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39ПЕДАГОГИКА И ОБРАЗОВАНИЕ (PEDAGOGY & EDUCATION) УДК 37
Zhamaliyeva А.К.
Senior lecturer of the Department of Philological Disciplines NAO Medical University Astana (Astana, Kazakhstan)
Shaimerdenova G.O.
Senior lecturer of the Department of Philological Disciplines NAO Medical University Astana (Astana, Kazakhstan)
MULTIMEDIA TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE
Abstract: the article reveals the necessity and importance of using innovative technologies in foreign language classes. They have a number of advantages over other information technologies of education, as they allow: to improve the process of organic combination of traditional forms and methods of education with innovative ones; to implement training, information, gaming, modeling, designing and analytical functions; to fulfill such general didactic principles as visibility, accessibility, feasible difficulty, consistency, transition from learning to self-education, positive emotional background of learning, connection of theory with practice. The use of innovative learning technologies creates the most favorable conditions and contributes to a significant increase in motivation in the process of learning foreign languages.
Keywords: multimedia teaching tools, learning paradigm, student's communicative activity, intensification of independent work.
Teaching foreign languages is impossible to imagine without the use of multimedia teaching tools. The possibility of illustrating the real process of communication in English, the need to bring the educational environment closer to the
real conditions of the functioning of the studied language and culture, of course, are the actual tasks of the methodology of teaching foreign languages. The XXI century -the century of informatization makes its own adjustments to the traditional teaching of languages. The use of computer technology in teaching nowadays is of great importance, thanks to new opportunities. The introduction of new information and communication technologies expands access to education, forms an open education system, changes the idea of qualified characteristics that a modern certified specialist should possess [1, 23-24].
The most significant group of advantages lies in the methodological advantages of computer training. For example, teachers use the ability of a computer to instantly respond to the entered information to create the simplest training programs in the form of exercises. The technical advantages of teaching English using multimedia are that sound cards allow the user to record their speech, and then listen and compare it with the pronunciation of native speakers. The graphical capabilities of a computer can represent any type of activity in the form of pictures or animations. This is especially important when familiarizing yourself with a new vocabulary, since the images on the monitor allow you to associate a phrase in English directly with an action, and not with a phrase in your native language. Moreover, multimedia is an excellent means of interactive communication between different language groups, which is especially evident when using a computer network. It can be either a local network connecting several machines in one educational institution, or an Internet global network connecting millions of users around the world [2, 56-57].
The listed advantages allow us to conclude that multimedia tools have a very great potential in teaching oral foreign language speech. Due to the optimal combination of the capabilities of a number of technical teaching tools (language lab, videos, television, radio, newspapers, magazines, books, bibliographic reference books, telephone) and having additional features (interactivity, graphic capabilities, etc.), multimedia provides almost limitless opportunities for learning and self-study.
Recently, there has been a tendency in the Kazakh education system to change the learning paradigm, according to which higher education is moving from transferring knowledge to students in a ready-made form to organizing and managing their independent educational and cognitive activities. Today's requirements for education, where independent work of students is the main one, force higher education to apply educational methods and forms of work organization that promote an active learning process, which develop the ability to learn, find the necessary information, use various information sources and develop cognitive independence of students [7, 7879].
Modern pedagogical science strives to use new technologies in teaching. The interactive media mentioned above also get their worthy use. Most of the most diverse interactive educational computer programs for learning English are aimed at self-study of phonetic and grammatical aspects and bringing them to automatism in use. The features of these programs are interactive dialogues, speech recognition and pronunciation visualization systems, animated videos demonstrating the articulation of sounds, exercises for the development of all types of speech skills, videos with translation, tracking your own learning outcomes.
Since the purpose of teaching English is the communicative activity of students, that is, practical knowledge of the language, the task of the teacher is to activate the activity of each student in the learning process, to create situations for their creative activity. The use of modern tools such as information programs and Internet technologies, as well as training in cooperation and project methodology allow us to solve these problems [9, 45-46].
Thus, as Internet sources that can come to the aid of a foreign language teacher in organizing independent work, broadcast, interactive and searchable Internet resources can be attributed, on which you can get cognitive information, training materials and conditions that contribute to the formation of professional competence of future specialists [3, 67-68].
