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26EFFECTIVENESS OF USING COMPUTER TECHNOLOGIES IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE AT THE SENIOR STAGE OF SECONDARY SCHOOL
Kulmagambetova S.,
candidate of pedagogical sciences, ass. prof., Makhambet Utemisov West Kazakhstan university Uralsk, Republic of Kazakhstan Kitym G. master student of Makhambet Utemisov West Kazakhstan university Uralsk, Republic of Kazakhstan
ABSTRACT
The article is devoted to the features of using computer technology in foreign language lessons at the senior stage of secondary school. Thanks to constant contacts between different countries, a large information base in society, the professional need to establish contacts with foreigners, learning a foreign language in general education institutions has become an integral part of universal education. Today, teaching a foreign language is "an organized process during which, as a result of the interaction of a student and a student, a certain experience is reproduced and assimilated in accordance with the set goal," and in the conditions of the new information society, this process is constantly being modernized.
Keywords: computer; standard; technology; education; informatization; internet; modernization; training; communication; program.
One of the most effective ways to improve the process learning foreign languages is the use of computer and Internet technologies in the education system.
In the context of the intensive development of the education sector, commercial educational organizations are being created focused on teaching senior classes, their professional training, expanding and mastering new competencies. In connection with the process of globalization, the study of foreign languages is becoming especially relevant.
To achieve the goals of teaching a foreign language in the framework of modern education, computer technologies of various forms and types are widely used. The use of information technologies in the educational process significantly increases the efficiency of students' assimilation of the material. In senior classes, the use of information technology allows students to reveal the possibilities of creating serious research, project work with multimedia presentations, etc.
Research methods in the field of application of computer technologies, in particular in the field of education, should include such methods as: generalization of experience, analysis, observation, testing.
Computer technologies create favorable opportunities in English lessons for the organization of independent work of students. They can use computer technology both to study individual topics and to self-monitor the knowledge gained. Moreover, the computer is the most patient teacher, able to repeat any tasks as much as necessary, achieving the correct answer and, ultimately, automating the skill being worked out.
The effectiveness of the use of computer technologies is largely determined by the teachers taking into account the didactic features inherent in them. These include:
- high information saturation of these funds;
- the ability to overcome and subjectively change the actual temporal and spatial relationships;
- the possibility of deep insight into the essence of the phenomena and processes that are being studied;
- demonstration of objects and phenomena considered in their development, dynamics;
- a variety of visual techniques,
- emotional saturation.
In connection with the increased status of a foreign language in the education system, new methods and forms of teaching this subject are currently being created and traditional approaches are being improved. Moreover, the increased number of classes and schools with in-depth study of a foreign (or several foreign) languages also indicate a new status of intercultural communication [3, p. 4-5].
Currently, the question of the use of new computer technologies at the senior stage of secondary school is increasingly being raised. These are not only new technical means such as the global Internet, but also new forms and methods of teaching, new approaches to the learning process.
The choice of educational technologies to achieve the goals and solve the tasks set by the state mandatory standard of education of the Republic of Kazakhstan is due to the need for students to form a set of intercultural competencies necessary for interpersonal interaction in the context of intercultural communication, as well as to ensure the required quality of education at all its stages. With the introduction of the state mandatory standard of education in the Republic of Kazakhstan, the structure and essence of the results of educational activities, the content of educational programs and technologies for their implementation, methodology, content and procedures for evaluating the results of the development of educational programs are changing.
As part of the implementation of the state mandatory standard of education of the Republic of Kazakhstan, the process of teaching a foreign language is aimed at developing the necessary communicative and personal learning skills that contribute to the development of communicative and socio-cultural competence.
And in the context of recent changes in the state standard, as Yu.M.Orekhova notes, students also develop ICT competence, i.e. gain skills and abilities to use computer technology for educational purposes [6, p.292].
Relatively recently, the use of computer technologies in teaching a foreign language was considered by teachers only as an additional audiovisual means, i.e. a means of visualization. However, over the past few years, computer technologies have come to be regarded not just as one of the useful resources for education, but as an interactive teaching tool or even as a "means of forming adequate intercultural communication" [2, p. 38].
Due to the fact that computer technologies in the educational process are a fairly new means of teaching, the terminological apparatus of the methodology for teaching a foreign language, which includes the resources of computer technologies, has not yet been established. In this area, the concepts of audiovisual means, video casts, and training network modules are mixed. However, the most popular term, which is also used in this work, is the term "computer technology".
Computer technology should be understood as "a set of forms, methods, methods, techniques of teaching a foreign language using computer resources" [3, p. 101].
