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PAPERS IN ENGLISH
PEDAGOGY
THEORY AND TRAINING AND EDUCATION TECHNIQUE
INFORMATION TECHNOLOGIES IN THE DEVELOPMENT OF SECONDARY SCHOOL STUDENTS' COMMUNICATIVE COMPETENCE
Akhmetova Aigerim
Master student, department of postgraduate education, Kazakh Ablai Khan University of International Relations and World Languages,
Kazakhstan, Almaty E-mail: [email protected]
ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В ФОРМИРОВАНИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ УЧЕНИКОВ СРЕДНЕЙ ШКОЛЫ
Ахметова Айгерим Саржановна
магистрант, кафедра послевузовского образования, Казахский Университет Международных Отношений и Мировых Языков им. Абылай хана,
Республика Казахстан, г. Алматы E-mail: [email protected]
ABSTRACT
The article analyzes information technologies and communicative competence, as well as its development. It is established that the development of communicative competence of secondary school students due to information technology occurs in an easily adaptable form. The purpose of writing the article is to consider the use of information technology in the process of learning a foreign language, the variety of language teaching tools, the key points in teaching reading, listening and speaking, the areas of use of information technology, and its advantages. When writing the article, a descriptive method was used, which includes the method of summarizing information. In the modern practice of teaching foreign languages, information technologies are widely used, which make it possible to more effectively organize the educational process, improve the foreign language communicative competence of students, develop their cognitive independence. A literature review was conducted, during which the main goals and objectives of information technology in education were considered. The article reveals the main structural elements of information technology used by a teacher and a student in the process of learning a foreign language.
АННОТАЦИЯ
В статье анализируются информационные технологии и коммуникативная компетенция, а также ее развитие. Установлено, что развитие коммуникативной компетенции школьников за счет информационных технологий происходит в легко адаптируемой форме. Цель написания статьи - рассмотреть использование информационных технологий в процессе обучения иностранному языку, многообразие средств обучения языку, ключевые моменты в обучении чтению, аудированию и говорению, области использования информационных технологий, а также его преимущества. При написании статьи использовался описательный метод, который включает в себя метод обобщения информации. В современной практике обучения иностранным языкам широко используются информационные технологии, которые позволяют более эффективно организовать учебный процесс, совершенствовать иноязычную коммуникативную компетенцию студентов, развивать их познавательную самостоятельность. Был проведен обзор литературы, в ходе которого были рассмотрены основные цели и задачи информационных технологий в образовании. В статье раскрываются основные структурные элементы информационных технологий, используемые преподавателем и студентом в процессе изучения иностранного языка.
Keywords: information society, information technology, education, listening, communicative competence.
Ключевые слова: информационное общество, информационные технологии, образование, аудирование, коммуникативная компетенция.
Библиографическое описание: Akhmetova A. INFORMATION TECHNOLOGIES IN THE DEVELOPMENT OF SECONDARY SCHOOL STUDENTS' COMMUNICATIVE COMPETENCE // Universum: психология и образование : электрон. научн. журн. 2022. 3(93). URL: https://7universum.com/ru/psy/archive/item/13206
№ 3 (93)
MapT, 2022 r.
The modern information society has undergone global changes in production, business, social, and work activities. We will analyze the term "information society", which means the activities of people aimed at storing, owning, processing, and knowing information of various kinds. The transformation of society has evolved into bytes, networks and knowledge. In the information society, all life processes occur in this format [1, p. 191].
The lightning-fast development of information technologies has radically changed the structure of labor and work, thanks to which new jobs and specialties have appeared. There is a global involvement of all segments of the population in the information society in the world, as a student, teacher, employee, client, family. In people's understanding, technology leads people to freedom, a healthy life, knowledge, skills, and a productive life.
Of course, this statement does not speak about possible problems that will occur during adaptation. After all, any transformation is a process that determines the potential of society and the prospects for its development. It is necessary to include more rural population in the information society, as it is a vulnerable zone in the full digitalization of the country [2, p. 104].
Information technologies are most in demand among young people. Digital youth are aware of their purpose, use and prospects. Due to the popularity of such technologies among the younger generation, the process of children's education is being transformed. Modern education consists in achieving goals, acquiring skills and abilities, and being versatile.
Today, information technology helps to get a quality, affordable education for all categories of students. Information society and information technologies are closely related to each other [2, p. 105]. Information technologies are means of providing, obtaining, participation, access to information tools for development. They have become the most important tool of professional training. If students learn to use them, then it will be easier for them to learn the latest methods and technologies.
Scientific and technological progress and the global spread of technologies developed in the most advanced countries of the world are one of the main arguments in favor of the leading role of education in the XXI century. The level of technological development currently indicates not only the economic power and standard of living norms of a particular country, but also the place and role of this country in the world community, as well as the scale and prospects of its economic and political integration with the rest of the world [3, p. 139]. At the same time, the level of development and use of modern technologies in different countries is determined not only by their material resources, but also by the degree of society's ability to produce, assimilate and apply new knowledge. Such achievements, in turn, are associated with the quality and level of education. Therefore, in modern society, the integration of the educational process with information technologies has its own characteristics (fig.1).
Figure 1. Features of the use of information technologies in the educational process
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To ensure the above categories, education must create the conditions:
• competence of teachers;
• integration of new pedagogical opportunities;
• equal and flexible access to education;
• effective and flexible structure of the organization of education [4, p. 150].
