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22PEDAGOGICAL SCIENCES
METHODS OF USING MULTIMEDIA TECHNOLOGIES IN TEACHING ENGLISH IN GRADES 9-11
Kulmagambetova S.S.,
candidate of pedagogical sciences, ass. prof., Makhambet Utemisov West Kazakhstan university Uralsk, Republic of Kazakhstan Kitym G.A.
master student of Makhambet Utemisov West Kazakhstan university Uralsk, Republic of Kazakhstan
Abstract
Today it is impossible to imagine life without technologies, such as, for example, a computer or the Internet, surrounding us. And these multimedia tools are being actively introduced into all spheres of life. One of the layers of vital activity is education. This article will discuss what multimedia tools are, what they are, and how they can be used when teaching a foreign language, in particular the receptive side of foreign language speech.
Keywords: multimedia learning tools, multimedia, receptive side, foreign language speech, multimedia lesson, information and computer technologies, interactive whiteboard.
According to the dictionary of foreign words, multimedia is an information computer system with advanced functions, capable of working with image (video), sound, text and interactively combined with other systems. That is, based on the definition, it follows that the use of multimedia tools in the learning process presupposes the presence of a computer. In the history of the development of education, information technology is part of the medium used to convey the message of science to many people, ranging from printing technology a few centuries ago, such as printed books, such as telecommunications to media, voice recorded on tape, video, television, and CD [1].
According to another definition of this concept, very similar to the above definition, multimedia (multimedia, from English. multi - many and media -carrier, medium) is a set of computer technologies in which several information media are used simultaneously: text, computer graphics (photographs, animation, diagrams, 3D graphics, etc.), sound, video. The most commonly used technologies included CD players, personal computers, TV screens, and, in some cases, data projectors and smart phones [2, p. 11-27]. Multimedia tools (hereinafter referred to as MMS), which can be used in training, can be divided into static, dynamic and interactive. Static MMS includes photos, printouts, while dynamic ones include television, videos, cassettes, movies, CDs and DVDs. Interactive MMS: interactive television, Internet, computer [5, p. 629-633]. The benefit and advantage of a multimedia environment in practicing reading words is the ability of each student to practice reading words in class and immediately correct their mistakes and correct pronunciation. In addition, multimedia manuals can refer students to the relevant keywords that are placed in groups. The multimedia lesson is intended for studying new material and mastering new information, consolidating what has been passed and practicing skills and abilities, repeating and practical application
of the acquired knowledge, generalization and systematization of knowledge [4, p. 108-115].
Information technologies arouse the child's interest: animation fragments make the material studied more accessible and closer to the child's life. The role of the teacher is to support and direct the development and creative search of students in the learning process. Under such conditions, it is necessary to revise the organizational forms of educational work that have developed today: to increase the independent individual and group work of students, to transform the traditional lesson with the predominance of an explanatory and illustrative teaching method, to increase the volume of practical and creative work of a search and research nature. This implies greater independence of the student, the search for the necessary information. Knowledge is extracted, and not presented in a ready-made form by the teacher. The student learns independence, relying on himself, his abilities and strength, which can have a beneficial effect on his future life and activities.
The use of information and computer technologies (hereinafter referred to as ICT) expands the teacher's capabilities in teaching his subject. Studying any discipline using ICT gives children the opportunity to participate in the course of work in the classroom, which contributes to the development of students' interest in the subject. Visual material is more interesting, especially if you remember about the initial stage of training, and it is easier to perceive. Given that the degree of perception and memorization is different for everyone, the proverb is still easily applicable to the bulk of students: "It's better to see once than hear a hundred times." Since it is much harder to perceive information by ear, and visual material is perceived much easier and clearer.
The elements of ICT that can be used more often during training include:
• interactive whiteboards;
• electronic textbooks and manuals displayed on the computer screen and multimedia projector;
• electronic encyclopedias and reference books;
• simulators and test type programs;
• Internet educational resources;
• various discs with paintings and illustrations (media files);
• audio and video equipment;
• interactive maps and atlases;
• interactive conferences and competitions;
• materials for distance learning;
• distance learning [3].
