CC BY
12USE OF DISTANCE LEARNING FORM IN FOREIGN LANGUAGE LESSONS
Kulmagambetova S.,
Candidate of pedagogical sciences, ass. prof. of Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan
Gabbasova G. Master student of
Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan
ABSTRACT
This article considers the use of distance learning of a foreign language in school as a form of learning. Distance learning is analyzed from the point of view of the advantages and disadvantages of its use in foreign language lessons. The system of distance learning of foreign languages differs from traditional forms of learning by high dynamism associated with the flexibility of the choice of training courses, a large amount of independent work, a variety of forms of educational and methodological support, which makes it possible to dramatically increase the effectiveness of educational processes regardless of the place of residence of the trainees.
Keywords: foreign language, distance learning, full-time learning, advantages, disadvantages, methods; quarantine, educational program.
Introduction
Due to the spread of the Covid-19 virus and the announcement of a lockdown due to the pandemic, since the beginning of 2020, people have realized the necessity and relevance of information technology and, in particular, distance learning. At the moment, everyone uses Internet resources to carry out their activities at a distance, whether it's work, study or business. This is a necessary measure that was established by the government of almost all countries in connection with the pandemic that began in February-March 2020, which led to a significant change in the education strategy, the most important feature of which was the widespread use of various information technologies. Since distance learning fully meets all the requirements of modern life and does not require supernatural skills and abilities, the population was able to quickly and clearly switch to it in the shortest possible time and without special training for both teachers and students. If quite recently it was possible to integrate the distance form with the traditional full-time, then in this difficult situation it is necessary to completely rebuild online training, which, of course, caused a number of problems. This determines the relevance of this work. The effective use of distance learning will significantly help to survive this pandemic without losing the quality of students' education.
Research materials and methods
The distance education system has already been switched to within a few weeks. The question of whether distance education can replace the traditional form of education has been asked-from parents to teachers. Online learning is a new type of distance education. Initially, this form of training was used only for additional classes. However, in recent months, the demand for this type of activity has increased. Accordingly, the types of equipment, programs, applications, and online whiteboards used in online learning have grown. Everyone has their own advantages. Everyone has their own choice of it [1].
There are the following types of distance learning:
• TV courses: here information is broadcast on TV channels as EL ARNA, programs as Bilimland, Da-muland, "Balapan".
• CD-ROM courses: Students receive discs with the necessary content and work on it. Ask a question to the students.
• Online training: google.classroom, MOODLE, SKYPE, ZOOM. Students can get answers to their questions in the learning process.
• Reading correspondence: WhatsApp, Opiq.kz., Telegram, email, etc. using apps with exchanging information.
Online learning is acquisition of knowledge and skills using a computer or other gadget connected to the Internet. This form appeared in the field of distance learning and with the development of the Internet and digital technologies has become its logical continuation. In the late 90s, lecture videos appeared on the Internet, but they became popular after 2010. At that time, companies such as Coursera, Udacity and Udemy had access to raising money and mass and free and paid use of their courses. Since then, online courses have become a channel of direct communication between teachers and students, and not just for getting an education and passing online exams. Online education allows students to fully immerse themselves in the educational environment - to give lectures, complete assignments, consult with teachers and communicate with classmates thanks to a network connection [2].
Distance learning is a new form of learning, the interaction of teachers and students with each other at a distance, dictating its own specifics of the organization of educational and cognitive activity of students, the selection of pedagogical technologies, teaching tools that are adequate not only to the goals set, the content of training, the age characteristics of the trainees, but also to the chosen form of training.
Of the distance learning models, the distance forms of teaching foreign languages is the most interesting model in relation to school profile education.
Distance learning has become possible thanks to specific Internet technologies that have certain didactic properties such as:
- ensuring information exchange between Internet users;
- presentation of information in various forms and volumes;
- interchangeability (e.g. file sharing via email);
- compatibility (the possibility of simultaneous use) of various technologies, their versatility [3].
When teaching a foreign language according to the model of distance learning, in order to competently make the selection and organization of content, it is necessary to take into account the specifics of distance learning. It is necessary to analyze which material requires explanations from the teacher, which material requires practical actions of students, and which requires different students to have different time to form a skill and, accordingly, can be transferred to distance learning. It is necessary to analyze not only the basic textbook, but also other materials on this subject in order to include in the course.
Over the past three decades, distance learning has acquired a global character in the information culture. A whole industry of educational activities has emerged, which differs in the number of students, educational organizations, the volume and complexity of infrastructure and is developing very dynamically.
Using different ratios of distance learning and traditional educational programs, the following options for organizing the educational process can be used: Currently, traditional methods based on the direct transfer of knowledge from teacher to student can be considered obsolete. It can be done by using Skype or Zoom programs. In the conditions of a single information space, the importance of modern information technologies increases in conditions of high intensity. For example, with the help of a distance learning model, you can effectively organize.
1) the teaching sessions are normal, but in the process of learning, students communicate with their teachers via the Internet with a remote source of information, with students from other schools, with specialists in their field. At the same time, the information and telecommunication capabilities of the Internet are intensively used to supplement the traditional educational process with additional sources of information (they can be called elements of distance learning;
2) students can contact not only with their teachers but also with teachers who are distant in specific subjects. Communication with teachers takes place remotely, the purpose of which is to conduct preparatory courses for in-depth study of a particular subject or for admission to higher educational institutions, etc.
3) students do not study in one traditional school, but study at each school at the same time, the educational process for them is integrated into a single complex via the Internet. At the same time, the educational comprehensive program is compiled taking into account the fact that the subjects in each educational institution are different and are given by different teachers. The coordinating role in this is played by a specific school, which in this case is a distance learning center [4].
