small number of students in the classroom
The educational process in rural schools has its own characteristics and differences. Low occupancy in the classroom allowed for an individual approach to students. We had the opportunity to study the features of development, level of knowledge, skills, traits, inclinations, interests of the student. But, despite the conditions of almost individual training, students quickly get tired, distracted from learning activities. The reason is the frequent interaction between the teacher and the student; we often turned to the student, and the student often answered. As a result of mental fatigue, rural students did not learn the training material, and had to take a lot of time to consolidate it, resulting in a backlog from the program.
2. Low living standard
On average, the level of education in urban areas is higher than in rural areas. This level is also higher in large cities, especially those with a population of more than 1 million than in small cities, but there is considerable diversity among cities of all sizes. School attendance in urban areas is higher than in rural areas and slightly higher in large cities than in small towns. Children of poor parents in urban areas are less likely to attend school than other children living in urban areas.
3. Low level of education of parents
The most significant for both boys and girls motive for assessing professions — future income, and it is somewhat more important for graduates from families with lower levels of education. Families with higher levels of education form their children are more focused on education and professions that allow them to engage in highly qualified, prestigious, sought-after work at home and abroad, allowing them to become independent and giving levers of power and management.emey with a lower level of education.
4. Low level of claims in children
Usually low level of claims have schoolchild caused by low self-esteem. The child does not set himself major goals, does not strive for success, because he is sure in advance that he will not be able to achieve the desired. Fearing inevitable defeat, he will not even try to fight for victory, lay down their arms and accept the fate that will develop by itself.
5. Distance from the regional center
Physical and geographical characteristics of the area in which the student lives also plays a role. Distance from the regional center, inaccessibility to resources and a long road to the Olympics and competitions becomes another obstacle to training. The child does not realize the importance of learning foreign languages, as not to see this need. English is one of the subjects that they are teaching without practical needs.
6. Weak material base
At school, where we practiced good technical equipment, but delays in personnel, teachers of retirement age, poor staffing have a huge impact on the level of knowledge of students. Children without motivation and interest come to school just to sit.
These 6 indicators show that children have problems not only in motivation. Rural residents mostly speak only the Kazakh language. It is difficult for middle school students to switch from one language to another. Students younger language learning is much easier. It is possible to analyze how the school where we practised the experiment is carried out MES of the RK on implementation of trilingual education. Pupils of 5 classes are trained on the special developed program of teaching of natural Sciences. In terms of indicators, they have good results. The quality of knowledge is 78.6% with 14 students in the class [4].
At the beginning of the underground practice was a test to determine the level for further work. As a result of the test, it became clear that in one class children with completely different knowledge of English are taught. In the process of division of 8th grade into groups «experimental» and «control» group were taken into account the levels of knowledge and distributed even. In the 9th grade things were different, the classes were conducted without separating the groups. Of the total number of 9 people only one test results shown the level of B1 - pre-intermediate. For a comfortable pastime in English classes, tasks on the calendar schedule were performed at the levels. At the same time, to maintain interest and competition put a time limit on the performance of this task [3].
The level of English in the 8th grade was higher for objective reasons. Primary school students learn the material easier faster. In the 6th and 8th grade in all schools of Kazakhstan introduced a new program of English language learning for better language learning and use in everyday life. Junior class especially visible without difficulty perceive the new format and achieve good success in learning.
In conclusion, these problems are relevant and we eliminated them with a personality-oriented approach to students, which in turn motivated them to acquire new knowledge. We overcame the described difficulties in the rural school, and we tried to be competent and use all modern innovative technologies, as they carry intelligence, have a high need to enrich the educational Outlook of not only rural students, but also his parents.
References / Список литературы
1. Amanbaeva S. Methods of educational work in school. Almaty, 1999.
2. Dzyubko A.A. The Use of the media in the study of English // Speech impact in the field
of mass communication. Chernivtsi, Ukraine: Science, 1990.
3. Dobroklonsky T.G. The study of media texts (research experience of modern English
media speech) Ed. 2nd, stereotypical. M.: editorial URSS, 2005.
4. Lysakova I.P. Type of newspaper and publication style: the experience of sociolinguistic
research.- SPb: Publishing house of SPb University, 1989.
