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64ПЕДАГОГИЧЕСКИЕ НАУКИ
ИСПОЛЬЗОВАНИЕ ИНТЕРНЕТ-РЕСУРСОВ КАК ОДНОГО ИЗ СРЕДСТВ ОБУЧЕНИЯ
ГОВОРЕНИЮ АНГЛИЙСКОГО ЯЗЫКА
Бетяев Максим Андреевич
студент
Мордовского Государственного Педагогического Института
им.М.Е.Евсевьева Россия, г.Саранск
USING INTERNET RESOURCES AS ONE OF THE MEANS OF TEACHING ENGLISH SPEAKING
Betyaev Maxim Andreewich
student
Mordovian State Pedagogical Institute named after M.E. Evsevev Saransk, Russia
Аннотация. Данная статья посвящена рассмотрению использования интернет-ресурсов как одного из средств обучения говорению английского языка. С развитием компьютерных технологий и интернета открылись новые пути и возможности получения знаний. Последние достижения в области высоких технологий открывают перед преподавателями иностранного языка широчайшие возможности для дальнейшего совершенствования учебного процесса и его перевода на качественно новую основу.
Abstract. This article is devoted to the use of Internet resources as one of the means of teaching English speaking. With the development of computer technologies and the Internet, new ways and opportunities for obtaining knowledge have opened up. The latest achievements in the field of high technologies offer teachers of a foreign language the widest opportunities for further improvement of the educational process and its translation to a qualitatively new basis.
Ключевые слова: иностранный язык, общение, говорение, интернет-ресурсы, коммуникативная компетенция.
Keywords: foreign language, communication, speaking, Internet resources, communicative competence.
The education system always responds to technological advances. Thus, in the 60s of the last century, the cheapening of audio-visual means, the appearance of phonographs, diafilms, sound films provoked the intensification of the use of technical means in the educational process in a foreign language. However, during this period, the system of teaching tools has only just begun to take shape in the methodology of teaching foreign languages [1, p. 310].
With the development of computer technologies and the Internet, new ways and opportunities for obtaining knowledge have opened up. The latest achievements in the field of high technologies open wide opportunities for teachers of a foreign language to further improve the educational process and its translation to a qualitatively new basis [2, p.15].
Modern education requires radical changes in the methods of teaching school subjects, in particular, a foreign language. Currently, the introduction of all currently available innovative computer technologies in the educational process is becoming necessary. There is an urgent need to create a single global educational space. This is why all the countries of the world are so interested in new information technologies and, in particular, in computer communications, which open a window to this world space [3, p.42].
Now everyone understands that the Internet has tremendous information capabilities, but we must not forget that, whatever properties a particular learning tool has, primary didactic tasks, features of cognitive activity of students, due to certain educational goals. The Internet with all its capabilities and resources is one of the means of implementing these goals and objectives [4, p. 11].
According to S. V. Titova, using the Internet you can:
• include network materials in the lesson content;
• conduct independent search for information by students as part of the project;
• increase motivation and create a need to learn a foreign language through live communication;
• to form and develop reading skills directly using the materials of the network of various degrees of complexity;
• to form and develop skills and listening skills on the basis of authentic sound texts of a network the Internet, are also respectively prepared by the teacher;
• improve the skills of monological and dialogical utterance based on the problematic discussion of the materials presented by the teacher or one of the students of the network;
• improve your writing skills by writing responses to your correspondence partners;
• to add vocabulary to the vocabulary of a modern foreign language that reflects a certain stage in the development of the culture of the people, social and political structure of society, using authentic texts from the country of the language being studied;
• to obtain cultural knowledge including speech etiquette, features of speech behavior of various people in terms of communication, culture, and traditions of the studied language [5, p. 224].
N. D. Halskov believes that to work on reading and writing important can be blogs, social networks; and to develop skills to understand foreign speech at the hearing and orally to produce its own statements podcasts and YouTube [6, p. 284]. There are several services that are effective when used in teaching English:
• Youtube
• Tandem
• Podomatic
YouTube is a social service that provides video hosting and storage services. Users of this Internet resource can add, watch and comment on various videos. This service is very productive when learning to speak at any stage of training.
YouTube is the largest video hosting service in the world, where users can access videos in hundreds of languages on completely different topics. The main advantage of this service, it is possible to allocate the quantity and quality of free materials. For example, when learning English, you can view authentic videos uploaded by English-speaking users while watching: how native speakers speak, what non-verbal means of communication are characteristic of them, what lifestyle they lead, what features are characteristic of their culture. Thus, YouTube allows you to immerse yourself in a foreign language environment. Moreover, with the help of video materials, it is easier for students to understand speech situations, in comparison with texts. It follows from this that using video when teaching speaking, you can increase efficiency, since it takes much less time to parse the video than to parse the text. In addition, the video is more motivating for students to speak, makes their speech situational and functional, they understand their role in communication and speak in accordance with it.
