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Педагогика
УДК 372.881.111.1 + 811.11-112
кандидат педагогических наук, доцент Дмитриева Елена Викторовна
Казанский государственный энергетический университет (г. Казань); кандидат филологических наук, доцент Садыкова Гузель Зуфаровна
Негосударственное образовательное учреждение высшего образования «Университет управления «ТИСБИ» (г. Казань)
ЭФФЕКТИВНОСТЬ ИНТЕРАКТИВНОЙ ТЕХНОЛОГИИ: НОВЫЕ МЕТОДЫ ОБУЧЕНИЯ
ИНОСТРАННОМУ ЯЗЫКУ НА ОСНОВЕ ОБРАЗОВАТЕЛЬНЫХ ИНТЕРНЕТ-РЕСУРСОВ И
СОЦИАЛЬНЫХ СЕРВИСОВ WEB 2.0.
Аннотация. Широкое использование мультимедийных технологий и Интернета оказало влияние на систему образования, что привело к значительным изменениям в содержании и методах преподавания иностранных языков. В статье доказано, что использование ИКТ в учебном процессе имеет ряд преимуществ: создаются дополнительные возможности для развития творческих способностей, внедряется интерес к научной деятельности. В представленной статье изучается использование ИКТ для оптимизации учебного процесса обучения иностранному языку. В статье рассматривается использование технологий Web 2.0 в преподавании иностранных языков, которое становится неотъемлемой частью в преподавании иностранного языка.
Ключевые слова: образовательные технологии, учебный процесс, коммуникативные навыки, дидактическая ценность, образовательный процесс, образовательные блоги, интерактивные модели.
Annotation. The widespread use of multimedia technologies and the Internet has had an impact on the education system, causing significant changes in the content and methods of teaching foreign languages. It is proved that the use of ICT in the educational process has the number of advantages: additional opportunities are created for the development of creative skills, interest in the scientific activity is being inculcated. The presented article studies the use of ICT to optimize the learning process for teaching the foreign language. The article considers the use of Web 2.0 technologies in the foreign language teaching which becomes an integral part of foreign language classes.
Keywords: educational technologies, learning process, communicative skills, didactic value, educational process, educational blogs, interactive models.
I. INTRODUCTION.
At the present time, in the framework of changing the education system, the introduction of information and computer technologies in the educational process is being actively implemented. The use of Web 2.0 services, and microblogging, in particular, in the process of foreign languages teaching, is an indispensable resource for the formation of communicative skills. At the moment there are several works devoted to teaching foreign languages through microblogging.
No less popular way of using computer technology is the creation of multimedia PowerPoint presentations. The use of computer presentations in the studying process allows the implementation of the new lexical, regional material in the fascinating form, the visualization principle is implemented, which contributes to a lasting assimilation information. Independent creative learners' work in the creation of computer presentations is the best way to expand the active vocabulary [1, 10].
The use of multimedia presentations is effective for visual support of speech learning. The advantages of multimedia presentations include the following: a combination of text, audio and video; the possibility of using an interactive, a multimedia board that allows more clearly to semantic the new lexical, grammatical and phonetic material, as well as provide support for learning all types of speech activity; the ability to use individual slides as a handout (supports, tables, diagrams, graphs, charts); activating the learners' attention; ensuring the effectiveness of perception and memorization of the new educational material; control over assimilation and systematization of the new and studied material; saving study time; formation of computer multimedia competence [1, 5, 9]. Using PowerPoint presentations in the learning process makes it easy to practice the various types of language and speech exercises: imitative, substitution, transformation, reproductive [1, 3].
Practically anyone who possesses the basic skills of working on the Internet has the opportunity to find or independently create a curriculum with educational materials that would be in full compliance with the written goals and objectives of the study [16, 15]. There are specially designed educational electronic plots prepaid for educators, who would like to create an open campus for learners. One of the first and most popular patch tops of this type is Moodle [20].