Distance learning of foreign languages has its own specifics, due to the fact that it involves learning various types of speech activity. Naturally, for teaching such types of speech activity as reading and writing, you can largely limit yourself to the network course, since the features of these types of speech activity do not require voluminous graphics and even a significant volume of sound accompaniment. Nevertheless, when teaching pronunciation, speech and listening, it is not possible to limit oneself to text files only, it is necessary to rely on sound accompaniment, as well as creating various situations that stimulate the student's verbal statements, i.e. there is a need for reliance on illustrative material. Using such material in network courses, as we already know, is technically quite possible, but practically, given the real situation, it is still quite problematic due to the large amount of memory that such files require [5].
The leading goal of teaching a foreign language at school is communicative - the formation of communicative competence, i.e. the ability to extract sufficiently complete information when reading foreign texts, the ability to understand the interlocutor, and also to express one's thought, point of view verbally and in writing.
Thus, the peculiarity of the subject "foreign language" is that the purpose of training is not so much knowledge of the subject itself, i.e. about language (language
competence), how much is the development of certain skills and abilities of different types of speech activity based on knowledge of the way of activity (communicative competence). In accordance with the theory of activity, training in any type of activity is possible only in the course of performing this activity.
It follows that when learning a foreign language, it is necessary to organize independent actions of students (and each student) in the form of speech activity that they are taught. If students are taught reading, then each student must be given the opportunity to read, practice reading. When learning to speak - each student should be given the opportunity to speak, express their thoughts in a foreign language. When learning to listen, each student should be able to listen to foreign language speech. It is important to keep in mind the existing regularity formulated at one time by the well-known methodologist I.Rakhmanov: training in any type of speech activity is based on auditory-motor skills, therefore, oral practice is necessary in the formation of skills for any type of speech activity [6].
Conclusion
The full-time form provides for: familiarization of students with new material on the most difficult problems requiring the direct participation of the teacher; group work, i.e. all activities that require direct contact at different levels (with the teacher, between students); control, verification work (only some types of intermediate testing of the level of formation of a particular skill is advisable to conduct remotely); project protection (in full-time, they are accompanied by the presentation of the necessary materials on the website).
The distance form provides for: independent research activities using Internet resources; performing
additional tasks that contribute to the assimilation of textbook material, tests; joint performance of creative tasks; work with reference and informational materials; a block of creative tasks for talented children; links to additional material on Internet sites; intermediate testing; teacher consultations.
Knowledge of a foreign language has become a mandatory component of the life success program. The change in the meaning of the academic discipline "Foreign Language" and the requirements for it led to the need to create new programs, define new goals and new approaches in teaching English.
References
1. Kurbanov A.M. Role of distance learning in foreign languages // Young scientist. - 2015. - No. 8. - pp. 969-971.
2. Polat E.S. The Internet in the classes of the IIA "IYASH", 2001. - No. 3. - p.5
3. Polat E.S. Pedagogical technologies of distance learning. M.: Academy 2008
4. Organization of distance learning in resource centers for MCS. Methodological recommendations. -Astana: NAO named after I. Altynsarin, 2018. - 125 s.
5. Zoirova Dilsuz Abdujalilovna. Effective teaching of the english language based On the communicative-cumulative method in the Process of education using modern technologies. Word Art №5. 2019. P. 135144 http://dx.doi.org/10.26739/2181-9297- 2019-5-19
6. Zakharova I.G. Information technology in education: Textbook. allowance for students. higher ped textbook. institutions. - M.: Academy, 2007.
ADVANTAGES OF DISTANCE LEARNING OF STUDYING FOREIGN LANGUAGE
Kulmagambetova S.,
Candidate of pedagogical sciences, ass. prof. of Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan
Gabbassova G. Master student of
Makhambet Utemisov West Kazakhstan University, Uralsk, Kazakhstan
ABSTRACT
The article considers the advantages of distance learning form of studying foreign language. The methods of organization of the educational process using a distance learning form is identified and substantiated. The article analyzes the effective organization of the educational process at comprehensive school using a distance learning form.
Keywords: distance learning; foreign language; school; educational.
Introduction
The informatization of society requires a person to have such qualities as the ability to make decision and be responsible for them, to have critical thinking and skills to work with large amount of information, the ability to quickly navigate the information space, self-study throughout life. The main result of the activity of an educational institution should not be a system of knowledge, skills and abilities in itself, but a set of key competencies, among which ICT competence occupies an important place.
At the same time, the modern educational system is required to provide an opportunity to choose an individual learning trajectory in the educational space for each school student, depending on his personal preferences, individual characteristics, and it is also important to provide a personality-oriented approach in the conditions of collective assimilation of knowledge.
Research materials and methods
The school system is not able to fulfill these tasks and fails not so much with regard to the content of education as the form of organization of training. The implementation of distance learning technologies into school education will contribute to obtaining a qualitatively new educational product. A significant expansion of the information educational environment, an increase in the possibility of communication between school students and teachers with colleagues from other
schools and countries, access to global information resources - all this contributes to increasing school students' motivation to study, strengthening their creative self-realization, mastering the skills of working with ICT.
The effective use of distance learning in school education is possible only if the relevant technologies are not an add-on to the existing system of education, but are reasonably and harmoniously integrated into this process, providing new opportunities for both teachers and school students. However, it can be noted that didactically and methodically developed pedagogical technologies for integrating distance learning into the traditional educational system have not been fully developed. Today, many educational institutions that have both computer classes based on local networks and Internet access are not able to fully use the rich capabilities of the global network, because they do not have enough knowledge of the technology of organizing distance learning, methods of solving educational problems using the Internet.
The implementation of distance learning form is also very promising in terms of the wider use of the school student component, training according to individual programs, which has recently become increasingly widespread in our schools, especially in high school. It is becoming increasingly obvious that the classroom system as it exists in our school is a brake on
