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2. Иржак Л.И. Функциональные пробы для оценки легочного дыхания / Л.И. Иржак, П.В. Полякова, Е.М. Осколкова // Физиология человека. - 2001.
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4. Теория и организация адаптивной физической культуры: Учебник в 2-х т. / Под общ. ред. С.П. Евсеева. -М.: Советский спорт. 2002.
5. Холодов Ж.К., Кузнецов В.С. Теория и методика физического воспитания: Учеб. пособие для студ. высш. учеб. заведений. - М.: Издательский цент «Академия», 2000.
© Бойченко А. М., Юдин А. В., 2021
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S. A. Bronov, Professor, Siberian Federal University, Krasnoyarsk, Russia E.A. Stepanova, Senior teacher Siberian federal University I. I. Tskhay, Senior teacher Siberian FederalUniversity
FORMING TRAINING MATERIAL IN POST-DIPLOMA EDUCATION BY MEANS OF INFORMATION TECHNOLOGIES WHILE TEACHING a FOREIGN LANGUAGE
IN HIGHER INSTITUTIONS
Abstract
The process of teaching a foreign language should be significantly modified due to artificial intelligence. No doubt that artificial intelligence (AI) is becoming the driving technological force, and will definitely transform virtually every industry. Businesses and governments worldwide are investing enormous sums of money into a very wide array of its implementations, and dozens of start-ups are being funded by the billions of dollars. Of course AI will have a certain impact on education to provide the right balance between reality and given virtual space. The expectations of blended learning would undergo a period of intense growth and the best approaches of it would easily integrate into a learning process. Currently, teaching a foreign language is a long and time-consuming process that requires lots of efforts and doesn't always satisfy the learners with their final outcomes. The use of information technologies to form the relevant training materials based on the automatic analysis of vocabulary and grammar structures designed to study professionally- oriented reading is presented in this article.
Keywords:
educational process, automated design, artificial intelligence, foreign language, teaching method.
Introduction The main requirement in any higher institution is to minimize the time for teaching and learning a foreign language, therefore the information technologies are aimed to facilitate mastering another language and reduce the time allocated for its study [1, 2]. That is why the automated design is employed to solve this problem. The automated development of training materials' proposed technology improves the skills of learning a foreign language in a narrowly specialized area of knowledge that enables to increase the effectiveness of subsequent training in English or any other language. Moreover the current trend in educational processes in universities is a reduction of hours for contact work in the curriculum in the directions of training, in accordance with this there is an increase in hours for individual work, which makes teachers find the best methods and organizational forms
of independent work of students. The introduction of information and communication technologies (ICT), including those implemented on the basis of electronic platforms, in the field of education has allowed teachers to change qualitatively the content, methods and organizational forms of education, to intensify and individualize the training of students. Modern technologies have great potential for more effective organization work of students (IWS). The use of electronic platforms helps intensify the students' activities which allow making this process more effective in teaching a foreign language in a non-linguistic university in a limited amount of contact work. Many researchers like V.Volhkva, S.Kapsargina, O.Kuprina, Minin Mikhail G., O. Shaykina have contributed into this developing branch of learning. In recent decades, linguists and methodologists have shown great interest in the subject-linguistic approach in teaching foreign languages. In the light of the current trends in the expansion of intercultural dialogue and the globalization of the educational space, the study of the language is of particular relevance, oriented to its practical application: a student-foreigner needs not just the mastery of the language in everyday communication, but, above all, his use in the professional sphere of communication. T. Hutchinson and A. Waters suggested the method of English language teaching (ESP) with the use of texts by specialty proved quite effective and expedient, but largely it focused attention on the linguistic aspect. The idea of natural language acquisition, proposed by S. Krashen, reinforces this technique, based on the thesis that the best way to learn a language is to use it in "meaningful" purposes.
Materials and methods Taking Master's and postgraduate programs as well as being enrolled in scientific activities, the student needs to study new fields of knowledge reading publications in a foreign language (for example, English). In the future the postgraduates might be able to publish the results of their own research in the language. In this case it is assumed that the student knows the basics of grammar and syntax of the corresponding language but does not possess the required vocabulary and grammar structures aimed at the certain field of knowledge.
Normally the student translates thegiven text and thus he masters professional skills in a certainscope of knowledge. When the student is fluent in a foreign language, then it equals to learning in the native language. But in case of a poor command of English or any other language, the simultaneous study of the basics of language is required. As a rule, the textbooks of universal nature used for these purposes intendednot for studying a specific material but for teaching a language within a certain wide area of knowledge- computer science, electrical engineering, mathematics, etc. This approach can be considered ineffectiveas it is required to learn the foreign vocabulary and grammarpatterns that are not featured in the course material.