According to the explanation Moodle is a "software product that allows creating courses and websites based on the Internet". The main advantage of Moodle is that all the data that is used to create the course is stored on the university server, which makes it easy to move, download, edit and delete them, with any change automatically becoming visible to the course participants. [3, 8]. The use of Moodle makes it possible to solve the problem of integrating various forms of learning activity into a single space where the educator could monitor the learners' performance of various activities, evaluate the work, and, most importantly, individual learners, whole groups and the educator could work together [19, 22]. The system supports the exchange of files of any format - both between the educator and the learner and between the learners themselves. The system is equipped with a message evaluation function - both by educators and learners. Chat allows you to organize the training discussion in real time. Services "Messaging", "Commentary" are designed for individual communication of the educator and learner, which may include work reviewing, discussing individual educational problems [3]. Thus, the use of the Moodle system helps to increase the time and intensity of communication during the learning process.
II. OBJECTIVE.
One of the requirements for the implementation of any basic educational programs for the bachelor and master's program on the basis of FGOS, as indicated in paragraph 7.3. is the wide use in the educational process the active and interactive forms of conducting classes in conjunction with out-of-class work with the goal of forming and developing the professional skills. The proportion of sessions conducted in interactive forms is determined by the main goal of the educational programs, the peculiarity of the contingent and the content of specific disciplines. In general, they should constitute at least 20% of classroom hours in most areas of university training. At the present stage of teaching foreign languages, with the wide dissemination and use of new Internet technologies, there is a need to develop new methods of the foreign language teaching on the basis of educational Internet resources and social services Web 2.0.
III. CASE-STUDY: Technologies Web 2.0. in teaching a foreign language.
The modern development of the Internet is characterized by the emergence and wide dissemination of social services known as Web 2.0 (blogs, wikis, podcasts, YouTube, microblogging and others) which is the platform that allows the wide range of Internet users to be not only recipients of information but, most importantly, its creators and co-authors. These type technologies are aimed at the communicative interaction between people who are at a distance from each other, later they were used for educational purposes, namely, in teaching a foreign language. The most common computer technologies that are used in teaching a foreign language: Internet sites; Skype; Blogs.
3.1. Internet sites
It helps solve the number of didactic tasks:
- internet sites contribute to the formation of reading skills, using the materials of the global Internet;
- vocabulary formation;
- increase in the motivation to study a foreign language;
- widening the horizons, which is the realization of socio-cultural competence.
Successful organization of socio-cultural work implies the consideration of these factors. At the same time, the independent work is understood as the student himself is responsible, driven by his inner cognitive motives; which is carried out at the most convenient time for the student. An example: BBC Learning English (http://www.bbc.co.uk/worldservice/learningenglish). The site is equipped various teaching and methodological materials, which allows the student to verify his knowledge. The site offers a section "Words in the News", containing the latest world news in the form of short reports. Students are given the opportunity not only to read but also to listen to the reportage and work out the vocabulary on the topic.
Sections like "ReadMore", "Related Stories" and "Related Internet Links" contain additional information that can act as the means of expanding the outlook. Thanks to the availability of the "Latest Reporter" section, students have the opportunity to select reports on various topics. "Video Stories" is a special value, as students have the opportunity not only to hear but also to view the story. The announcer reports the subject of the video and reads out the list of active vocabulary. At the same time, students are given the opportunity to read the definition of each lexical unit. Then the announcer reads the report on the background of the video sequence, after which the student listens to the reportage again and sees the active vocabulary on the screen as it appears in the text. It should be noted the section, which is very popular among students is "The Video course on English idioms". A video course is entitled to introduce with the most frequently used idiomatic expressions, which the professional British actor tells about. This video course consists of 32 lessons. Thus, when using the considered site, all the basic didactic principles of learning are realized: accessibility, individualization, feasibility, visibility, consciousness and activity. The use of such sites contributes to the formation of the following professional competencies among students [10, 12]:
- own a system of linguistic knowledge, including the basic phonetic knowledge, lexical, grammatical, wordformation phenomena and functioning patterns of the foreign language being studied, its functional varieties (PK-1);
- the idea of the ethical and moral norms of behaviour adopted in a monoculture society: the social situation models, the typical interaction scenarios (PC-2);
- master the basic discursive ways of implementing the communicative purposes of the utterance in relation to the peculiarities of the current communicative context (time, place, goals and conditions of interaction) (PP-3);
- master the main ways of expressing the semantic, communicative and structural continuity between parts of the utterance - the compositional elements of the text (introduction, the main part, the conclusion), sentences (PK-4);
- own the main features of the official, neutral and informal communication registers (PC-6);
- be able to use etiquette formulas in oral and written communication (greeting, farewell, congratulation, apology, request) (PK-8).
