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22Аблай ддтулы Совет
MOBILE TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES TO UNIVERSITY STUDENTS
The article argues the relevance of the use of mobile technologies in learning English. The particular interest in interactive applications in this article is due to the fact that mobile technologies are increasing the number of interactive educational tools. Their complex creation can complement both the theory of mobile education and the theory of using interactive tools in learning processes.
Key words: mobile applications, learning English, mobile technologies, QR coding, mobile learning.
In our time, information flows and telecommunications have a significant impact on society.
In the process of developing scientific knowledge, mobile communication means are improving and acquiring more and more improved parameters for transmitting information. Androids, laptops, and PCs are already familiar attributes in the existence of individuals [1].
There are a large number of methods of teaching English, which involve the use of mobile tools. These tools help to activate cognitive activity in schoolchildren, improve the visualization of the material in the classroom and the dynamism of its implementation.
Studying the data in the global network, and having conducted our research on the available mobile technologies, we will describe several of them that are aimed at teaching English.
1. Learn English Elementary apps. With this tool, you can learn anywhere, regardless of whether you are in the room or walking down the street. It seems possible to install it on your phone. One lesson lasts twenty minutes and includes test questions to consolidate the studied material.
2.WORDSHAKE. This is a kind of game in which you need to come up with the maximum number of concepts from the provided letters of the alphabet for a certain period. The idea is to make as long a word as possible to get more points.
3 .JOHNNY GRAMMAR'S QUIZMASTER. This application is a cross-section of knowledge in this language, which is carried out through the correct answers to the proposed questions.
4.Learning English With The New York Times. But this technology will appeal to students who want to easily understand what is said in a foreign language, add new words to their vocabulary and learn to read. This training includes twelve classes, which are compiled on the basis of information from popular magazines and other printed publications.
5.LangBook = Dictionaries + Tests. It includes questionnaires and electronic dictionaries.
6.LinguaLeo. An application aimed at quickly memorizing phrases and concepts. It is divided into four types: concept-translation, text perception by ear, modeling of concepts and phrases, and translation-concept. This technology is combined with an Internet portal, which also has listening, learning games and essays [4].
From all that has been written, we can conclude that at the moment there is a large number of mobile technologies that contribute to fast and easy learning of the English language.
The purpose of the experimental work is to test the effectiveness of a set of exercises that are aimed at teaching adults English grammar through mobile technologies.
Based on the purpose of our research, the tasks of experimental work are as follows:
1. Verification of the correctness of the hypothesis, according to which the use of educational material contributes to the improvement of the level of grammatical skills, taking into account all the features associated with teaching English grammar to an adult audience through mobile technologies.
2. Identification of the initial level of proficiency of adult learners in grammatical skills.
3. Development of a set of exercises that are aimed at teaching adults English grammar.
4. Conducting a ascertaining cross-section of knowledge, showing the level of students proficiency in grammatical skills.
5. Analysis of the results of experimental work.
During the experiment, we used the following research methods:
1. A questionnaire to identify the difficulties of learning English grammar for adults through mobile technologies.
2. Monitoring the activities of teachers and students. Using the method of observation, we concluded that the degree of activity of students in the classroom is identical to their interest.
© Аблай Эдш^лы Совет, 2021.
ISSN 2223-4047
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3. Study of the documentation.
4. Conversation. Studying the documentation and talking to the English teachers in both groups, we found that the students ' academic performance is identical to their diligence.
6. Testing. Using this method, we identified the level of training of students at the initial stage of experimental work and at the end of training, established the level of effectiveness of the use of educational material with all the features taken into account, related to teaching adult audiences the grammatical norms of the English language.
7. Experimental training using the developed set of exercises in the course of forming grammatical skills.
8. Interpretation of experimental data.
The developed lessons are aimed at an adult audience (30 years old). The classes were conducted with the employees of the Business Center "Kazakhstan".
At the end of the course (120 hours), students had to master the main grammatical skills of the English language and the etiquette of business foreign language communication.
Based on all of the above, the provided approach to the processes of learning English using mobile technologies continues the established standards of language learning using interactive tools, but complements them with the use of radically innovative mechanisms using mobile platforms. This study demonstrated their reality and effectiveness in training. Along with this, the process of learning English is now possible not only during classes, but also can be carried out independently by students and in the form of a game process, and this becomes more important for the fruitful study of the English language.
The results of the survey of adult students of the English Language courses helped to identify certain difficulties experienced by students in mastering the grammatical skill. The majority of adult students (55.8%) experienced the greatest difficulties in learning and applying grammatical forms of the verb in their practice.
Also difficult to master grammatical forms was the noun. The percentage of students experiencing difficulties in learning the noun is 28.8%, and the verb is 55.8%.
Teachers of the courses "English for Adults" use a variety of educational technologies and methods designed primarily for adult students. They use the following technologies: project-based learning, mobile technologies, and critical thinking technologies. Among the methods used in the courses for adult students, there were partially-search, less often the case method and the method of debate. At the same time, it should be noted that these technologies and methods of teaching English to adult students of the courses "English for Adults" are mainly aimed at developing speaking skills (monologue and dialogic speech), as well as working out lexical and grammatical material in combination. Grammatical material is usually explained by teachers to adult course participants using rules and demonstrating the work of new grammatical material in speech.
As a result of observing the pedagogical process among the employees of the Business Center "Kazakhstan", we concluded that the process of teaching grammar skills is characterized by the fact that it takes place in several stages, each of which must solve a specific educational task. The stages of learning skills correspond to the psychological phases of skill formation - this is a preparatory, elementary, combining, stage of systematizing generalization and inclusion of grammatical skills in speech activity.
The results of the experimental work showed that the use of grammar games through mobile technologies in the course of teaching English is an effective method of memorizing grammatical units and constructions. Frequent repetition of the same words and phrases allows students to remember their meaning and use cases, helps to firmly fix the learned grammar in memory. The obtained results confirmed the hypothesis that the effectiveness of the formation of grammatical skills in adult students of the courses "English for Adults" increases due to the use of a specially developed system of work with the inclusion of grammatical games through computer technologies, which are built taking into account the stages of mastering grammar and the operational structure of the grammatical skill.
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АБЛАЙ ЭДШ¥ЛЫ СОВЕТ - магистрант, Евразийский национальный университет им. Л.Н. Гумилева, Казахстан.