The main idea of this research is to build up the educational material based on an array of texts encompassingthe study of a new scope of knowledge with the simultaneous study of a foreign language in this narrow field. Doing this manually is unrealistic for many reasons. Therefore, it is proposed to use the information technology-based automation for this purpose.
Problems of the training material formation
The objective of the entire process is to develop knowledge and skills sufficient to read the pre-selected texts as well as the ability to read subsequently other texts on the topic with minor efforts.
A new area of knowledge is very often represented by some materials (monographs, textbooks, scientific articles) in which new knowledge is considered at the conceptual level and the correlating terms are introduced [3,4].
The features considered above do not refer to usual application methods of teaching a foreign language in higher institutions.
Content. The content of the material is unfamiliar to the students even in theirmother tongue. That means that the material contains new concepts unknown to the learner. Composed university syllabuses cover elicited material that represents familiar knowledge forthe students so that they could easilyguess the concept of the content thatsimplifies reading ofthe text material.
Data base vocabulary.The lexis used in the new pool of knowledgeis supposed not to be equalin the Russian language, i.e., the formation of new Russian terms is required. While studying the materials in a foreign language, these words shouldn't be converted into Russianequivalents, but theyshould be at least understood in the process of material studies. These concepts need tobedisclosedthrough somefamiliar concepts in a foreign language if found
in the text.
Grammar patterns. Grammar patternsalong with compiledword setscan benew ones, not previously used in scientific literature. When a fundamentally new area of knowledge is being studied, they are not well-established, and their understanding requires additional efforts.
The automation of the training material design of the considered situation is carried out in two stages: the material analysis and the training materials synthesis (figure 1).
Figurel - General scheme for training material formation
The analysis of the texts array for the studied subject area and the synthesis of training materials At the stage of analyzing the array of texts for the studied subject area, the work is performed in the following sequence:
1. An array of texts on a given topic (books, articles) is selected electronically.
2. The texts are analyzed, and the lexical units (words and phrases) found in the text aredistinguished.
3. The lexical units are analyzed and divided into three categories:
• common words and phrases perceived after learning the basics of the language (pronouns, linking verbs, modal verbs, etc.)
• the lexical units featured for the studied material of a certain type (for example, for scientific texts)
• special lexical units intended for the studied narrow scope of knowledge.
4. Thespecific grammar structures used in scientific and technical texts for a given topic are analyzed and are highlighted as follows:
• common grammar structures perceived after learning the basics of language (declension, word formation,
etc.)
• grammar patterns typical for this type of learning material (for example, for scientific texts)
• specific grammar patterns applied for the studied narrow field of knowledge.
5. Translation of the selected lexical units and grammar structures is performed.
6. The training materials are developed by the selected typical grammar patterns and employed vocabulary for teaching the material on the considered themes (figure 2).
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Texts analysis to study
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Optional vocabulary
Professional vocabulary
Thematic vocabulary
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General professional grammar structures § Ö I i 1
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Thematic grammar
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Figure 2 - General text analysis scheme
Carrying out the listed stages of the training material design involves the development and implementation of the following design operations:
• the authentic texts in a foreign language are selected and subsequently used by the student while exploring a specific subject area.
• all the texts are converted into electronic forms stored in files of MSWord format by recognizing the scanned texts.
The selected texts are analyzed as follows:
An array of bibliographic descriptions of the used text materials (books, articles, manuscripts) is created and enters into the knowledge base.
The texts are split into sentences and the array of sentences is created which are indexed and included into the knowledge base as the text data. The texts indexes contain three components: the publication index (articles, books, manuscripts, etc.), the index of the publication component part (section, chapter, etc. framed as the first index), atext index (framed as the second index).
The vocabulary is distinguished from the general array of texts by separating the whole text (the general array of sentences) into separate words, eliminating their duplication, and presenting them in a table. The foreign language set of the data base vocabulary is compiled. The presented vocabulary reflects the grammar category of each foreign language word and its link to one of the classification groups: general vocabulary, general scientific vocabulary, vocabulary for a specific subject area, vocabulary for sub-domains within the subject area.
