CC BY
11LINGUISTICS AND PHILOLOGY STUDIES
DISTANCE LEARNING (LITERATURE REVIEW)
Amirkhanova A.
Master student Foreign language: two foreign languages (scientific-pedagogical direction, 2-year study) University of International Business Abay avenue, 8A, Almaty, Kazakhstan
Abstract:
The relevance of this article is due to the need to improve the effectiveness of distance learning in foreign language communication, which is now widely applied in our country and abroad due to pandemic. The article deals with issues that reflect the features of selecting the content of foreign language teaching for a distance course, taking into account the specifics of the academic discipline "Foreign language", as well as the features of the organization of the educational process in a remote form.
Keywords: information and communication competencies; educational resource; distance learning course; information and educational environment; speech activity; volume of speech practice; authentic information; educational paradigm.
Distance learning using the latest information technologies provides almost unlimited opportunities for using a personal computer in various areas of human activity. In language / linguistic education, the need for intensive implementation of the remote mode of interaction between subjects of the educational process is due to both socio-economic and subject-content factors. On the one hand, as indicated by experts in this field, distance learning, responding to the needs of today, allows more people to get education. According to R. K. Potapova, distance learning "provides an opportunity to study for an unlimited number of people with a minimum of teaching strength" (2009). It is available to those who, firstly, are geographically significantly removed from the location of the University, secondly, for a number of reasons, are deprived of the opportunity to study in the traditional mode, and thirdly, are ready to simultaneously receive two or more educations.
Showing the real situation in the practice of teaching, in the context of linguistic education distance learning foreign language are in demand today in a variety of didactic purposes: to deepen the study of topic from the curriculum or outside it, to address gaps in knowledge, skills, abilities of students according to certain aspects of learning intercultural communication, for students who are not able for various reasons to attend educational institution at all or for any length of time (Bachman, 2018).
Despite the recent interest in learning foreign languages remotely, the problem of effective organization of this process remains open. There are still concerns that distance learning cannot be equal in comparison with the traditional form of education in a linguistic University, since the mediated interaction of teachers and students, as it is supposed, imposes certain restrictions in mastering foreign language communication. This skepticism about the new form of education seems to have its own reasons. One of them can be attributed with confidence to the lack of productivity of independent activity of students in remote learning of a foreign language, weak (delayed in time) its control by the teacher, the inability of momentary correction of an
irrational style of educational activity (Van Ek & Alexander, 2016).
The emphasis on the importance of independent activity of students in the methodology of distance learning, of course, is made. In particular, among the principles of such training is the consciousness, activity and independence of students under the leadership of the teacher (Aslezova, 2010). The significance of this principle, its priority position among other principles of training is that the main share of activity in the distance learning process falls on the student. Despite the Declaration, this principle has not found its full implementation in the theory and practice of distance learning in foreign language communication. In particular, the question of the specifics of independent educational and cognitive activity in remote learning of foreign language communication is not subject to consideration, the technology of forming students ' special competence designed to ensure the effectiveness of independent activity of students in remote learning of a foreign language has not been developed.
Of particular importance is the formation of this competence in relation to the remote form of organization and implementation of professional linguistic education. Under these conditions, students must independently master all the nuances of the linguistic system, the fullness of the socio-cultural picture of the world, they must have formed the skills of operating with language, nationally marked material, developed speech skills in oral and written forms of communication. In other words, a secondary language personality must be formed (Arkhipova, 2017). The solution of such a wide range of tasks, of course, requires the effectiveness of independent activity of students.
At the same time, as the diagnostic studies have shown, the majority of respondents (88%) indicated that the process of self-learning in remote mode is very laborious, and that the problems that arise when mastering foreign language communication are difficult to solve on their own.
All of the above allows us to formulate a number of contradictions that prevent the full implementation
of distance learning of foreign language students at a language University. These include the contradictions:
- between the socially demanded need for large-scale and full-scale implementation of distance learning of a foreign language and the lack of work in linguodi-dactic theory and practice related to the consideration of the specifics of the organization of independent educational activities of students in these conditions;
- between the need to form a special competence among students of a language University aimed at the effectiveness of their independent educational activities and, on the one hand, the weak development of the theory of educational competence, on the other, the complete lack of technologies for its formation among students;
- between the existing wide sector of computer educational materials (programs) designed to teach foreign language communication remotely, and the lack of such means of distance learning of a foreign language that would be focused on improving the independent work of students with these programs.