3.2. E-mail.
On the composition of the elements and the principle of operation E-mail practically repeats the system of traditional (paper) mail, borrowing as terms (mail, letter, envelope, enclosure, box, delivery, etc.), and characteristic features as simplicity, message delay transmission, sufficient reliability and at the same time the lack of delivery guarantee.
In the educational process, the use of e-mail is very common. The advantages of using e-mail for educational purposes include the following:
- exchange of letters by e-mail is familiar to students, thereby creating a natural environment for applying ESL in a real-life situation;
- an additional opportunity to apply the received linguistic knowledge in real communication situations in a written speech with the subsequent discussion of the work done in the lesson;
- this type of work is especially conducive to the development of written speech, resulting in statements gradually becoming more voluminous and meaningful; this work contributes to the mastery of intercultural competence [7, 13].
International letters exchange can be carried out with an audience and at any level of language proficiency. In addition to the purposeful use of the studied language, the establishment of friendly contacts and the culture study in this way, electronic correspondence has advantages over paper: it is faster and more convenient. However, according to many students, writing an email is a time-consuming process that takes a long time, and is not the most convenient way of exchanging messages.
3.3. Wiki.
The website whose structure and content users can change by themselves using the tools provided by the site. Formatting text and inserting various objects into the text is done using the wiki markup. Based on this technology Wikipedia and other projects of the Wikimedia Foundation have been built.
The name of the wiki service was borrowed from the Hawaiian language ("wiki-wiki"), which means "fast", therefore this service is characterized by fast access to information. Through the Internet, an unlimited number of people who are at a distance from each other can participate in the creation, addition, correction and content removal, and also can return to the original version wiki pages. As a result of multiple editing, a fairly correct and relatively complete information material is formed. Many wiki pages have a hypertext structure that allows the reader to navigate easily from the page to the Internet page in search of additional information [5, 6].
The appearance of the first wiki service is connected with the programmer Ward Cunningham. In 1995, he created the first-ever wiki-network for internal use as a kind of database. In 2000, with the advent of the first network encyclopaedia "Wikipedia" (Wikipedia, www.wikipedia.org) in which anyone can become an author, the social service of the wiki has gained worldwide fame. It should be noted that currently, Wikipedia is the most popular wiki server around the world. Wikipedia has its own security service, with the approval of which, users can make changes and additions to the articles of the network encyclopaedia. Text, as well as photo and video materials, become available to a wide range of users not immediately, but after some time after the system, administrators approve the content of the posted material. That is why the information published in Wikipedia is characterized by a fairly high degree of reliability.
In the process of the foreign language teaching, Wikipedia is used as an effective information resource, with the aim of increasing knowledge of the culturological nature and developing reading skills. Other wikis are used to develop writing skills, which were created specifically for educational purposes. Such servers allow you to limit the access of individuals to a particular wiki page. The most known wiki servers of this type are PBworks (www.pbworks.com), MediaWiki (www.mediawiki.com), Wiki host (www.wikihost.org). The use of these servers for educational purposes is free of charge. Wiki-technology has a number of distinctive didactic properties, which include the following:
- publicity (the wiki document is available to all project participants who are at an unlimited distance from each other);
- non-linearity (changes and additions are not placed in chronological order one under the other (as in a blog or on a web forum), and each project participant can make changes to a previously saved version of the document);
- the ability to access the history of the document (all versions of the document and all changes are recorded on the server, if necessary, each project participant can return to the earlier version of the document, and also track who is involved in the project and when the document was changed);
- multimedia (the ability to use different types of materials for the creation of a wiki document: text, graphics, photo, video, audio);
- hypertext structure (the possibility of creating internal and external hyperlinks.