Many researchers of the issue of modernization of education believe that innovations in the form of integration of computer technologies into a foreign language lesson lead to the modification and improvement of methods of teaching a foreign language in general. For example, N.F. Mikheeva argues that modern society imposes new requirements on the education system; therefore, teaching a foreign language at the senior level of a comprehensive school must be adapted to these requirements [5, p. 16].
Yu.M. Orekhova points out that a modern foreign language lesson is actively mastering new information technologies, not excluding, however, the traditional principles of education against the background of a general revision of the content of educational and methodological support of the lesson [6, p. 292]. Moreover, new educational standards often cannot be fully ensured due to imperfect resources and school tools.
The introduction of computer technologies into the educational process is called the informatization of the educational process. The informatization of the educational process is "the process of actively receiving and processing information for the purpose of its further practical application, i.e. it is not "learning for the sake of gaining knowledge", but "learning to acquire knowledge and their further application in real life".
The informatization of the educational process also affects the functions of the teacher. The modern foreign language teacher is becoming more of a consultant, whose main functions are creating a creative atmosphere and a controlling function. Today, more time is devoted to independent or group work of students, where they can realize their creative potential and increase motivation to learn a foreign language [8, p. 3637].
O.V. Garbuz writes: "In English lessons with the help of a computer, it is possible to solve a number of didactic tasks: to form reading skills and abilities using the materials of the mass network; to improve the writing skills of schoolchildren; to replenish the lexicographic stock of students; to create a strong motivation for students to learn English." [12, p. 116]
From the point of view of most researchers, the integration of computer technology into the educational process has many advantages. Thus, a computer is both a learning environment (take, for example, interactive tasks on educational sites) and a source of educational materials [7, p. 112].
The main advantages of using computer technologies in the process of learning English are as follows:
- the combination of image, sound and text helps to assimilate the material faster, it is easier to perform the same task several times until it succeeds;
- each student learns at his own level and at his own pace;
- students feel free to choose solutions and roles, do not hesitate to be different than in life, overcome their fears;
- learning with the help of computer technologies is an alternative to memorization, allows you to include the studied material more widely in a variety of neural connections, to activate intellectual processes.
The role of computer technology in teaching a foreign language cannot be overestimated. Using a computer in a foreign language lesson allows you to make the lesson more interesting, richer and more exciting, reflect the conditions of real life and real live communication, and choose an individual approach to each student. On the other hand, the insufficient electronic competence of students and teachers, as well as the weak computerization of Kazakh schools, leads to a rare use of computer technologies in practice, despite their rich educational potential.
The use of computer technology allows both teachers and students to receive additional materials and knowledge in accordance with the individual level of learning English. Moreover, the use of computer technology in English classes, like the use of a computer, allows you to create real life situations. As noted by E.S. Polat, computer technology has great potential for using authentic texts in the process of learning English. Students can listen to foreign language speech; observe the diction and facial expressions of speakers in English [5, p. 166].
While other teaching methods and technologies are aimed at developing one or two skills, computer technologies allow teaching in a variety of forms: writing, reading, speaking, and listening. So, the skill of writing in a foreign language is formed through correspondence by e-mail or in blogs, the skill of reading -by reading authentic texts and messages, listening skill - by listening to audio materials, the interlocutor's speech, speaking skill - through communication programs.
Computer technologies are optimal for integration into a foreign language lesson precisely at the senior stage of a general education school, which is due to the
age-related physiological and psychological characteristics of a given school age.
The selectivity of schoolchildren can be directed in the right direction through interesting foreign language classes for them. The problem of overly rapid fatigue is solved by a variety of forms and types of Internet activities. The isolation of the student can be overcome in the process of electronic communication in a foreign language. The weakness of self-control is replaced by a rather strong mutual control in pair and group Internet lessons.
It should be noted that motivation is also one of the main problems faced by an English teacher when working with children in a comprehensive school. When trying to find out the reasons for the reluctance to study, you can hear, contrary to expectation, that the student realizes the importance of knowing English and verbally demonstrates a willingness to "to storm the fortress".[13]
Computer technologies used in the process of teaching a foreign language make it possible to solve a number of didactic problems, among which E.V. Guda-kova highlights:
• formation of reading skills and abilities;
• replenishment of the vocabulary of students;
• increasing the general motivation for learning a foreign language [2, p. 90].
F.V. Ivenin points out three main advantages of using computer technology in the process of teaching a foreign language:
• availability of authentic language materials from original or adapted sources;
• reproduction of the natural language environment, communication with native speakers;
• recreation of the linguistic context based on reality [4, p. 38].
