Teaching and learning second language using information technology Текст научной статьи по специальности «Науки об образовании»

Г. Т. Сыздыгалина,

студентка Костанайского

государственного педагогического института, факультета иностранных языков

Неггзг! создер: агыл-шын тглг сабагы, ацпарат-тъщ технологиялар, интернет, и н m ер акт и em i тацта, ddic, артыцшылыц жэне кемгитк.

Ключевые слова: урок английского языка, информационные технологии, интернет, интерактивная доска, метод, преимущество и недостатки.

Keywords: english lesson, information technologies, Internet, Smart board, method, advantage and disadvantage.

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TEACHING AND LEARNING SECOND LANGUAGE USING INFORMATION TECHNOLOGY

Ацдатпа

Макал ада басты кдралатын мэселе агылшын тш1 са-багында акдараттык; технологияларды колдану болып табы-лады. Макаланыц басты максаты агылшын тшш уйретуде ак;параттьщ технологияларды к;олдана отырып агылшын тшш уйретудщ жаца тэсшдерш табу жэне агылшын тшн уйрету барысында ок;ыту процесш барынша заманауи, ерекше жэне нэтижел1 ету мак;сатында студенттер мен мугал)мдер арасын-да ак;параттьщ технологияларды колдану аукымын кецейту. Бул макдлада агылшын тшш уйретудеп ак;паратты технологияларды к;олданудыц мумкш болатын тэсшдер1 к;арастыры-лады жэне ак;параттьщ технологияларды тшмд1 колданудыц жолдары туадцщршедь Сондай-ак, маадлада акдараттык; технологияларды щэлданудыц жетют1ктер1 мен кемшшктер1 бейнеленед1. Интернета ^олдану мен интерактив^ тацтамен жумыс жасау процестерше басты назар аударылады. Б^л макала студенттер мен м^гаммдерге агылшын тш сабакта-рын етюзуге кемек бередь

Аннотация

В статье рассматривается использование информационных технологии на уроке английского языка. Главная цель этой статьи найти способ обучения английского языка, используя информационные технологи и распространить использование информационных технологий среди преподавателей и студентов в целях сделать их процесс обучения более современным, необычным и эффективным. Рассматриваются возможные способы использования информационных технологий и объясняется как использовать их эффективно в процессе преподавания английского языка. Также описываются преимущества и недостатки в использовании информационных технологий. Особое внимание обращается на использо- ^ вание интернета и интерактивной доски на уроке. Это статья ^ полезна как для преподавателей так и для студентов. О

Annotatoin ^

The aim of this article is find out the ways of possible use 2 of the Information technology when teaching or learning English. ^ To popularize the Information technology among the teachers and students in order to make their learning or teaching process g more up-to-date, unusual and efficient. In this article investigates щ possible ways of using the Information technology in the process of teaching English and explain how to use it efficiently. The article considers the theme of the use of information technology in the classroom of English. Also describes advantages and disadvantages in the use of information technology. Particular attention is drawn to the use of the internet and smart boards in the classroom. This article is useful for the teachers and students.

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systems and teaching

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Using information technologies in the process of foreign languages at secondary educational establishments is actual at the modern stage of development.

The use of information technologies at English lessons is a necessary condition for developing interest to the language and computer technologies due to the expansion of computers and information science application. In the process of teaching foreign languages new information technologies are used at secondary educational establishments. They are cameras, audio equipment, computer technology, video equipment, overhead projection devices, scanners, printers, CD equipment, multimedia computer, Internet, multimedia textbook -almost any device that can access, present, manipulate and communicate words, sounds and images to enable us to create meaning. It makes possible the perfection of mechanisms of the system of education management, and also creation of the methodical systems of teaching oriented to the development of intellectual potential of students. Active work is conducted to elaborate and introduce computer tests on the studied foreign languages (in our case it is English). Gavrilov B.V. (2006)

Facts are facts, but they aren't always presented in a manner that is easy for students to understand. Facts presented through technology are easier to understand, according to Education World. When a student sees a definition on a power point presentation, then sees the visual representation of the definition on a video screen, and then hears audio of someone telling the same fact or definition, they are more likely to pick up on the information and remember it clearly.

At the English lessons with the help of the Internet we can solve variety of didactic problems: to form skills and abilities of reading, using materials of a global network; to improve abilities of written speech of schoolboys; to fill up pupils lexicon; to form at schoolboys steady motivation to studying of English language.