Teachers often use demonstration programs in their work, which, in addition to pictures, videos, photographs, include interactive atlases, computer lectures, and presentation lessons developed using various possible computer programs. They can be used both in lessons when consolidating knowledge, practical skills and skills, and in lessons of repetition and systematization of knowledge, evaluation and verification of acquired knowledge.
For example, an interactive whiteboard is a touch screen connected to a computer and transmits an image from it using a projector. Just one touch on the surface of the board is enough to start working on the computer. The interactive whiteboard has an intuitive, user-friendly graphical appearance. In the process of working with this board, the teacher uses various methods: learning styles: auditory, kinesthetic, or visual. Thanks to the interactive whiteboard, students can see large color images, drawings, and diagrams that can be moved as they wish. The interactive whiteboard allows you to use various visual materials in the classroom, which can consist of tables, abstracts, video clips, dictionary entries, and so on. Their use is an example of the principle of clarity, consistency and accessibility. You can use ready-made drawings on the selected topic, a variety of Internet resources. When using video material, you can create a speech situation, teach how to pose a question, compose a statement and / or a dialogue. Working with video materials significantly expands the volume of perceived information.
Multimedia tools are a good support for teaching the receptive side of speech activity. The receptive type of speech activity is based on the perception of language. This type includes listening and reading. That is, sensory organs such as ears (hearing) and eyes (vision) are involved. It is very important to teach how to perceive and understand foreign language speech, since without mastering these skills, it will not be possible to teach how to speak and write correctly in the future. Moreover, the purpose of learning is communicative, and without understanding the interlocutor it is impossible to build communication as a whole. Therefore, listening is considered a difficult activity that needs to be purposefully taught. And during the training, multimedia capabilities will provide great support and assistance, one of which is the means listed earlier.
The use of multimedia technologies in a foreign language can increase the motivation of students to study the subject, develop listening, speaking, control
and self-control skills. Software's are available to develop speaking skills. By incorporating suitable software through computers the students will play it again and again with their own interest and try to improve their speaking skills, which are most essential in this modernized IT world. The usage of headphones in the lab makes the students to have interest over the subject and induces them to repeat again and again instead of feeling boredom.
The main task of teaching listening at the senior stage (9th - 11th grades) it is the improvement of previously formed skills and, if necessary, their correction. Listening at this stage should be successfully carried out with a single presentation of an audio message. When listening to a text with an understanding of the main content, the student should strive to understand the text as a whole, even if it contains a certain percentage of unfamiliar words and expressions. Unfamiliar elements should not be key in the text, so that the listener can perceive the basic information without fixing his attention on the details. In order to successfully master both types of listening, the student must be able to use the formulas of questioning, involving clarification or clarification of the information provided by ear.
One of the most striking examples of students working with multimedia tools is their preparation of presentations. This may not be the work of one student, but of a group of students. Independent work of students gives them the opportunity to learn the material better. The transfer of this material, its presentation to others with the help of, for example, a presentation worked out by a student on a computer using slides makes it easier to assimilate the material. Further retelling of the information seen and heard and the active statements of other students indicate the involvement of the class. Teamwork brings students closer together, the use of multimedia technologies makes work more interesting and visual and involves students in work. For example, when studying the topic of holidays, you can set as homework the preparation of a presentation on a holiday with a subsequent presentation with it.
Thus, it can be emphasized that modern technologies have a positive impact on the learning process of artificial intelligent. Paying attention to the specifics of the subject, it should be noted that it is especially useful to use multimedia tools when teaching the receptive side of the language, because students in this situation have the opportunity to listen to the live speech of a native speaker of a foreign language and understand it. Summing up the above, we can conclude that the use of multimedia technologies in grades 9-11 can significantly transform the educational process, in particular, help the teacher when teaching a foreign language, increase the interest of students in its effective study.
References
1. Prinzessinnadia's Blog. The Evaluation of CDs Programs, February 1, 2013. [Electronic resource]. URL: https://prinzessinnadia.wordpress.com/ (date of access: 26.10.2021).