Yu.M. Orekhova speaks of additional benefits:
• about the possibility of changing the structure of the presentation of educational material;
• learning remotely and at home;
• about a more intense and exciting educational process, increased motivation;
• on the alternative of computer technologies to printed books and educational and methodological complexes;
• about the social adaptation of schoolchildren [6, p. 292].
The teacher, in turn, can ensure the independent creative activity of schoolchildren, implement an individual approach to each student, improve their skills and abilities, i.e. make the learning process more flexible and, therefore, effective [6, p. 293-294].
However, the use of computer technology in the process of teaching a foreign language also faces a number of problems. Among the disadvantages of computer technology are:
• lack of communication of students with the teacher and with each other;
• insufficiently formed skills of independent work;
• lack of self-organization of students;
• frequent lack of control of knowledge by the teacher;
• technical difficulties [4, p. 37].
Among the disadvantages of using computer technologies, E.V. Voivode notes the impossibility of repeating audio or video material listened to / watched in real time. In addition, the preparatory activity of the teacher is greatly complicated: he must select, systematize and process the material in advance to ensure its compliance with the language level of students [3, p. 111].
The introduction of computer technologies in Kazakhstan's education lags far behind other countries. For example, in South Korea, a special school computerization program was introduced back in 2000, and in the United States - in 2007 [7, p.16]. In Kazakhstan, there are still side problems associated with the computerization of schools, which also negatively affects the integration of computer technologies into foreign language teaching at the senior level of secondary school.
As noted above, computer technologies are quite diverse in their form and appearance. Among the simplest ways to use computer technology for educational purposes is to use it as additional materials for the teacher. Moreover, as noted by I.Yu. Schemelev, additional materials are available not only in the form of teaching materials from the official sites of publishing houses, but also within the framework of separate sites for teachers with ready-made methodological developments [8, p. 61].
The method of using computers in teaching foreign languages turned out to be a promising direction [11, p.35-38]. In addition to texts and exercises, computer technologies contain various audio tasks, selected depending on educational goals and the level of language proficiency.
F.V. Ivenin notes the possibility of using e-mail, teleconferences, videoconferences, forums, home pages, search engines, chats [2, p. 38].
Foreign researcher R. O'Dowd also notes the possibility of using online telephony, training platforms and online encyclopedias [3, p. 17-18].
In addition to the above, there are research tools (such as search engines, text corpus of the language), computer programs for making presentations (for example, Power Point), tools for accessing the Internet (IWB interactive whiteboard, tablet computers and net-books, iPods and music players), training platforms VLE [4].
There are some discussions that take place in the sphere of this imortant issue. Let's consider some of them.
The first one touche upon the process of teaching computer technologies and going back to the tools used already.(Chachanidze G. Santaria V. , 2004).
The main idea of this discussion is that teacher are to select tasks and issues of the special kind and students then should need to combine some information and technoligies together. The goal is to know different issues and questions in this sphere.
The technology becomes rather integral in most spheres of pedagogy. It is clearly defined now that
some tools are used in a natural and very appropriate way.. (Chachanidze G. Santaria V. , 2004).
We also prefer to point out some other discussion that has made a great impact in this sphere. Such technologies at the lesson are to be obtained in a proper time, idrit is necessaryy to solve some problems with direct connection as well. This also involves people who have direct connection with the current educational activities.(Chachanidze G. Santaria V. , 2004).
Discussion on this issue is included in the study of communication technologies that are no separetly considered from their context.
The survey conducted among students showed us the following results: 99% of respondents agreed that
The survey is conducted among some students showed some results 99% of respondents agreed that it is very important to learn these skills.
80% of respondents agreed with the idea that kids must need to be taught in some other way.
So far, in Georgia are widely introduced modern teaching methods and technologies. In this area great importance is given to teacher's activity and knowledge of information and communication technologies, which is the basis for the further development of e-literacy.
Considering the wide variety of forms of work on the Internet in the framework of teaching a foreign language, some researchers propose a classification of Internet resources. From the point of view of P.V. Sysoev, among all Internet resources, two main types should be distinguished:
• forms of telecommunications;
• information resources [9, p. 101].
Forms of telecommunications include email, chat rooms, forums, messaging programs, video conferencing, web conferencing, and the like. Moreover, initially these forms of Internet resources were created as a way of communication between people at a distance, but today they are actively used as educational computer technologies. Information resources are various texts, audio and video materials on different topics. In the framework of teaching a foreign language, educational computer technologies are most often used, which are created exclusively for educational purposes.