Use of information technologies at the English lessons are actual enough in the XXI century as it is a century of polyglots. The knowledge evens any, and several foreign

languages become a necessary condition of erudition, the factor essentially influencing successful advancement in different fields of activity in a new postindustrial society. Knowledge of foreign languages and computer technologies - the major requirements to level and quality of formation of any expert, beside, certainly, professional area. Last years the question on application of new information technologies in high school is even more often brought up. It not only new means, but also new teaching methods, the new approach to training process.

There are two kinds of reasons for using computer technology in English. First there are benefits to teachers and students from including computer technology in any learning area. For students this technology can be very motivational, it can help them to produce excellent published work and also can be the source of a significant amount of reading material. For teachers this technology can allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets, can free up communication with other teachers. Informational technologies help teachers to find information easily, assisting good teaching but not replace it.

Secondly, there are the challenges and opportunities presented by computer technology that make it an increasingly important part of English in particular Bacon S. M (1992)

Our society today is reliant on technology for so many things: paying bills, staying in touch with family, researching simple questions and even checking out at the grocery store couldn't be done today without our technological resources. It stands to reason that as education prepares students to be productive members of society, educational institutions must pay more attention than ever before to information technology.

Language teaching in general and English language teaching in particular has tremendously changed over the centuries. Language learning and teaching are dynamic, fluid, mutable processes, so there is nothing fixed about them unlike the teaching of other subjects. Language teaching especially throughout the twentieth century underwent numerous changes and innovations. Approximately, every decade

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a new approach or methodology comes into practice. Many major theories, events, trends and technologies which shaped English language teaching during the past decades suggest methodologies are as much a product of their times as educational systems, and rooted in the ideas of their time. Ideas may come into and go out of fashion. Many new approaches are rediscoveries of old methods neglected but reilluminated.

English language teaching practitioners around the globe have been practising different trends suitable to their context, needs, availability of resources and practicality. Teachers have had a large amount of methods offered at different times. Obviously, some teachers stick on certain methodologies very sternly. Nonetheless, majority of the English language teachers instead of adhering to prescribed trends, follow different ones at different times applicable to their contexts. Besides, they practise different educational technologies to grow academically and professionally.

Educational technologies, especially computers and computer-related peripherals, have grown tremendously and have permeated all areas of our lives. It is incomprehensible that anyone today would argue that banks, hospitals, or any industry should use less technology. The Internet in particular is becoming an increasingly vital tool in our information society. More people are going online to conduct such day-to-day activities as education, business transactions, personal correspondence, research and information-gathering. Each year, being digitally connected becomes ever more critical to educational advancement. Andrew Middleton. (2008)

From the beginning of the computer age, educational researchers and practitioners were sure for technology use to be widespread in schools and universities it needed to be closely tied to education. No doubt, teaching is changing and, in many ways, becoming a more difficult job because of increasingly numerous contradictory expectations.

Information technologies in English language teaching can actually assist with some expectations and make teachers and their students be more successful. However, as the world

becomes more complex year-to-year instead of the generation-to-generation pace of most of the last century, educational needs continue to shift from teaching and learning isolated skills and information within each content area, to teaching skills that enable students to solve complex problems across many areas. Educators must prepare for a technology-rich future and keep up with change by adopting effective strategies that infuse lessons with appropriate technologies. However, this is balanced by a significant observation: the benefit to students of using new technologies is greatly dependent, at least for the moment, on the technological skill of the teacher and the teacher's attitude to the presence of the technology in teaching. The skill and this attitude in turn are largely dependent on the training staff have received in this area

So the primary factor for enhancing the learning productivity of students is to have teachers who are competent and knowledgeable about appropriate and effective use of information technologies in English language teaching. Blaine F. Peden, Benjamin Z. (2010)

Methods of Learning English from Websites

Using websites is one of the easiest and least stressful ways of getting started with technology in the classroom. There is a large and constantly expanding collection of resources on the web, at a variety of levels and covering an amazing array of topics. You can choose from authentic (written for Internet surfers in general) sources or Ell-specific sites (made by, and for, teachers), monolingual or multilingual sites, sites with multimedia, or just simple text, for those on slower connections

The web is a source of content which can be used as a window on the wider world outside your class, and is - of course - a readily available collection of authentic material. As such, it is a much larger repository of content than would previously have been readily available to you and your students.

