CC BY
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3. Трудности и перспективы цифровой трансформации образования под ред. А. Ю. Уварова, И.Д. Фрумина. - М.: Издательский дом Высшей школы экономики, 2019 [Электронный ресурс]. Режим доступа: https://ioe.hse.ru/data/2019/07/01/1492988034/Cifra_text.pdf (дата обращения 20.11.2022)
4. Electromagnetic field activation of voltage-gated calcium channels: Role in therapeutic effects [Электронный ресурс]. Режим доступа: https://www.researchgate.net/publication/261514829_ Electromagnetic_field_ activation_of_voltagegated_calcium_channels_Role_in_therapeutic_effects (дата обращения 20.11.2022)
5. Microwave frequency electromagnetic fields (EMFs) produce widespread neuropsychiatry effects including depression [Электронный ресурс]. Режим доступа: https://www.researchgate.net/publication/ 281261829_Microwave_frequency_electromagnetic_fields_EMFs_produce_widespread_neuropsychiatric_effe cts_including_depression (дата обращения 20.11.2022)
6. How to Approach the Challenge of Minimizing Non-Thermal Health Effects of Microwave Radiation from Electrical Devices [Электронный ресурс]. Режим доступа: https://www.researchgate.net/publication/ 283017154_How_to_Approach_the_Challenge_of_Minimizing_Non-
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7. Coherent MM-wave EMFs produce penetrating effects via time-varying magnetic fields: response to Foster & Balzano [Электронный ресурс]. Режим доступа: https://www.researchgate.net/ publication/356529160_ Coherent_MM-wave_EMFs_produce_penetrating_effects_via_time-varying_magnetic_fields_response_to_Foster_Balzano (дата обращения 20.11.2022)
8. Millimeter (MM) wave and microwave frequency radiation produce deeply penetrating effects: the biology and the physics [Электронный ресурс]. Режим доступа: https://www.researchgate.net/publication/ 351924112_Millimeter_MM_wave_and_microwave_frequency_radiation_produce_deeply_penetrating_effect s_the_biology_and_the_physics (дата обращения 20.11.2022)
© Антоновский А.А., 2023
УДК 37
Волобуева И.Н.
Студент магистратуры НИУ БелГУ Россия, г. Белгород Бобырева В.А. Студент магистратуры НИУ БелГУ Россия, г. Белгород
ЯЗЫКОВОЕ ПОГРУЖЕНИЕ В ИКТ КАК МОТИВАТОР ДЛЯ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА
С ИСПОЛЬЗОВАНИЕМ ТЕХНОЛОГИЙ
Аннотация
Основное внимание в статье уделяется использованию ИКТ при языковом погружении в процессе обучения иностранным языкам для повышения мотивации студентов. Рассмотрены несколько примеров современных технологий, которые могли бы быть включены в занятия для организации языковой среды.
Ключевые слова:
ИКТ, язык, современные технологии, виртуальный мир, общение, полное погружение, родной язык, родной язык, языковая среда, коммуникативные навыки, опыт, развитие.
Volobueva I.
master's student of the Belgorod state university (BSU)
named after I.N. Volobueva, Russia, Belgorod Bobyreva V.
master's student of the Belgorod state university (BSU)
named after V.A. Bobyreva, Russia, Belgorod
ICT LANGUAGE IMMERSION AS A MOTIVATOR FOR TEACHING ENGLISH THROUGH THE USE OF TECHNOLOGY
Abstract
The focus of the article is on using ICT in language immersion in foreign language education to boost student motivation. Considered are a few instances of contemporary technology that might be incorporated into classes to arrange the linguistic environment.
Keywords:
ICT. language, contemporary technology, the virtual world, communication, full immersion, mother language, native language, the linguistic environment, communication skills, experience, development.
Information technologies have drastically revolutionized the educational system in the twenty-first century since they make learning much simpler. In addition to having sufficient subject-matter expertise, a modern foreign language teacher should be able to employ contemporary teaching tools in the courses and as a method of instruction.
Through the use of interactive lessons and visibility, the use of information and communication technologies (ICT) in the practice of teaching a foreign language considerably improves the effectiveness of students' material mastery. ICT use in the classroom boosts student enthusiasm to learn, stimulates cognitive function, and provides a large space for the growth of creative potential and research activities.
However, the integration of ICT into the learning process is a difficult phenomenon since it is important for the instructor to thoroughly comprehend the informatization process. We should not lose sight of the fact that kids should not become robotic when using interactive technology and numerous Internet resources. Do not disregard the use of conventional instructional techniques to avoid this issue. By alternating between various devices during foreign language sessions, students will become accustomed to diverse ways of understanding the topic, including reading from a textbook, hearing from the teacher, being in the classroom, and getting information online.
Students have a variety of chances in the virtual world, including the use of mobile applications, messengers, social networks, watching movies and different videos, and reading electronic textbooks both in class and during extracurricular activities. Through the use of the learned information in real-world situations, it is feasible to engage pupils and boost their enthusiasm to study a foreign language.
One of the most crucial conditions for completing a basic level foreign language program is "achieving a threshold level of foreign language proficiency that allows graduates to communicate orally and in writing with both native speakers of the foreign language being studied and with representatives of other countries using the language being studied," as stated in the federal state standard of secondary general education (hereinafter referred to as the Federal State Educational Standard).
