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record. Soundcloud allows the use of phone to record audio. But Voki gives us the tools to create our personalized avatars too, and add voice to them [1]. Listening: Digital tales/stories
As multimedia technology is becoming more and more sophisticated, there is growing interest in its use for language learning purposes, and in the combination of the visual and auditory information in listening material [2]. Regarding children's listening skills and literacy, digital tales/stories are proved to be very useful in their development because at the early acquisition stage they offer contextualized, meaningful and memorable new language, present vocabulary, grammar and pronunciation (the three language systems) in meaningful contexts, convey language messages, feelings and memories, and are distinctive ways of manifesting cultural values. So, EFL teachers first have to ensure that the digital tales/stories chosen for class learners meet the following three criteria. Digital video production
This technology has already found a place in British primary schools across different age phases, but there it is led by expert practitioners and advisors. Digital video production (DVP) can be difficult task graders, but it is a perfect tool for training children in most of the higher forms of thinking in Bloom's taxonomy. In addition, DVP can boost up child self-esteem and increase self-confidence. It can also make children aware of the actual technology, of the procedures followed and of its advantages for self-expression (e.g. video editing elements like clip ordering, transition between clips. It allows for creativity and collaboration to take place in contexts that give rise to production and to the understanding of the value of this production [3].
References
1. Brown H.D. (1973). Affective variables in second language acquisition. Language Learning, 23, 231-244.
2. Cunningsworth A. (1995). Evaluating and Selecting EFL Teaching Materials. London: Heinemann.
3. Dickinson L. & Carver D. (1980). Learning how to learn: Steps towards selfdirection in foreign language learning in schools. ELT Journal. 35(1).
THE ROLE OF GAMES IN EMP CLASSES Khojikulov Sh.K.
Khojikulov Shukrulla Kodirovich - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in an EMP (English for medical purposes) classroom, playing vocabulary games is one the activities, which requires learners to actively interact with their classmates. In an EMP course of English teaching, playing vocabulary games which are used as an instructional tool is one alternative available for the course involving students in an active interaction with their fellow classmates. Therefore, games give learners the opportunity to practice language in a variety of language areas, such as spelling, grammar and vocabulary.
Keywords: EMP, games, activities, pictures, cards, stories.
A game should involve "friendly" competition, keep all of the students involved and interested, and give students a chance to learn, practice, or review specific language material. This is confirmed by Krashen comments that "All human beings can acquire additional languages, but they must have the desire or the need to acquire the language, and the opportunity to use the language they study for real communicative purposes" [1, p. 17]. In most cases, traditional activities get students involved in a boring process of memorization of long vocabulary lists, derivations, repetition of words, translation, fill-in-the-blank exercises, etc. Nunan states that the long list of words and their translation seems to defy memory and even when we can recall the word we want, it doesn't seem to fit comfortably into our sentences. He believes that the action of noting down a list of lexical items makes no guarantee that remembering will take place [2]. Therefore, from a pedagogical point of view, there is a need for research that helps to identify the proper activities that provide optimal opportunities for L2 vocabulary learning.
Effective vocabulary games to enhance medical vocabulary source
Various types of games stated in the book of Game for Language Learning New Edition arranged byAndrew Wright, David Betteridge and Michael Buckby [3, p. 277] are found effective for increasing vocabulary source of medical college learners:
a. Picture Games.
Here the use of picture plays a major part. Broadly, they involve comparing and contrasting pictures, considering differences or similarities; considering possible relationships between pictures such as narrative sequences and describing key feature. It is hoped that someone may identify them or represent them in similar way.
b. Psychology of Games.
It consists of variety of games, which might all lead to a greater awareness of the working of the human mind and senses. This is an area of interest for each person, in which there are much individual variations of opinion and experience. It encourages concentration and language use.
c. Magic Tricks.
Language can sometimes be examplified in a concise and memorable way through magic tricks. From the point of the language learning, this is marvelous. Magic always attracts attention and invites comments. There is a potentially large occurrence of other languages-the hidden language of the game.
d. Caring and Sharing Games.
This game demands and encourages trust and interest in others. There are some difficulties in overcoming the learner's shyness or reluctance to share personal feelings and experiences with other class members. As a result, their problems in learning will be known after they have a discussion with their friends.
e. Card and Board Games.
These games have included of adaptations of several well-known and wellbred card games and board games. Snakes and ladders and happy families are the examples of these games. A map game (search) is included and also an adaptation of a gift game (present, and rewards and punishments).
f. Story Games.
Story games, by their nature, provide a work for learners to speak and write at length instead of engaging in short exchanges. It is necessary to correct certain errors, and then makes a written or mental note of the errors during the story telling. In order to make the story long, the students should interrupt during the story-telling process done.
g. Sound Games.
Sound effects can create in the listener's mind an impression of people, places, and action. There is a demand for the listeners to contribute through the imagination. This inevitably leads to individual interpretations, and individual interpretations lead to a need to exchange points of view and to express opinions and ideas.
h. Word Games.
These games are initially focused on the word rather then the sentence such as spelling game (as, for example, in Dash it and Hang it), meaning game (as in Definitions or The odd man out) words for sentence-making game (as in A-B,
B-B or Make a sentence). However, learners are required in many cases to go beyond the initial focus and to communicate in full sentences, sometime to pursue ideas and argue at some length.
References
1. Krashen S. (2003). The power of reading: Insights from the research. Englewood, Colorado: Libraries Unlimited. P. 51.
2. Nunan D. (1999). Second language teaching & learning. Boston: Heinle & Heinle Publishers.
3. Wright A., Betteridge D. & Buckby M. (1984). Games for language learning. Cambridge: Cambridge University Press.
ПРОШЛОЕ, НАСТОЯЩЕЕ И БУДУЩЕЕ ПОДКАСТИНГА В ВЫСШЕМ ОБРАЗОВАНИИ Темирова Д.Д.
Темирова Диана Дулатовна - магистрант, кафедра теории и лингводидактики, Карагандинский университет им. Е.А. Букетова, г. Караганда, Республика Казахстан
Аннотация: подкастинг стал важным явлением в нашем обществе и нашей образовательной системе, о чем свидетельствует большое количество научных публикаций по теме. Однако изучение подкастинга в высшем образовании остается на начальной стадии изучения. Результаты исследования подкастинга заметно разнообразны и даже иногда противоречат друг другу. Таким образом, в этой статье проводится тщательный обзор литературы с целью разработки модели подкастинга, которая может установить необходимые руководящие принципы для изучения подкастинга.
Ключевые слова: подкастинг, анализ, аудиоматериалы, преимущество, недостаток, высшее учебное заведение.
В 2005 году редакция New Oxford American Dictionary выбрала новый технологический инструмент словом года: подкастинг (Skira 2006). Хотя в существующей литературе определен длинный список использования и функций подкастов, многое еще предстоит изучить, особенно в области высшего образования. Эта статья дает обзор того, как развивались исследования подкастинга в последние годы, особенно в сфере высшего образования, и выявить оставшиеся пробелы в исследованиях подкастинга.
Что такое подкастинг? Мэн определяет подкастинг как «процесс захвата звукового события, песни, речи или смеси звуков с последующей публикацией этого цифрового звукового объекта на веб-сайте. Используя специализированные программы чтения новостей, пользователи могут подписаться на веб-страницу, содержащую аудиофайлы на определенных веб-страницах, и автоматически загружать эти файлы непосредственно в программу управления звуком на своем персональном компьютере. Когда пользователь синхронизирует свое портативное аудиоустройство со своим персональным компьютером, подкасты автоматически передаются на это устройство для прослушивания в это время и расположение,