Perhaps one of the best tips we can give you at this point is to work as a team with other teachers in your centre. Everybody has their favorite websites, and plenty of teachers will, at some point, have used websites in class, or

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taken material from the web and adapted it for teaching purposes. Take the time to share sources of content with other teachers and organize regular get-togethers where you sit down and discuss what you have found on the Internet and how you have used it in class. Collaboration like this can help to reduce the time you spend searching for good materials and the time spent preparing activities or making worksheets. Just as the Internet is becoming more of a collaborative medium, so should your use of it in your teaching.

The technology needed to use the Internet for teaching is relatively limited and the chances of something going wrong are greatly reduced over more complex technology approaches such as attempting to carry out live chat or video-conferencing sessions. Phillips S (1993). Another advantage of this tool is that you don't necessarily have to rely on a constant Internet connection if you bear in mind that it is possible to save local copies of websites on your computer, or print out potentially useful pages for later use. Indeed, you can use web pages in the classroom in a variety of ways:

• as printed pages, with no computers. Although printing is not necessarily the cheapest option, it is certainly a viable one in places where there may be limited access to the Internet. Indeed ,a lot of activities using web pages will only necessitate the printing of one or two pages, which can subsequently be photocopied.

• with one computer with an Internet connection. This can be enhanced by connecting the computer to a data projector or even an interactive whiteboard, allowing for greater visibility in class, but it is also possible to make use of a single computer on its own connected to the Internet for reference.

• in a computer lab with a set of networked and connected computers. If you're lucky enough to be in this kind of situation, then you are ideally placed to incorporate Internet content into your regular teaching.

It's important that both you and your learners see the use of the Internet as an intrinsic part of the learning process, rather than as an occasional activity which has nothing to do with their regular study programme. We would

therefore recommend that, if you plan to use the Internet, you should talk to your learners and explore the reasons for using this resource with them. This can be done at lower levels in their own language or in English with higher-level classes. You will need to talk to your learners about why Internet content may be useful to them and discuss their attitudes to technology in general - when they use computers, and what for. Show them how the coursebook and other materials can be enhanced by extra material from the Internet , but above all, make it clear that this is not a toy, not something that you are just using to fill in the time. Smith D. (2005)

Methods of use SMART Boards to Teach English

Language arts teachers can use SMART Boards to improve reading and comprehension, and teach grammar and writing. With a SMART Board, teachers can combine video, audio, Web browsing and word processing to teach students interactively. Teachers can easily project examples of student writing on a SMART board and demonstrate corrections so the entire class can benefit from the lesson. SMART boards help teachers use a student-centered approach to teach language arts.

Instructions

Project short stories on the SMART board. Students can read the stories and view pictures related to the stories or watch multimedia presentations that incorporate video, audio and words. Students can then answer questions related to the stories.

• Find biographical information about the author and the setting of a story on the SMART board. You can also give student information about the time period in which story takes place. Use the SMART board to give students background information related to the short story, giving them context to help them better relate to literature.

• Teach grammar with a SMART board. Use a PowerPoint presentation on the SMART Board to teach grammar rules. Show the students examples of the rules. Next, show errors in grammar and use the SMART Board to make the corrections. Allow the students to come to the board and correct grammatical errors using

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the rules you've taught.

• Teach writing on a SMART board. Project student compositions on the SMART Board, removing the students names from the work first. You can edit the paper on the SMART Board, pointing out strengths and weaknesses in the writing. Use a rubric or a checklist in close proximity to the composition so students will see at a glance if they have met standards or expectations related to their writing. Items on the checklist may include proper use of commas, periods and capitalization, and having complete sentences and a well-formulated introduction and conclusion.

Smart Board for English Lessons

Smart Boards and tablets allow teachers and students to collaboratively take notes and share information. Students can also participate in digital Smart Board activities such as quiz games, grammar terminology recognition and literary terms question sets. Students can also use Smart Notebook software with PCs to actively engage in activities about figurative language, novel comprehension and a variety of other language arts topics

Game Show Quizzes

Smart Boards include interactive technology where students respond to quiz questions in real time. Teachers create quiz questions using Smart Notebook software and then use the Smart Board to project the questions. Students respond to the questions using the Smart response system, which is a system of clickers students can use to select options. For example, the teacher might use a game-show template to draft and organize questions about Shakespeare on the Smart Board. Students then select «Tragedies» for «500» points and then choose the answer from the options provided by clicking the button on the Smart response system that corresponds with their answer choice.