It goes without saying that studying a foreign language will be successful if students like the process and do not drive themselves to learn the language because it is necessary. However, we encounter the issue of a language context and the incapacity to communicate with native speakers when learning a foreign language in
our country. The teacher must therefore establish the right environment for immersing pupils in a foreign language environment and motivating them to put their knowledge into practice by formalizing their own speech using a foreign language code.
To achieve this, the "language immersion" method—which borrows its name from the English "language immersion"—is brought into the process of teaching a foreign language. This method calls for giving up the native tongue in favor of actively employing the language being studied. This method's major objective is to encourage bilingualism among various native speaker groups. According to A.S. Plesnevich, this approach helps pupils break through the language barrier and convert passive vocabulary into active vocabulary, therefore students should already have a basic understanding of phonetics and grammar. There are many levels of immersion, including full immersion, which involves learning without using the original tongue, and partial immersion, when the classroom time is split evenly between the two languages. Since they receive support for their mother language, pupils find the second sort of immersion to be the most beneficial. However, due to a poor degree of skill, it is not always able to apply the language being studied, which is important to fully acquire the foreign language's communicative competency.
Modern textbooks do not give students a motivational base because they do not keep up with the rapidly changing trends, even though the content in them is presented in a foreign language and they enable language immersion because the native language is not supported. As a result, the information included in them is out of date and uninteresting to study. To improve students' motivation and pique their interest in learning a foreign language, the teacher must modify the current database to meet their demands.
Due to its relevance, communication with representatives of other language cultures through messengers, social networks, and forums, the virtual environment aids in the implementation of language immersion in foreign language classes and extracurricular activities.
We have many options for organizing language immersion for students on social media, from watching videos of native speakers to posting on the group's main page. The assignment is set up so that each student can demonstrate their individual creativity. You can ask them to write a blog post about a subject that interests them, facilitate a discussion among the students so that they can apply what they have learned, or record a video on a particular subject that is both succinct and representative of the full range of real-world uses of a foreign language. The ability to overcome language barriers by immersing oneself in the linguistic environment with the aid of social networks is an unmatched benefit.
The organization of the linguistic environment in the classroom can also be aided by interactive language teaching techniques. In this context, interaction refers to the interaction of two or more people during communication. This encompasses all forms of group and front-line work where each student can demonstrate that he is a self-sufficient and equal participant in a particular activity and show his potential. Students can employ a foreign language and put their knowledge into practice by working together and making decisions as a group.
As demonstrated by our own experience teaching foreign languages and the experience of practitioners, the collaborative activity of students enables everyone to contribute individually to the process, and this occurs in a welcoming environment of collaboration and mutual support. Discussions are one of the most effective interactive organizing strategies for language immersion. The establishment of emotional connection between the discussion participants and the development of communication skills are both benefits of group discussion. It is crucial to keep in mind that the themes for discussion should reflect the interests and current concerns of the students, as this is what they will be actively discussing.
As a result, the teacher has a wide range of options for structuring language immersion, including the use of Internet resources, platforms, social networks, and group projects. Due to ongoing exposure to the language being studied, the immersion method enables pupils to develop practical skills. Learning a foreign language is highly motivated by contemporary materials and technology.
References:
1. Aksenova L. O. Methods of intensive teaching of foreign languages / L. O. Aksenova. — Text: direct // Young scientist. — 2022. — № 2 (397). — Pp. 189-192. — URL: https://moluch.ru/archive/397/87897 / (accessed: 02/24/2023).
2. Weber I. S. The method of language immersion in English lessons in a modern school / I. S. Weber. — Text: direct // Young scientist. — 2019. — № 6 (244). — PP. 207-209. — URL: https://moluch.ru/archive/244/56402 / (accessed: 02/24/2023).
3. Federal State educational standard of secondary general education / Ministry of Education and Science of the Russian Federation. - M.: Enlightenment, 2012.
Internet sources
1. Plesnevich A.S. "A Task-based approach" / Internet article
2. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/task-based-approach
3. John George "10 Strategies and Practices That Can Help All Students Overcome Barriers"
4. https://www.ascd.org/blogs/10-strategies-and-practices-that-can-help-all-students-overcome-barriers
© Волобуева И.Н., Бобырева В.А., 2023
УДК 37
Горохова В.М.
магистрант ФГАОУ ВО «ЮФУ» Академия психологии и педагогики г. Ростов-на-Дону, РФ Научный руководитель: Шатохина И.В.
кандидат педагогических наук ФГАОУ ВО «ЮФУ» Академия психологии и педагогики доцент кафедры начального образования г. Ростов-на-Дону, РФ
ФОРМИРОВАНИЕ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ МЛАДШИХ ШКОЛЬНИКОВ СРЕДСТВАМИ ОРФОГРАФИЧЕСКОЙ РАБОТЫ НА УРОКАХ РУССКОГО ЯЗЫКА
Аннотация
В данной статье описываются теоретические подходы и результаты опытно-педагогической работы по формированию учебной деятельности младших школьников средствами орфографической работы. В качестве компонента учебной деятельности, на формирование которого направлено обучение орфографии, рассматривается совокупность познавательных универсальных учебных действий учащихся.
Ключевые слова
Младший школьный возраст, начальная школа, орфографическая работа, познавательные УУД, учебная деятельность.
В начальной школе особое внимание в обучении уделяется становлению учебной деятельности младших школьников. Учебная деятельность является непростой по содержанию, структуре, и по форме