3.4. Skype.
In the process of the foreign language teaching, the use of Skype is widespread. Online communication promotes the communicative competence development, increasing the vocabulary, as well as increases the students' motivation for the phraseology of the studied language. Skype is free software that provides text, voice and video over the Internet between computers. The program also allows you to make conference calls (up to 25 voice subscribers, including initiators), video calls (including video conferences for up to 10 subscribers), and also provides text messages and files in the form of a chat.
Using Skype for educational purposes, students have the opportunity to communicate with native speakers: with their peers, as well as participate in group sessions, seminars, webinars and conferences conducted by native speakers. Immersion in the language environment in the process of the foreign language learning is an effective factor.
However, not every student can afford to stay in the country of the studied foreign language for a long period of time. Thus, Skype allows you to infiltrate the medium of communication in a foreign language. Students are given the unique opportunity not only to hear the foreign speech, but also to watch gestures, facial expressions, intonation of the interlocutor, and follow articulatory movements, pay attention to phrasal accents in the speech of the interlocutor, which is an undoubted plus of skype in case communication occurs with a native speaker. In the process of communicating with the use of Skype, students develop the listening skills to foreign language, develop conversational skills, increase vocabulary, learn grammar, and are taught reading and writing in parallel. It should be noted that using Skype is one of the resources for replenishing the vocabulary with authentic modern spoken expressions.
However, these features can be both advantages and disadvantages of Skype, if the foreign language is not native to the interlocutor. That is, there is a probability that the student will subconsciously copy the wrong pronunciation, articulation and intonation pattern. Therefore, the choice of the interlocutor via Skype must be approached very carefully and it is necessary to impede the completeness of the speech perception in a foreign language. These may include factors such as:
- too fluent speech of the interlocutor;
- the quiet voice of the interlocutor/interlocutors;
- simultaneous speech of several people;
- a large number of new and complex words in the speaker's speech;
- complex sentence structures;
- strong accent;
- background noise and other distractions.
3.5. Podcasting.
Thus, the term "podcasting" has acquired the meaning "a way of distributing audio or video information on the Internet". Podcasting means both the production and supply of podcasts or video players. Usually, podcasts have a certain theme. New in the podcasting system is that you don't need to download data from the site separately and constantly monitor if something new has appeared on the site. Instead, you can subscribe for free and from that moment automatically receive new information on your computer or MP3 player. To do this, you need to download the appropriate software (for example iTunes) which will regularly check sites and download new audio or video files to a computer or MP3 player.
Technical and didactic characteristics of podcasts include authenticity, the relevance of autonomy, parallel work with various types of speech activity, mobility, multifunctionality, productivity and interactivity [10, 11, 15, 20]. There are two ways to use podcasts in the learning process:
- listening to information;
- creating your own products.
The most realistic task of using podcasts for educational purposes is to develop receptive auditory skills. Podcasts provide an opportunity to approach the organization of this kind of work as listening to a new way. Subjects and volume of podcasts are diverse, which makes it possible to use them at different levels of language learning.
In general, the working technology with a podcast coincides with the technology of working on audio texts and has a clear sequence of the actions of the teacher and students [11, p. 161]. Therefore, when selecting podcasts for teaching content and developing tasks for them, the teacher must follow the basic principles and requirements for working with audio texts [2, p. 55]. When selecting the content, it is necessary to take into account the fact that on the Internet there are both professionally created podcasts and amateur audio blogs that are inferior to the content offered. A variety of news, information and cultural programs and podcasts of the site "Voice of America" contribute to the formation and development of a communicative competence of another language and the foundations of critical thinking.
3.6. YouTube.
The service that provides video sharing services. Users can add, view, comment and share with friends some video. Due to its simplicity and ease of use, YouTube has become the most popular video hosting and the third site in the world by the number of visitors.
The use of video in the process of the foreign language teaching provides a unique opportunity to master the language and the foreign culture. Unlike audio or printed text, which is characterized by the informative availability, educational, educational and developing values, the video has not only a content side of communication but also provides visual information.