When teaching a foreign language only with a traditional textbook, there is a problem of limited educational materials. They are not always suitable, may become outdated, and may be completely uninteresting for students. in this situation, it is very difficult to apply the principle of personal-oriented training. Using YouTube is much more interesting to learn-the materials are always relevant and interesting, you can choose topics individually for each student, the language material is clear.
Video materials can be used for different purposes: to collect information on certain topics, to use as a support for a task, they can serve as the basis for a monologue or dialogue, and so on. In addition, YouTube contains a lot of ready-made training videos with a detailed explanation, ready-made tasks.
Depending on the specific educational tasks, YouTube Can be used to organize both individual and collective forms of work, combining the functions of a means of communication, as well as a tool for information and technical support for the activities of teachers and students [7, p. 173].
However, for effective training, the teacher must organize the work with the YouTube service correctly. You need to choose the material with care, students should understand the goals and objectives of the tasks, you must be monitored, because the temptation is great to just watch the video without working on yourself.
Tandem is a popular app for language exchange and communication with native speakers, which has a community of more than 5 million people. Tandem is a language social network where you can find pen pals, partners for conversation practice, a teacher or tutor of any foreign language.
Main functions of Tandem:
• Search for people who speak languages that are interesting to you.
• Chat with audio and video messages and photo sharing.
• Audio and video calls.
• Auto-correction.
• The selection of interlocutors on the topics of conversation
• Professional teachers and tutors.
The Tandem service allows you to implement the tandem method via the Internet.
The tandem method is a joint study of a foreign language by two partners who are native speakers of different languages. This method helps to learn from each other. Thus, the study of the tandem method can occur independently-without the participation of a teacher, which is important, because when learning a foreign language, independence plays a huge role. Tambovkina believes that the tandem method is effective, since learning a foreign language in tandem allows its participants to improve their level of language proficiency, as well as improve their communication and social skills, increase their socio-cultural competence, exchange previously obtained experience and knowledge, and learn to communicate freely in the native language of their tandem partner [8, p.13-17].
The goal of the tandem is to master the native language of your partner in a situation of real or virtual communication, to get acquainted with his personality,
Learning languages in tandem is based on two principles. First, this is the principle of interaction: each participant of the tandem shares knowledge with the partner, helps to learn a foreign language, perform various tasks and projects within the framework of the proposed course;
Secondly, the principle of autonomy: the tandem course does not have a strict curriculum and reporting form at the end of the course, since the main task of this course is the full development of students, focused on their desire for self — improvement, obtaining new knowledge and developing the ability to communicate freely in real communication situations. Therefore, each of the two partners is responsible for their own training and determines what, how and when they want to learn, and what help they seek from the partner. The teacher only serves as an intermediary, an assistant.
Podomatic (www.podomatic.com) is a social service that allows Internet users to listen, view, create and distribute audio and video broadcasts on the world wide web. Unlike regular TV or radio, podcasts allow you to listen to audio files and watch video broadcasts not live, but at any time convenient for the user. The social podcast service allows network users to listen to or view previously hosted podcasts, as well as create their own podcasts on any topic. Podcasts can be from a few minutes to several hours in length. On the Internet, you can find both authentic podcasts created for native speakers, and educational podcasts created for educational purposes.
Students have the opportunity to place their own educational podcasts in a foreign language on the Internet on a special service, created by them in accordance with the content of the curriculum and the standard of General secondary education in a foreign language. The teacher determines the format, duration, and type of podcast recording. When preparing the sound design of the podcast and its recording, students develop all types of speech activity, including speaking skills. Students can create a personal zone on the podcast service that is necessary for organizing online discussion of the podcast content, and students can also post their comments in the micro-blog or web forum section. The teacher can organize a group discussion of students ' podcasts directly on each student's personal pages. Depending on the target setting, after listening to each podcast, students can post from one to several comments in a micro-blog or web forum. In the comments, they can Express their views on the issue under discussion, agree or disagree with the podcast author, highlight the positive and negative sides of the podcast content, and focus on the language design of the podcast. Each student moderates their own personal zone on the podcast server. They host their own podcast on the server, can upload a photo, choose the color, font, size of letters on their page, delete or respond to messages posted in the micro-blog, add personal information, and so on.
From all of the above, it follows that Internet resources play a significant role in the formation of speaking among ninth-graders. With a large amount of authentic text, audio and video materials, and extensive telecommunications capabilities, they help students improve their oral speech and greatly facilitate the work of the teacher, giving the student the opportunity to learn independently.
References:
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3. Polat, E. S. Internet in extracurricular work in a foreign language / E. S. Polat // Foreign languages at school, 2001, no. 5, Pp. 40-43.
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