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3ONLINE TECHNOLOGIES AS A BASIS OF DIGITALIZATION OF POLYCULTURAL FOREIGN LANGUAGES TEACHING
The relevance of the problem under study is due to the modern requirements of educational practice for the use of Internet resources and online technologies, which are the basis for the implementation of the digitalization process of teaching foreign languages. The purpose of the article is to examine the linguodidactic potential of online technologies in the process of digitalization of multicultural teaching of foreign languages. The leading approach to the study of this problem is multicultural. The article deals w'th main problems of modern theory and methodology of using online technologies in the process of digitalization of foreign language teaching. The authors make a special scientific perspective on the positioning of the multicultural basis of modern teaching of foreign languages. Much attention is paid to considering the linguodidactic potential of some online technologies as a basis for teaching foreign languages in the context of digitalization, in particular: case technology, e-mail projects and Skype technology. The materials of the article can be useful in designing the educational process for teaching foreign languages using digital educational resources and online technologies.
Keywords
Digitalization, polycultural foreign languages teaching, online technologies, case technology, e-mail projects, Skype technology
AUTHORS
Svetlana L. Suvorova,
Doctor of Pedagogy, Professor, Professor of the Department of Theory and Practice of Germanic Languages Shadrinsk State Pedagogical University, Shadrinsk 3, Karl Liebknecht street, Shadrinsk, 641870, Russia
alex97@shadrinsk.net
Tatyana V. Khilchenko,
Candidate of Pedagogy, Associate Professor, Department of Theory and Practice of Germanic Languages Shadrinsk State Pedagogical University, Shadrinsk 3, Karl Liebknecht street, Shadrinsk, 64l 870, Russia tkhill@rambler.ru
Anna V. Knyazheva,
post graduate student Shadrinsk State Pedagogical University, Shadrinsk 3, Karl Liebknecht street, Shadrinsk, 64l 870, Russia amur20@mail.ru
1. Introduction
1.1. Urgency of the problem
The main challenges of our time in relation to the education system are the requirements for its innovative scientific and educational potential, the importance of
education for the progressive development of the country and its high positions at the international level. Modern processes of globalization, taking place in all spheres of public life, actualize its aspects related to the expansion and strengthening of international interaction of various countries, people and, undoubtedly, their cultures, provided that a foreign language culture is taken into account in terms of the totality of manifestations of human activity, relating to all areas of life. In this regard, the resolution of the problems of intercultural communication is impossible without the context of interaction and the influence of cultures.
1.2. Explore Importance of the Problem
The development trends of modern society testify to the constantly expanding international cooperation in various fields. The educational paradigm takes into account these trends and gradually changes the requirements for the education system, including foreign languageteaching.
The priority goal of polycultural languages teaching at the present stage focuses on its intercultural aspect, teaching not only language, but also culture. The concept of intercultural communication is considered today from the standpoint of the linguistic and cultural methods of teaching languages.
2. Materials and Methods
2.1. In recent years, the tendency towards the transition from the communicative approach to its variety - the interactive approach (research by N.V. Bagramova, B.D.Parygin, R.P. Milrud, etc.) has been increasing in the methodology of polycultural teaching of foreign languages. Some methodologists put the interactive approach on a par with the communicative one, believing that "the interactive model of language acquisition presupposes that learning takes place directly in the process of participation in language acts"speech events". Therefore, the question of using Internet resources in the structure of the modern educational process becomes more acute. It is impossible to do without such well-established components as a textbook, blackboard, notebook, etc. Internet resources make it possible to transform these components, supplement them, and extrapolate their capabilities to the learning process.
Methodological Framework.
Optimization of polycultural foreign languages teaching is considered in modern scientific research (Bulankina, 2008; Khalyapina, 2006) as a natural, logical stage in the development of methodological science, involving the search for an integral system of measures to create optimal conditions for training, education, development of students in the process of learning a foreign language.