The search for ways to resolve these contradictions formed the problem of the dissertation research and determined the choice of its topic "Formation of educational competence in the conditions of distance learning of students in foreign language communication".
The specificity of the academic discipline "Foreign language" is primarily due to the fact that the leading component of the content of foreign language teaching is not the basics of science, but the methods of activity - teaching various types of speech activity: speaking, listening, reading and writing. Academician Shcherba L. V. points out that the specificity of the subject consists in mastering speech, communication, and the formation of speech-thinking activity (2003).
The purpose of teaching a foreign language is to develop communication skills (communicative competence), and not to study a certain range of ideas and concepts. The exception is linguistic concepts and knowledge about the language system that are necessary for the functioning of language as a means of communication. Thus, a foreign language acts both as a goal and as a means of learning.
A significant difference between the discipline "Foreign language" and the discipline "Native language" is the density of communication, i.e. the volume of speech practice. Areas of communication in the native language are extensive (in the family, with friends, acquaintances, etc.), and communication in a foreign language is usually limited to the scope of practical seminars at the University, i.e. the number of hours per week. For more effective teaching of foreign languages and development of speech skills, it is necessary to increase the volume of speech practice, which is unlikely in traditional face-to-face training. However, using the capabilities of Internet services, attracting native speakers and organizing communication with them, the problem of increasing the density of communication in a foreign language in the educational process can be solved in the modern information and educational environment (Abraham, 2016).
The main features of distance learning are network (remote) interaction of all participants in the educational process, a relatively large amount of independent work carried out in the "Just-in-time" mode, special selection and structuring of educational material, interactivity, modern pedagogical technologies, etc.
Working with information based on reading texts and watching videos in a foreign language allows you to use Internet resources that contain authentic and up-to-date information, such as the latest events in the world (sports, cultural, political, etc.), texts of native speakers (speeches of political figures at conferences, seminars, messages from leading TV shows), films, videos, electronic materials, libraries, etc. This significantly expands the content of a traditional textbook or distance learning course. And getting up-to-date information helps to increase motivation to learn a foreign language. The potential number of individual educational trajectories in this case is significantly greater than in traditional education (Kalinin, 2015).
It is possible to increase the volume of speech communication or the density of communication in a foreign language both orally and in writing by means of Internet technologies, web 2.0 (blog, forum, chat, Skype, etc.), multimedia means within the integration of full-time and distance learning; within the unified information and educational environment of General and additional education, as well as in specialized training (elective course, network model of distance learning). The density of communication in the future may increase even more as a result of the use of augmented reality technologies (a computer device in the form of glasses that reproduce the external world along with information about its objects).
One of the requirements for the content of a modern foreign language textbook is the availability of tasks related to project activities. On the one hand, such tasks contribute to the development of creative, research activities, on the other hand, the formation of information and communication competence of students, since in the course of project research, as a rule, educational resources of the Internet are involved, which, in turn, require the ability to work with information (Bachman, 2018).
When selecting educational material for a distance course, it is important to take into account those pedagogical technologies that contribute to more effective assimilation of the course content: discussions, role-playing games, project activities, etc. Communication in the modern information world is using the digital devices of different types (mobile phones, smartphones, iPhones, tablets, etc.). To increase the density of speech practice in a foreign language is through mobile learning, developing now in the form of the concept of BYOD - bring your own device and technology "Just in time".
Currently, the distance learning system is being intensively developed and improved. The number of educational institutions that use distance learning technologies in the educational process and organize distance learning is increasing every year, and so-called international consortia for distance learning are being formed (Kalinin, 2015). The scope of application of distance
learning in foreign languages in educational institutions is expanding due to specialized training (elective courses), integration of formal and non-formal education, professional development of teachers, etc.