Visual support contributes to a more complete and accurate understanding of the message, contributes to the development of phonemic and audio-visual abilities. The use of video materials in the foreign language teaching not only activates the attention and memory of students, broadens their horizons, develops and improves not only auditory but also communicative skills that are foreign speaking.
Video demonstration should be accompanied by the clear instruction of the educator and aimed at solving the specific learning problem.
To achieve the effective use of video in the foreign language teaching, it is necessary to comply with a number of conditions:
- the video content material should correspond to the study material, the topic of the lesson and the language proficiency level;
- the video should provide students with the opportunity to develop a linguistic, communicative, sociocultural competence;
Educational videos of the YouTube site can be used effectively in teaching English grammar: as the educational information on grammar is presented in a visual form in the form of diagrams, drawings, songs and rap songs. During the session, the teacher and students can make detailed comments on visual materials [11, 12,13, 17].
3.7. Blogs.
In modern conditions, the possibilities of using blogs in the educational process are expanding. Blog (online event log, online diary, online diary) is the website whose main content is regularly added records containing text, images or multimedia. Blogs are characterized by short records arranged in reverse chronological order. The presence of blog differences from the traditional diary is determined by the environment: blogs are more often public and assume the presence of readers who can enter into a public discussion with the author (in comments to the blog entry or blog posts). Usually, records are categorized and assigned by keywords or hashtags.
According to several authors [2, 4, 6, 7, 8, 9, 12], there are numerous varieties of blogs, as well as classifications by various parameters. For example:
Types of blogs by authors: - personal (author's, private) blog - conducted by one person
(usually the owner of the blog);
- fake blog - is conducted on behalf of someone else's face;
- a collective blog is maintained by a group of people;
- corporate blog - conducted by employees of one
organization and etc.;
types of blogs on the availability and type of - text blog is a blog whose main content is texted;
multimedia: - photo blog - a blog containing photos;
- music blog - blog, the main content of which is music;
- video blog - a blog that provides videos.
Blogs provide the opportunity to listen to the speech of the native speaker. The use of appropriate types of blogs contributes to learning the rhythmic intonation speech side. Until now, the intonation training was reduced to mechanical reproduction, so the speech in a foreign language was artificial. The work on developing the rhythmic intonation side of speech can include the following components:
- viewing and listening to the recording;
- the separation of intonation groups and the movement of tones;
- the composing intonational marking;
- highlight melody and directly playback.
Working with the video blog allows you to perceive non-verbal means of communication, which is important in the communication process. Gestures and facial expressions are involuntarily repeated, which makes the speech more natural.
Blog-platform (blog hosting, blog-service) is a "communal" service that provides the user with a "turn-key" engine and allows you to blog diary without having to engage independently in programming. To maintain the blog, it is sufficient for the user to obtain basic skills in working with web services.
3.8. The microblogging.
Microblogging is the popular social networking application technology that allows users to publish on the Internet short text messages (less than 200 characters) in real time via the Internet, instant messaging clients, applications for mobile devices, etc. The use of microblogging can be an effective tool in the foreign language teaching. At present, it acquires a noticeable interest from the educational community.
The main advantage of using microblogging in learning a foreign language is the use of short messages, characterized by greater spontaneity, emotionality, imagery, concreteness and simplicity of speech compared to writing essays or blog posts. The absence of preliminary thinking of the utterance and the associated lack of a preliminary selection of linguistic material, the verbal communication spontaneity between its participants, the ease of the speech act, the widespread use of everyday and emotional expressive vocabulary and phraseology are characteristics of spoken language. It should be noted that the students' use of microblogging for learning purposes has a strong resemblance to spoken speech, which leads to an increase in the skills of not only written but also the oral speech of students.
The advantages of using microblogging in the educational process include:
- facilitating the development of written, reading and oral skills (speaking and listening);
- the development of the ability to articulate clearly their thoughts, because of the possibility of using a limited number of characters;
- help teachers in the differentiation and consolidation of the material covered in the lesson;
- increase the activity of students.