Set expressionsare distinguishedbased on repetition in various sentences.The foreign language part of the vocabularyset expressions is compiled. The built-up bank of words reflects the link ofeach phrase to one of the classification groups: general vocabulary, general scientific vocabulary, vocabulary for a specialized subject area,
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vocabulary for sub-domainswithin the subject area (an abstract, introduction, conclusion, a phrase before a formula, reference to a formula, a table; hypothesis, proof, theorem, etc.).
The characteristics of paired grammar structures aredetermined(a preposition with a noun or verb, an adjective with a noun, an adverb with an adjective or verb, the use or non-use of articles). A corresponding table is created with the links to the words and sentences in which this construction occurs.
Furthermore, the manual translation of words and phrases into Russian is performed, and the Russian-language part of the corresponding bank of words is filled in with the reference to the sentences in which they are found.
The synonyms are considered, mutual references are matched to the vocabulary that reflects the meanings of considered words used in the content. It might be essential to present the sentences in a graph by an adjacency matrix or in other ways. The model is reflected in the database and in the table containing the general array of sentences.
The analysis presents a complete information model of a foreign language text in the subject area. It includes the information regarding the elements (words) and their various (multi-aspect) mutual links. But the information model is only the source material for building up a functional model. On its basis, one can identify the system properties of the texts related to the considered subject area. Inparticular, it meaningfully reflects the subject area considered the vocabulary used, the presentation style (highlighting authorship and a type of publication), etc. In this case, the mathematical apparatus of the artificial intelligence systems' theory is applied: fuzzy logic, neural networks, etc.
Figure 3 - General synthesis scheme for training materials
-( >'2 )-
At the stage of the training material synthesis its individual components are formed: the texts for reading, the arrays of vocabulary to be memorized, training exercises for grammar structures, follow-up tests [1, 2].
Training materials are formed based on the analysis results. They use words and typical grammar structures contained in the studied texts, which are supplemented by optional vocabulary and optional grammar structures (figure 3).
Results When synthesizing the educational material, a general approach is used consisting of a gradual introduction of newly appeared vocabulary and grammar structures on the ground of introduced material, repetition in various combinations, testing check lists and consolidation of authentic text fragments.
For the training material' automated formation the appropriate algorithms are created based on the information model usage obtained as an outcomeof analyzing an array of texts.
At the initial stage of introducing the described system, a large amount of manual work is assumed associated with the translation of vocabulary and the processing of grammar structures. All the material is subsequently put into the knowledge base and new material is added up to. The previously developed material can remain unchanged or can be revised.
The proposed technology for the educational materials' automated development promotes professionally oriented training of students and their mastering a foreign language in a highly specialized field of knowledge.
The use of Internet technologies in teaching a foreign language is due not only to the desire to modernize the learning process, but also to the fact that on the basis of web technologies it becomes possible to implement a person-oriented approach to both the student and the entire learning process in general, which is the main direction of education in our time [12].
Currently the relevance of the use of Internet resources in teaching foreign languages, the study of their types and characteristics are due to both the productivity of their use for better assimilation of basic knowledge, and the convenience, effectiveness of the use of certain means in the modern information society. The expediency of application of new information technologies reflects the needs of modern education in improving the efficiency of learning, in particular, the need to develop skills of independent learning, research, creative approach to learning like formation of new models of training materials.
References:
1. Zakharyin Kirill N. The learning objects status in adaptive learning process// Informatization of education and e-learning methods: Materials of the II International Scientific Conference. Krasnoyarsk, September 25-28, 2018 / M.V. Noskov. Krasnoyarsk: Sib. Feder. university, 2018;1:163-167.
2. Vonog V.V. Digital forms of assessmentused in blended learning in terms of teaching a foreign language in a postgraduate course. Informatization of education and methods of e-learning: Materials of the II International Scientific Conference. Krasnoyarsk, September 25-28, 2018 / M.V. Noskov. Krasnoyarsk: Sib. Feder. university, 2018;2:64-68.
3. Bronov S, Stepanova E, Pichkovskaya S, Sheluhin A and Panikarova N 2019 Information technology in the educational program design.Journal of physics: IOP Conference series: APITECH-20191399 1399
4. Sergej Bronov and Elena Stepanova. Automatic generation of methodological materials in the study of technical and engineering texts in a foreign language 2020 Journal of physics: IOP Conf. series: Materials Science and Engineering. 862 052068
5. Devterova Z. R. Informatization of education and independent activity of students in teaching a foreign language at a university. Journal of scientific publications of postgraduates and doctoral students.2010;10:197.
© Bronov S.A., Stepanova E.A., Tskhay I.I., 2021