Now many countries are making great efforts to establish information technologies in the educational system, which are perceived as the key to such modernization. In some countries, technology is considered a vital component of improving the quality of education by making changes to curricula, mastering new learning skills and expanding the scope of knowledge. And in other countries, they are mainly used to facilitate access to education for various groups of the population or are used for the narrower purpose of promoting self-education through programs broadcast on radio and television. Nevertheless, the fact that information technologies improve education remains the same [3, p. 141].
Information technologies are used in all areas of education, for children, students, schoolchildren. The actual and interesting issue is the use of information technology in secondary school. The reason for the interest is that the most sensitive stage for acquiring learning skills is 11-16 years old. As is known, information technologies contribute to the development of communicative competence, the role that we will determine in secondary school students [5, p. 44].
Substantial attempts to improve education with the help of information technology are not effective in fundamental education. To do this, it is necessary to conduct research in the field of the role of information technology in education for students of different ages.
The fields of education, schooling, education and vocational training are mainly related to education. However, these are different cultures. Its participants, its infrastructure and procedures, such as inauguration and evaluation, have been developed in accordance with certain social and economic situations that require a certain transfer from experienced adults to the younger generation. That is why in many countries there is a division into primary, secondary and higher education.
Turning our attention to the education of the secondary classes, it becomes clear that it cannot be measured using a pure criterion of learning outcomes in order to prepare only for the exam. Information technology offers more opportunities. The younger generation is preparing for a further challenge in education. Research shows that its main message lies in the fact that students
should invest in skills and attitudes to learning, guided by internal motivation and curiosity, and not the pressure associated with covering a large number of subject areas to pass the final exam [6, p. 36].
The key point in education using information technology is teachers. Teacher training is crucial for developing a map towards "schools". Information technology is a sure way to mobilize the creative potential of teachers and make their didactic practice more flexible and inventive. The dominant paradigm so far is that teachers need to be taught the same way they should teach later. A competent cadre will be able to prepare a competent student. So, it is necessary to leave and develop a lesson plan for secondary school students.
Earlier we noted the concept of "communicative competence of students". "Students' communicative competence" is nothing but the creative ability of students to use all tools, knowledge, skills and language abilities for communication and further mutual understanding [6, p. 37].
Effective communication is characterized by:
1) Achieving mutual understanding of partners;
2) A better understanding of the situation and the subject of communication.
The stages of achieving certainty in understanding the current situation, contributing to the resolution of problems, ensuring the achievement of goals with optimal use of resources are called communicative competence [7, p. 802].
For secondary school students, it plays an important role. Since the possession of communicative competence demonstrates communicative skills and is able to operate successfully in an open world. Communicative competence should be considered as a student's readiness to independently solve problems based on knowledge, skills, and personality qualities.
The current situation of communicative competence is due to the availability of information technologies that contribute to the rapid acquisition of information, language and culture.
The components of any competence are:
• possession of knowledge;
• content of competence;
• manifestation of competence in various situations;
• attitude to the content of competence and its object [7, p. 803].
Let's consider the main variants of information technologies that help in the development of communicative competence of secondary school students (fig. 2).
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Figure 2. The main information technologies used in the educational process in secondary school
These tools will help to develop students' communication skills and develop new skills. When using them, we get: Speaking skill: secondary school students reproduce the dialogue first with a hint in the form of a slide then demonstrate it on their own.
Control skill: secondary school students choose a task card and compose their dialogue using the vocabulary of this program and showing their imagination. Computer technology is used as a tool
Listening skill: Computer technology uses listening to a message that needs to be parsed, explained, translated, and so on.
Thus, the development of communicative competence among secondary school students due to information technology occurs in an easily adaptable form. On the basis of information technology tools, secondary school students acquire speaking, listening skills that will help them in further education, employment and social life. The use of these technologies has a positive effect on the quality of education, making it accessible and interesting. Secondary school students become motivated, which is especially important in adolescence. The knowledge they receive is well assimilated and passes into further skill.
References:
1. Kudratilloev N.A., Akhmedov B.A. (2021). Application of communication-cluster technologies in pedagogical institutions: interactive methods of processing graphic data. Scientific Progress, 1(5), 191-198.
2. Aitbayeva B.M., Absatova A.D. (2017). Computer technologies as a means of forming students' communicative competence in foreign language lessons. Actual Problems of Humanities and Natural Sciences, (2-1), 104-106.
3. Petrova L.V. (2013). The place of information technology in a modern school. Pedagogical education in Russia, (4), 139-142.
4. Magomedov R.M. (2010). Problems and prospects of using information and communication technologies in secondary school. Science and School, (3), 150-154.
5. Kudabayeva P.A. (2016). Using information technologies in formation intercultural communicative competence of future English teachers. Bulletin of the Peoples' Friendship University of Russia. Series: Informatization of education, (2), 43-50.
6. Zimniya I.A. Competence-based approach in education. Problems of education quality // Research Center for Quality Problems of Training Specialists, 2004. - pp. 34-38.
7. Akhmedov B.A., Makhkamova M.U., Aydarov E.B., Rizayev O.B. (2020). Trends in the use of the pedagogical cluster to improve the quality of information technology lessons. Economy and society, 12(79), 802-804.