Optimization in a generalized interpretation means choosing the best, most favorable option from a variety of possible conditions, means, actions, etc. Extrapolation of this concept into the field of education leads to its understanding as a procedure for choosing such a methodology that would guarantee the achievement of the best results with minimal resource consumption on the part of the teacher. In this case, it is important that the optimization of learning is achieved not through the implementation of the most effective or innovative method, but through the scientifically grounded choice of one of the possible teaching methods by the teacher (Shlyapnikova, 2011).
2.2. Theoretical and empirical methods.
While modeling the digitalization process ofpolycultural foreign languages teaching in its main aspects we used such methods:
Theoretical methods: a) analysis of normative documents on education was used to justify the urgency of the problem and determine the legal possibilities for its solution; b) the theoretical and methodological analysis allowed to formulate the key initial positions
of the research; c) system analysis was the basis for a holistic review of the problem.
Empirical methods: a) generalization and analysis of effective international experience and practice of domestic and foreign higher schools in the modeling strategies of digitalization; b) the focus group method was used to elucidate students' attitudes towards the formation of polycultural competences on condition of modeling digitalization.
3. Results
3.1. Use of Internet resources
One of the most promising options for optimizing the process of polycultural foreign languages teaching is, in the opinion of many researchers, the use of Internet resources, which are quite harmoniously "woven" into the methodological concept of the lesson and allow the teacher to carry out both educational and monitoring activities. At present, the sites contain quite detailed developments of fragments of foreign language lessons using the Internet. The methodological value of Internet resources in teaching a foreign language lies, first of all, in the creation of conditions (informational and technical) for communication with a partner located remotely. Modern means of communication provide really wide opportunities for communication at an intercultural level.
The terminological apparatus of the methodology of polycultural foreign languages teaching associated with the sphere of introduction of modern Internet technologies is being replenished and improved rather quickly, which explains the fact that in modern scientific research, authors use different terms to denote the same concepts and phenomena.The most common term in scientific literature is the term information and communication technologies (ICT), which is interpreted as a complex of forms, methods, techniques and methods of teaching foreign languages, which are implemented on the basis of using the Internet. The didactic component of this concept means the Internet and includes two main components: forms of telecommunications and information resources (Internet resources).
The most common forms of telecommunications include e-mail, chat, forum, video, web conferencing, etc., which are becoming the subject of numerous studies (Strokan, 2017; Sysoev, 2009), devoted to the use of various forms of telecommunications in polycultural teaching a foreign language. Internet resources are a complex of integrated hardware and software, as well as information content, which is intended for placement or publication on the Internet and may contain information in text, graphic and multimedia form.
Internet resources as a teaching tool, used for didactic purposes, imply the development of appropriate educational and methodological support in the form of a set of tasks, exercises, quizzes, tasks, etc. The use of Internet resources in the educational process contributes to the development of the cognitive activity of students and the achievement of the main goals of teaching the subject.
Internet resources that are supposed to be used in polycultural foreign languages teaching contain text, audio and visual material on various topics in different languages. In order to assist students in orientation in the search and productive use of information to meet educational and professional interests and needs, special educational Internet materials are being developed, the main functional purpose of which is didactic support of students' work with Internet resources.
It should be noted that the educational potential of Internet resources in teaching foreign languages lies in the emergence of an additional opportunity to create an information learning environment, which contributes to the formation of basic competences in the field of foreign language proficiency, including the socio-cultural
competence of schoolchildren. The use of Internet resources in the educational process creates unique conditions for acquaintance with a different linguistic culture and its main components, which is not always guaranteed by textbook materials. At the same time, a foreign language acts as the main means of education and self-education.
Internet resources are the basis for creating an information-subject environment, education and self-education of schoolchildren, to meet their personal interests and needs. At the present stage of polycultural foreign languages teaching, which is implemented using a wide range of Internet technologies, the need associated with the design and development of new educational Internet materials is actualized (Makarova, 2013). They can be considered as an analogue of traditional printed textbooks, provided that the main criteria for assessing their quality and taking into account the level of schoolchildren'seducation are observed. Therefore, at the present stage, it is more reasonable to position the use of Internet resources in integration with traditional printed educational publications without building a hierarchical relationship between them.