Collaborative Learning

With Smart Notebook technology, teachers create collaborative lessons where students can work together to manipulate concepts and ideas. Using Smart Notebook software, the teacher uploads a template such as, «Figurative Language.» The teacher then projects the lesson onto the Smart Board and students take

turns using their finger to sort, drag and select examples of figurative language. Students can touch a simile, for example, and then drag it into a box labeled «Simile» and then move a metaphor into a box labeled «Metaphor.» The teacher can also create a Venn diagram and students can use their fingers to drag sample sentences into different sections of the Venn diagram. Fidelman C. G. (1997)

Editing

Smart Boards generally project information onto a board and then incorporate advanced touch screen technology and special tools to make the experience interactive. With editing exercises, teachers can have students edit sentences using digital pens. Students can also compete with one another to get the most number of sentences corrected within a certain amount of time. Touch screen technology allows students to manipulate parts of speech and move them around in a sentence with their fingers.

Warm-Ups

Teachers can create fast and easy warm-up activities with Smart Boards. Typically, warm-ups are quick-response activities that can be conducted in a manner of minutes. Students easily write using a digital pen and then erase answers with the palm of their hand. Teachers use Smart Notebook technology to create questions beforehand that students will quickly respond to. For example, students might line up in front of the Smart Board and respond to the question, «What part of speech is used to describe?» Each student then uses a digital pen to write the correct response and then erases the answer with the palm of his hand after the teacher declares the winner. The winner stays in place, then a new group of students stands up to compete. Phillips S. (1993)

What does a teacher need to know to be able to use technology in the classroom? Well, you don't need to have any specialist technical knowledge or skills, much as you don't need to be a mechanic to know how to drive a car!

You will also need some essential equipment in order to get the most out of this book, and to start to implement technology with your learners

• at least one computer (preferably one per two students).

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• an Internet connection.

• SMART board

• an audio card in the computer, and a headset (audio and microphone) for every computer.

• basic software (a word processing program, a web browser like Internet Explorer, Firefox, Safari or Mozilla, and an email program).

The use of information technology in education, in particular, foreign languages greatly changed the approach to the development of training materials in English. Information technology allow more fully realize whole complex of methodological, didactic, pedagogical and psychological principles, makes knowledge more interesting and creative, allow considering individual pace of each student. Practical use of information technology requires a new kind of cognitive activity of the learner, the result of which is the discovery of new knowledge, the development of students' cognitive independence, forming their own abilities to replenish the knowledge to search and navigate the flow of information.

Introduction of information technology contributes to the main goal of modernization of education - improving the quality of education, increase access to education and ensure of harmonious development the personality that is driven in the information space, introduction to information and communication possibilities of modern technology and having the information culture.

Using information and communication technologies at English lessons promotes motivation of students and effective learning of educational material, the formation of an integral system of knowledge, allows increasing the pace of work in the classroom, without compromising assimilation of knowledge by students.

These technologies offer great opportunities for teachers who are looking at these technologies additional funds to meet their professional goals. The latest information technologies in teaching allow greater use of scientific and educational potential of leading universities and institutions, to attract the best teachers to create distance learning courses, to

expand the audience of students.

After analyzing the experience of using information technology in the classroom of a foreign language and after hours, we can conclude:

• multimedia technology accelerates the learning process:

• contribute to a sharp increase in students' interest in the subject;

• improve the quality of learning material;

• allow you to personalize the learning process;

• provide an opportunity to avoid the subjectivity of the assessment.

In conclusion I would like to note once again that the information technology in the classroom in English (and in extracurricular activities in preparation for lessons and self-education) - a great assistant teacher, who can not be underestimated, but should not be used just for the novelty of information technology. Improper use of this tool can lead to demotivation of both teachers and students.

REFERENCES

1. Andrew Middelton. 100 great ideas for educational podcasting.- Sheffield Hallam University. 2008

2.Bacon S. M. Authentic listening in English: How learners adjust their strategies to the difficulty of input. // England, 1992 // P. 2943.

3.Blaine F. Peden, Benjamin Z. Domask. Do podcasts engage and educate college students? - University of Wisconsin-Eau Claire. 2010

4.Bremster J., Ellis G., Girard D. The Primary English Teacher's Guide. // Pearson Education Limited // 2002 // P. 23-25

5. Fidelman C. G. Extending the language curriculum with enabling technologies: Nonverbal communication and interactive video.//Durham, NC: CALICO, 1997//P.14-17

6. Gavrilov B.V. Pluses and minuses of the computer-controlled teaching foreign languages // Foreign languages at school // 2006 // P.34-132

7.Harmer, J. The practice of English Language Teaching. 3rd edition. // Pearson Education Limited // 2001 // P.43