It should be noted that the use of microblogging promotes the development of metacognitive abilities, that is, reflexive learning. Reflection is understood as one of the important mechanisms that provide the basic functions of consciousness, such as:
- the person's identification from the environment and the opposition as a subject to the object;
- generalized and purposeful reflection of the external world;
- linking previous experience with the information received;
- goal-setting, that is, a preliminary thought-based construction of actions and a forecast of their consequences;
- control and management of the person's behaviour, its ability be aware of what is happening [8, 9, 10, 14, 19].
The goal of reflexive learning is to activate internal self-regulating mechanisms of personality development by reflecting one's own activity. Awareness for self-development by students leads to the increase in internal motivation for learning, awareness of near and distant goals. The result of the reflexive activity is the development and change of the student, the change in the position he occupies in educational activities.
IV. CONCLUSIONS
Modern trends in the development of the learning process are characterized by the use of new educational technologies. The education models are widely used in higher education include passive, active and interactive. Due to the requirements imposed on the learning process, in recent years active and interactive models have gained the most popularity, within the framework of which the students take a more active part in the course of the lesson.
The widespread use of computers, multimedia technologies and the Internet has had an impact on the education system, causing significant changes in the content and methods of teaching foreign languages. The use of ICT in the educational process has a number of advantages: additional opportunities are created for the development of creative skills of students, interest in the scientific activity is being inculcated. The use of ICT allows students to work with teaching materials in various ways: students themselves choose the way of studying, using interactive capabilities of technical means. The use of a computer makes it possible to optimize the learning process. In recent years, the technologies of the new generation or Web 2.0 technologies have become widespread in the foreign language teaching. Using e-mail, Wiki technology, Skype, YouTube, various podcasts becomes the integral part of foreign language classes. The use of educational blogs in the process of ESL creates conditions for teaching students to read and write.
Students develop the ability to write personal letters, briefs, briefly talk about themselves and their lives. All this fully complies with the requirements of the modern educational standard on ESL. One of the latest technologies for Web 2.0 is microblogging. Despite the relative novelty, its application is successfully introduced into the educational process, the didactic value of which is noted and recognized by many teachers. The use of microblogging in the ESL promotes the formation of communicative skills. Unlike the use of blogs in the learning process, the use of microblogging is characterized by a high degree of interaction through conversation in the form of dialogue or polylogue, which in turn is one of the ways to develop the communicative skills.
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Педагогика
УДК - 37.1
доктор педагогических наук, профессор Егорова Юлия Николаевна
Оренбургский институт путей сообщения - филиал СамГУПС (г. Оренбург); кандидат педагогических наук, доцент Конькина Евгения Владимировна
Оренбургский государственный педагогический университет (г. Оренбург)
ОСОБЕННОСТИ ДИАЛОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ В ПРАКТИКЕ ОБРАЗОВАТЕЛЬНОГО
ПРОЦЕССА ВУЗА
Аннотация. В статье анализируются вопросы актуальности и востребованности в образовательной практике разработок, посвященных мотивационно-смысловым аспектам обучения, путям и механизмам направленной трансляции смыслов. Авторы, рассматривают диалог прежде всего, как деятельность по самоизменению личности обучающихся, как совместную учебную деятельность, как совместную распределенную деятельность, направленную на выявление ценностно-смысловых позиций обучающихся.
Ключевые слова: мотивационно-смысловые аспекты обучения, диалогическое взаимодействие, коллективная структура взаимодействия в общении. смыслообразование.
Annotation. The article analyzes the issues of relevance and demand in the educational practice of developments devoted to the motivational-semantic aspects of education, the pathways and mechanisms of the directed meanings translation. The authors consider the dialogue primarily as an activity of student's personality self-change, as a joint educational activity, as a joint distributed activity aimed at identifying the value-semantic position of students.
Keywords: motivational and semantic aspects of education, dialogical interaction, collective structure of interaction in communication, sense formation.
Без высшей идеи не может существовать ни человек, ни нация
Ф. М. Достоевский