3.2. Online technologies
Modern online technologies make it possible to effectively supplement the process of polycultural foreign languages teaching at all levels. These technologies open up great opportunities for information retrieval, project development, and intercultural communication.
Online learning is a way to organize the process of self-study of educational materials using an educational environment based on Internet technologies, learning using the Internet and multimedia. Online learning includes not only taking courses on special platforms, but also any perception and use of online information. This is the most widespread form of distance learning at the present stage of development. Any training, including online training, is implemented using appropriate methods and technologies [4].In distance learning, various types of specialized educational technologies are used: cases (analysis and solution of practical situations), Internet technologies, telecommunication technologies, etc. Let us briefly consider each type of online technologies.
Case technology is a distance learning technology based on providing students with information educational resources in the form of specialized sets of educational and methodological complexes designed for independent study using various types of information carriers.
Internet technology (network technology) is a distance educational technology based on the use of global and local computer networks to provide students with access to information educational resources and to form a set of methodological, organizational, technical and software tools for the implementation and management of the educational process, regardless of the location of its subjects
Telecommunication (information and satellite) technology is a distance educational technology based on the use of primarily space satellite data transmission and television broadcasting, as well as global and local networks to provide students with access to information educational resources presented in the form of digital libraries, video lectures and other means learning.
In the process of teaching foreign languages, online technologies are implemented using the following means and forms: synchronous (Skype, video technology, voice chat, videoconference, on-line testing, etc.); asynchronous (forum, email, personal web page, web quest, blog, etc.).
The methodological value of these online technologies in teaching foreign languages lies in the following characteristics: 1) interactivity, which means the ability to compose dialogical speech and self-assessment; 2) independence, assuming the same opportunities during training; 3) authenticity implies that online technologies provide an opportunity
for various types of activities: the perception of speech and culture; 4) adaptation, which means adaptation to the level of development of each student.
E-mail projects
The essence of e-mail projects is the exchange of information on specific topics of projects with native speakers from around the world; conducting a dialogue with a representative of a foreign language culture; using the possibility of fulfilling project assignments of a communicative orientation by means of e-mail (E-mail project, 2020).
As a rule, e-mail projects are carried out with the participation of a group of students from different countries, for whom the applied language is foreign or native. The benefit of such a project lies in the fact that students use their language knowledge, engage in dialogue with actual language partners, provide their classmates with the necessary information and discuss topical issues of our time and receive an assessment for this. It follows from this that students are more responsible in writing texts. Due to this, they increase their motivation to further learn the language and expand their vocabulary. The main means of organizing project work within the framework of an e-mail project is e-mail, which is aimed at the development of written speech, and from this position the ability to "negotiate", namely, "the formation of a culture of communication" can present a certain difficulty.
The tasks of e-mail projects include: striving for self-education, as well as the development of cognitive interests among students; developing students' skills for independent research of the necessary information, its processing and rational use; creating an authentic language environment based on intensive communication with native speakers and setting the task of forming the need for learning a foreign language; increasing the level of knowledge of students on the subject.
The basis of the e-mail project is the focus on the formation of such skills and abilities as: the use of ICT and the Internet for correspondence with foreign citizens; work with a dictionary and various reference books; search, selection, analysis and processing of information; observance of the rules for writing letters: greetings, appeal, questions of interest and wishes; obligatory feedback to the questions received from the correspondent; design of the final results of the project using various multimedia tools; public presentation of the results of project work.
Pen partners can be found by means of:
1. application with a corresponding request to the EPALS Global Community (www.epals.com), offering the establishment of correspondence for various purposes: to carry out joint projects, discuss pressing problems, conduct discussions between entire classes;
2. going to the Intercultural E-Mail Classroom Connections - http://www.friends-partners.org);
3.visiting the E-mail for ESL / LINC Students home page. Itoffers help and instructions on using e-mail, free access to e-mail, helps to find penpals, offers participation in pair and group projects, and, in addition, offers links to all kinds of useful resources.