2. Bahadorfar M. The Impact of Computerassisted Language Learning Training on Teachers' Practices // Journal of Language Teaching and Research 9 (6). 2018, pp. 11-27.
3. Mostaikina L. V. Multimedia tools as a means of improving the effectiveness of educational results in the implementation of the Federal State Educational Standard, 2018 [Electronic resource]. Access mode : https://www.uchportal.ru/fgos/9450 (acsessed date: 26.10.2021). [Published in Russian]
4. Popova A.V. Development of students' reading technique skills based on language multimedia programs. Tambov: Bulletin of TSU, 2015. Issue 4 (144). pp. 108-115. [Published in Russian]
5. Tumakova N. A., Zakharchenko E. A. Multimedia tools as a way to intensify the educational process at the university // Young scientist. 2015. No. 4. pp. 629-633. [Published in Russian]
THE ROLE OF THE QUESTION-ANSWER TECHNIQUES IN TEACHING A FOREIGN LANGUAGE
Potepkina V.
Senior Lecturer, Department of English Language Saint-Petersburg State University of Economics
Abstract
The article discusses the problem of students' difficulties in creating questions in the process of communication in a foreign language. Particular attention is paid to the role of work in small groups to reduce language tightness and create a psychologically comfortable atmosphere in the classroom.
Keywords: question-answer technique; lingual tightness; creating comfortable conditions; socialization; elimination of the language barrier.
Despite the fact that the question-and-answer technique and the method of group work in teaching a foreign language have been used since the beginning of the last century, not all advantages of combining these two methods have been sufficiently covered in the scientific, pedagogical and methodological literature. Studying the experience of university teachers and our own experience has led the author to the conclusion that students are more willing to talk about a topic prepared at home and have difficulties with spontaneous conversation in a dialogue or trilogy. The main difficulty lies in creating questions.
It is appropriate to note that the role of questions in communication is very significant. Well-known scientists in the field of psychology and educators T. Kerry and R. Fisher consider the process of generating questions to give a good help in developing a students' mental activity and learning process itself [5; 6].
B. Bloom and D. Krathwohl highly appreciate the role of questions in the development of thinking. According to their taxonomy, the thinking process is divided into low and high levels. A low level of thinking includes cognition/familiarization, understanding and application of information in practice. A high level of thinking implies the evaluation, synthesis and analysis of information. Moreover, understanding as a result of an active mental activity is more important than passive knowledge. An effective strategy for using questions can help to develop cognitive abilities, transition from familiarization and understanding to synthesis and analysis [3].
The most common form of working with questions in the classroom is a teacher asking and students answering form. We would like to turn to both the positive and negative sides of it. The positive side is likely to be the following:
-giving the teacher the opportunity to find out what difficulties or misunderstandings the students are experiencing;
-developing students' curiosity;
-motivating the trainees, giving responsibility to each member of the group and making the group more cohesive;
-leading to the processes of judgment, comparison and making up one's own opinion about a fact and an event;
-forming the skill of conversation and the ability to find a solution to a problem.
The disadvantage of using the direct question technique, when students only answer questions, according to R. Fisher, can be attributed to a certain passivity of the learning process. Especially often this phenomenon can be observed in a situation where a teacher asks too many questions. A large number of questions can lead to a decrease in the number of thoughtful and creative answers of students [5]. We socialize with R. Fischer in the fact that the process of developing students' skills and ability to ask, and not just answer questions, is a key factor in making the learning process more effective. In our opinion, the process of generating a question not only activates mental activity, but can have a significant effect on reducing the psychological tension of students.
The study of research literature let us suggest that it is possible to achieve a psychologically comfortable atmosphere in the classroom when working in small groups. Attention should be drawn to S. Adams who notes that being in a small working group, students do not feel the tension that hinders them with individual answers [1].
It is appropriate to assume that creating a psychologically comfortable atmosphere in the classroom can help students quickly bridge the gap between the program requirements for learning a foreign language at a