According to the aspect of communication, computer technology can be divided into two types:
• means of synchronous communication (chats, forums, video and audio conferencing);
• means of asynchronous communication (forums, e-mail, sites, blogs, social networks) [10, p. 31].
It is best to use asynchronous communication as educational resources, as it gives you time to think about phrases in a foreign language.
Thus, the use of advanced computer technologies in teaching English in secondary school is effective and necessary because it:
S contributes to the improvement of the information culture of students;
S creates comfortable conditions for the learning process;
S expands their linguistic and socio-cultural competencies of students;
S changes the motives of learning English in a positive way.
Based on the foregoing, we can conclude that the widespread use of computer technologies in teaching a foreign language is explained by a number of advantages that modern computer technologies' have, namely, the ability to quickly and easily assimilate material, search for additional materials, in particular, authentic texts, real life situations, the development of various forms of foreign language competence, an increase in general motivation for learning a foreign language, the presence of a hypertext approach, an individual approach to each student.
Within the framework of computer technologies, ready-made methodological developments, audio and video resources, e-mail, television and video conferences, forums, chats, search engines, home pages, television and radio, the state language corpus, online encyclopedias and dictionaries, and training programs are used. In other words, the educational potential of computer technology is practically limitless.
The use of computer educational programs in English lessons increases the effectiveness of solving communicative tasks, develops different types of speech activity of students, and forms a stable motivation of foreign language activity of students in the senior classes. The combination of information technology with the project method allows students to practically apply their knowledge, skills and abilities, therefore it is one of the forms of organization of research and cognitive activity, in which cooperative collective activity is successfully implemented, allowing increasing the motivation of learning a foreign language.
References
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TECNOLOGY OF PROBLEM-BASED LEARNING AS A WAY OF DEVELOPING EDUCATIONAL AND COGNITIVE ACTIVITIES IN ENGLISH LESSONS
Kismetova G.,
Candidate of Pedagogical Sciences, associate professor of WKU named after M. Utemisov
Mashzhanova A. Master student of WKU named after M. Utemisov
ABSTRACT
The article discusses the issue of the implementation of conversational skills and a problematic approach in teaching foreign languages. The definition of problem learning of a foreign language as a specially organized type of educational and cognitive activity aimed at finding solutions to the system of communicative, cognitive, problematic tasks and problem situations, as a result of which the skills and abilities of foreign language communication, mastering the experience of creative activity, as well as the formation of culture thinking and cognitive interests of students by means of a foreign language is given in the article.
Keywords: learning, learning activity, learning task, practical task, critical thinking, creative thinking, problem-oriented learning.
Problem-based learning is seen as a student-centered learning technology in which students gain knowledge and experience in solving problem-solving problems. This type of learning does not focus on a problem that has only one solution, it allows you to develop the cognitive activity of students, their mental activity. Thanks to problem-based learning in students. The skills they need for their future lives are being learned. It increases their critical analysis of the situation, promotes constant learning in a team environment.
An important component of problem-based learning in a foreign language lesson is a problem task. A problem task is a task that "orients students to solve any problem related to the content of the text or conditioned by a speech action that needs to be performed or to which it is necessary to respond."
A property of a problem task is the ability to generate interest in accepting and solving problems. If the problem problem attracts the attention of students, causes interest, then the problem is accepted, the student is interested in it and is ready to solve it.
Problem tasks are one of the most complex learning technologies in the system of exercises and tasks in English lessons. The purpose of these tasks in the context of foreign language education is the development of foreign language communicative competence. The main characteristics of problem tasks are:
• absence of repeated repetition of content and language tools;
• maximum approximation of the situation and actions to reality;
• the focus of the learner, the actor, on the effective solution of the problem;
• lack of a concrete single solution;
• active search in the solution of the problem;
• developing the critical, logical, and divergent thinking techniques necessary to effectively address the problem;
• synthesis of all speech actions (listening, speaking, reading and writing) to solve the problem;
• full independence of students;
• pupil - subject of educational, communicative, project and other activities in a foreign language;
• intensification of all universal actions identified for the purpose of foreign language education.
One of the main advantages of problem tasks is that all students are involved in the work to one degree or another. Everyone manifests himself as a creative and active person. Undoubtedly, strong students, as well as individuals with a high level of contact, show higher activity than closed and weak ones. However, problem tasks are able to interest students with a weak level of language development to the necessary extent. Since the student acts as a subject of activity, he himself chooses information, uses his sources, presents his unique product. Problem tasks are distinguished by the fact that that do not impose any particular solution, they are always diverse and attractive to the high school student.