Skype technology
A lesson with the use of Skype technologies acts as a form of organizing the process of learning a foreign language, which allows you to master a foreign language under the guidance of a qualified teacher. This technology of learning foreign languages has a number of advantages: the versatility of the training schedule; no compulsory attendance of an educational institution; saving money; interactivity of training, namely the ability to communicate via the Internet with a real teacher and students; the possibility of training for children with disabilities.
The use of Skype technology expands the possibilities of modern education and makes it more effective and interesting. Including Skype in the process of a lesson with a
native speaker, you can solve the following problems (Teaching English, 2020):
1 ) improve students' pronunciation and listening skills;
2) develop the intercultural competence of students;
3) create real situations of communication with representatives of foreign-speaking countries;
4) set up a lively contact through a dialogue with a representative of another nation, and therefore a different mentality;
5) overcome the language barrier;
6) get acquainted with new traditions, customs and customs.
Conducting a lesson using Skype technology requires careful preparation by the teacher, students and native speaker. During this lesson, students gain networking skills through face-to-face communication. The use of such programs and information and communication technologies in the educational process allows you to diversify the lesson, increase the motivation of students to learn the language and show students the practical significance of the subject "Foreign language" (Ermolova, 2011).
The main communication capabilities of Skype technology are: video calls to users of the Skype network; text chat; the ability to create voice and text conferences; formation of interest groups. In the educational process, the use of Skype technology is possible for carrying out: individual and group lessons; consultations; elective courses in a foreign language; webinars; audio / video conferences and teleconferences.
Despite the obvious advantages, communication via Skype is associated with a number of difficulties: possible technical problems (distortion of the quality of image and sound transmission, feedback with interference, etc.); background noise; fluent speech of the interlocutor; strong accent; the presence of unfamiliar words and complex grammatical structures; lack of experience in communicating with native speakers (Goroshko, 2010).
Skype conferences with students (teachers) from other countries, held in a foreign language, create authentic conditions for communication, as well as help to remove the language barrier and encourage the use of the language, which undoubtedly contributes to the formation of intercultural competence of students.
In the process of communicating via Skype, students from different countries who study the same foreign language communicate with each other on a specific topic. Teachers, who act as organizers of the Skype conference, agree in advance about the upcoming conversation, namely about the time, conditions, topics of the conference. For example, the international community of teachers - "HLWSkypers", who use Skype technologies in the classroom and in extracurricular activities, helps to find Skype partners, take part in Skype conferences with students and teachers from other countries (USA, Austria, Germany, Australia, etc.). ), discuss the details of projects and possible difficulties that arise when organizing work.
When introducing Skype technology in a foreign language lesson in the form of a Skype conference, it is necessary to: make a test call, determine the noise level and the specifics of organizing the conference; check the image quality. If the communication level allows, then output the image and sound, or only sound if the quality of the connection is poor.
The placement of students during the conference should be organized so that it is convenient to present the prepared project and it is easy to change places for the speakers, and the audience can hear and see both sides perfectly. In order to avoid subjective problems, especially with novice students (who have never participated in Internet conferences with foreign peers), it is advisable to start a Skype conference with careful preparation. The organization of work with newcomers is as follows: a well-developed topic; prepared educational stories for performance, removal
of emotional stress, excitement.If these conditions are met, the organizational process and the implementation of Skype conferences will bring a charge of positive emotions and high efficiency.
4. Conclusion
Modern online technologies represent an effective basis for the implementation of the main strategies for the digitalization of language education. The process of digitalization of teaching foreign languages based on a polycultural approach is implemented taking into account the specifics of new online technologies. The most promising of them are case technology, e-mail projects and Skype technology.
5. Acknowledgements
This research has been funded by the FS source on the topic "The digitalization strategies of the multicultural environment of the university in the context of VUCA " (№ 32Н from 13.04.2020).
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