Thus, it should be noted that distance learning contributes to the implementation of modern educational paradigms: personal-oriented learning, individualiza-tion and differentiation of educational activities, self-education and self-development of students. Distance learning is also a motivating factor in learning foreign languages, contributes to the achievement of personal, meta-subject, subject-based learning outcomes and, ultimately, to the achievement of the goal of teaching foreign languages: the formation of foreign language communicative competence (Wenden, 2017).
The introduction of information and communication technologies in teaching foreign languages reveals a pedagogical problem. Pedagogical science is faced with the task of methodological development of existing modern teaching tools, research of new technical tools that are promising in teaching a foreign language.
Distance learning is a specially designed online learning system. The selection and structuring of the content of foreign language teaching in a distance course depends on the purpose of training, the choice of a distance learning model, software capabilities, the competence of teachers and the readiness of all participants in the educational process to network interaction.
References
1. Abraham, R. G. (2016) Strategies of Two Language Learners Text.: a Case Study // Learner Strategies in Language Learning: A. Wenden et J.Rubin (dir). -Englewood Cliffs, Prentice-Hall. -P. 189 224.
2. Apanovich, E. V. (2003) Methods of forming the educational ability to independently activate the language material (the initial stage of a language University) Text: dis. candidate of pedagogical Sciences: 13.00.02. / E. V. Apanovich. Irkutsk, -189 p.
3. Ariyan, M. A. (2004) Methods of teaching foreign languages Text: General course / M. A. Ariyan, O. G. Oberemko, A. N. Shamov. N. Novgorod: NGLU, 2004. -190 p.
4. Arkhipova, E. V. (2017) Intensive course of distance learning of the Russian language (cultural and speech aspect) Electronic resource. / E. V. Arkhipova.
-Internet. Society. Personality. Retrieved from http://iol.spb.osi.ru
5. Aslezova, L. V. (2010) Theoretical bases of the organization of control of results of educational activity of students in the course of module-distance learning Text: dis. candidate of pedagogical Sciences: 13.00.01 / Ulan-Ude, - 210 p.
6. Bachman, L. F. (2018) Fundamental considerations in language testing Text. / L. F. Bachman. Oxford: Oxford University Press. - 408 p.
7. European Language portfolio: proposals for development (2018) Strasbourg: Council of Europe.
8. Kameneva N.A., Zenina L.V. (2013) Distance learning for developing knowledge and skills in English language teaching // Ekonomika, statistika i in-formatika. Vestnik UMO. No5. S. 3-6. Retrieved from http ://umo .mesi.ru/magazine/gallery/6973/
9. Kalinin D.A. (2015) Trudnosti, ispytyvae-mye prepodavatelyami v usloviyakh distantsionnogo obucheniya // Internet-zhumal «Naukovedenie», 7 (3), [Elektronnyy resurs]-M.: Retrieved from http://nau-kovedenie.ru/PDF/30PVN315.pdf
10. Potapova, R. K. (2009) New information technologies and linguistics Text: textbook. manual / R. K. Potapova. M.: MGLU, - 576.
11. Solovov, A.V. (2000) Myths and realities of distance learning Text. / A.V. Solovov // Higher education in Russia. - No. 3. - 117-123.
12. Shcherba L.V. (2003) Prepodavanie yazy-kov v shkole. Obshchie voprosy metodiki: uchebnoe posobie dlya stud. filol. fak. - 3-e izd., ispr. i dop. / L.V. Shcherba. - SPb: SPbGU; M.: Izdat. tsentr «Akad-emiya», - 160 s. -5100 ekz. - ISBN 5-8465-0044-7, 57695-1153-2.
13. Van Ek, J.A. & Alexander, L.G. (2016) Threshold Level English Text / J. A. Van Ek. Oxford: Pergamon. - 315 p.
14. Wenden, A. L. (2017) Learner development in language learning Text / A.L. Wenden // Appl. linguistics. Oxford. - Vol. 23. - № 1. - P. 32-55.
15. Zenina L.V., Kameneva N.A. (2013) Obuchenie studentov delovoy perepiske na angliyskom yazyke // Otkrytoe obrazovanie, No6. S. 76-79. Retrieved from http://elibrary.ru/item.asp?id=20889492