Already today we have a unique assistant that allows us to bring the best teachers from any country closer through the software products they have created. The intensification of the process of transition to the information society, associated with the widespread introduction of new information technologies and computer means of telecommunications, necessitates the development of other forms and methods of teaching foreign languages. The use of new information technologies along with traditional teaching technology can help the teacher in selecting more interesting and diverse educational material, implement a differentiated approach to each of the students, and thereby contribute to the better assimilation of the necessary knowledge and skills by students. Among the various types of innovations, as the results of a sociological study conducted in CIS universities have shown, teachers are most familiar with learning through the use of multimedia tools (66,7 %) [6, 10-11].
Multimedia technology (English: multi-many and media-medium) is considered as an information technology of learning, integrating audiovisual information of several media (text, video, audio, graphics, animation, etc.), implementing an interactive user dialogue with the system and various forms of independent activity [4, 90-91].
The use of multimedia technologies in the learning process allows: to improve the process of organic combination of traditional forms and methods of education with innovative ones; to implement educational, informational, gaming, modeling, designing and analytical functions; to perform such general didactic principles as visibility, accessibility, feasible difficulty, consistency, transition from learning to self-education, positive emotional background of learning, connection of theory with practice [5, 100-101]. In addition, multimedia technologies are supported by multimedia programs, encyclopedias, dictionaries and special information educational environments created for cognition of the holistic surrounding world in the context of its computer design, modeling and construction. Multimedia technologies act as special intellectual means of activity and have a number of advantages over other information technologies of education, since they:
1. They are a pedagogical means of continuous improvement of the content and methods of education in modern conditions.
2. Provide an opportunity to identify and support students with linguistic abilities.
3. Represent the basis of distance learning.
4. Provide access to advanced methods of education and training to the general pedagogical community through the worldwide Internet and an extensive communication network.
5. Create an artificial language environment, allow you to ensure the study of a foreign language(s) at an individual pace, increase the independence and responsibility of the student, organize the training of S for all age groups, build the training of S in accordance with the interests, goals of the student, introduce an intercultural component into the training of s.
6. Multimedia technologies present new and, apparently, limitless possibilities for creating means of visual visualization.
Multimedia (computer with additional devices) can become a powerful means of independent work for every foreign language learner, carrying out careful monitoring and constant operational assistance [3, 98-99]. Along with the positive aspects, there are negative trends that hinder the mass creation and implementation of multimedia technologies in the learning process. These include:
1. insufficient readiness of the existing education system for the active use of multimedia technologies, their integration into the pedagogical process and its organization on the basis of these technologies;
2. shortage of qualified developers;
3. lack of a developed methodology for building multimedia technologies;
4. lack of financial resources for the creation and widespread introduction of multimedia technologies;
5. the evaluation apparatus has not been developed.
In order to introduce multimedia technologies into the learning process, first of all, conditions are needed for the pedagogically and methodically sound application of multimedia technologies. The issue of integrating the Internet into education and, in particular, its use in teaching foreign languages is currently quite relevant.
At the moment, most schools and universities in our country are equipped with multimedia English language classrooms. These offices have a computer, a projector and an interactive whiteboard [10, 78-79].
Thus, the combination of traditional methodological methods of language teaching and new ones will ensure a higher level of assimilation of educational material.
However, unfortunately, currently the use of multimedia in order to intensify independent work in learning a foreign language is largely constrained by the high cost of computer technology, as well as the lack of a sufficient number of theoretically sound and experimentally tested computer programs designed for independent work in teaching a foreign language. In general, at the moment there is a situation when, on the one hand, there is a small number of theoretical studies that have not been widely implemented in practice, and, on the other hand, there are a lot of disparate programs that do not have a serious theoretical basis [8, 34-35]. The analysis showed that in pedagogical science and, especially in the practice of domestic university teaching, there is an underestimation of the possibilities of computer-based learning tools, including multimedia. This is primarily due to the complexity and lack of development in the theory of the concept of multimedia as a didactic tool.
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