Modern approaches to foreign languages teaching

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Народное образование. Педагогика

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Simonok Valentina,
Doctor of Philology, Full Professor,
Head of the Department of Foreign Languages № 1,
Yaroslav Mudryi National Law University,
Ukraine, Kharkiv
e-mail: kafedra_i24@rambler. ru
ORCID 0000−0003−3664−9218
The problem of the projects method usge and its integration into information communication technologies in foreign languages learning united with the traditional process as well as the use of the Internet and Web-technologies in increasing of foreign languages knowledge quality have been considered in the article.
Keywords: projects method- information communication technologies- Web-quest- competencies- the Internet.
Симонок В. П., доктор филологических наук, профессор, заведующая кафедры иностранных языков № 1, Национальный юридический университет имени Ярослава Мудрого, Украина, г. Харьков.
e-mail: kafedra_i24@rambler. ru — ORCID 0000−0003−3664−9218
временные подходы в преподавании иностранных языков
В статье рассматрена проблема использования метода проектов и интеграция его с ИКТ в изучении иностранных языков в единстве с традиционным учебным процессом, а также использование Интернет и Веб-технологий в повышении качества знаний по иностранному языку.
Ключевые слова: метод проектов- Веб-квест- информационно-коммуникационные технологии- компетенции.
Problem setting. Scientific and technological revolution, caused abrupt increase of information, made demands on a foreign language proficiency and thereby determined new approaches to foreign languages teaching methods.
Traditional pedagogical technologies are no longer adequate for complete acquisition of increasing amount of knowledge as well as rapid renewal of educational materials does not keep pace with rapidly changing information flow. The importance of the problem of training of self-instruction skills and abilities to obtain educational materials independently, to process obtained information, to draw conclusions and to support them on the basis of necessary data is constantly increasing. Dealing with information in foreign languages, especially taking into account the opportunities of the Internet, is of great importance. Use of information and communication technologies (ICT) opens up enormous potential of a computer as an educational technology and enables to create marvelous world of knowledge which is accessible to everyone. ICT have a number of advantages over the conventional teaching technologies. They integrate audio-visual information of any forms (text, sound, graphic, animation, etc.). Due to this kind of the achievements, the interactive dialogue of a user with a system is realized, as well as various forms of independent activity on gaining and processing of information are used, that exercises significant influence on quality of students'- knowledge.
Recent research and publications analysis has shown that the problem of the project method usage in teaching process, its integration with information and communication technologies is studied by V. Bykov, R. Hurevych, M. Zhaldak, N. Morze, S. Sysoieva, Ye. Polat, etc. In the works of Ye. Polat, M. Bukharkina, M. Moiseieva, O. Petrov, I. Trainiev, Ya. Bykhovskyi and others special emphasis is placed on the usage of project-based technology and telecommunication projects in foreign languages learning.
Paper objective is to consider the project method, its integration with ICT and the application of Web 2.0 technologies in foreign languages teaching, and influence on the formation of information and communication competence and quality of knowledge of a foreign language.
Paper main body. The advantages of modern information and communication networks and the potential of electronic forms of educational materials are being used extensively nowadays. The application of ICT in the teaching process gives an opportunity to reach qualitatively new level of foreign languages learning. However, it is necessary to differentiate between notion of & quot-learning by ICT& quot- and that of & quot-computer assisted learning& quot-. In that case, the use of a computer, for example for slides presentations with the help of Power Point program, does not yet mean the use of ICT.
The transition to the use of electronic learning (E-learning) in the teaching process causes changes in the structure of the educational process.
Let'-s consider the E-learning definition.
E-learning (abbreviation for Electronic Learning) is a system of electronic learning and is often used as a synonym of such terms as: electronic learning, dis-
tance learning, computer assisted learning, network learning, and virtual learning, learning with the help of information or electronic technologies [Wikipedia].
There is also the definition given by UNESCO experts: E-learning is a type of learning by means of the Internet and multimedia.
Nowadays foreign languages lecturers at establishments of higher education of Ukraine have gained considerable independence to choose educational technologies. Recognizing existence of different foreign languages teaching methods, it is necessary to mention intensive introduction of technologies based on the use of ICT. The most of the high education establishments, however, do not give up the traditional teaching methods. Therefore, the reasonable balance should be found which will enable resolution of the given problem as effectively as possible under the present-day conditions, and thereby to help a teacher to take a new approach to the educational process. It is necessary & quot-to extend & quot-the narrow scope& quot- of communication in the classroom relying on practical forms of activity [6]. To gain information students should move & quot-beyond"- the classroom, to manifest activity and self-dependence. In other words, in order to increase effectiveness of the teaching process it is necessary to activate student'-s cognitive motivation.
To resolve this problem scientists and experts refer to the project approach [5]. The essence of the project approach is that a student discloses new facts and comprehends new concepts by himself/herself instead of acquiring them from a lecturer (principle of constructivism). Hence a lecturer'-s role is changing: a lecturer is turning from an instructor into a competent colleague, a tutor [1, p. 92].
The application of new teaching methods, for example project-based learning, enables to ensure quality of education. Thus, in the process of applying of the project approach in the education process, complex interaction of all elements of the given process, namely conceptual, illustrative, training, control, etc., takes place. Use of elements of play, e.g. & quot-quests"-, will facilitate better understanding and acqisition of educational material.
Quest is understood as a computer game where a player using his/her own knowledge and experience, as well as communicating with people participating in the quest, is supposed to achieve the stated aim [4, p. 48].
When specially equipped (computer) classrooms are available, the project approach blends in quite naturally with teaching process and at the same time does not affect the syllabus. It enables to achieve expected learning aims and to reveal potential of every student in the most effective way. Taking into account the peculiarities of & quot-a foreign language& quot- as a subject, such technology may provide necessary conditions to activate cognitive and speech activity of each student giving him/her the opportunity to realize and comprehend new language material, to acquire sufficient practical skills to train necessary abilities. Independent studies of students directed and corrected by a lecturer take on a special significance for foreign languages learning. It contributes to training skills which in its turn demands systematic, continuous everyday work.
In comparison with the conventional teaching technologies, this technology of training has the following significant advantages:
— develops creative competence as an indicator of a certain level of a foreign language communicative proficiency-
— enables to train various aspects of communication and connect them in different combinations-
— helps to become aware of speech features and skills-
— helps to form linguistic abilities-
— creates communicative situations-
— facilitates automation of speech acts-
— facilitates the implementation of individual approach-
— intensifies students'- independent study-
— enables to save time-
To organize educational process with the use of ICT effectively, the teacher should prepare the presentation in advance, provide the list of web sites and other sources, which can contribute to solving of the raised problem, and also choose the questions or formulate the problem. The essential requirement is to raise such issues which must be obligatory resolved and complex. The more exact and specific the wording of the task will be, the better result will be achieved. It is also important to discuss the final presentation, the result of work (design, type, placement on the site and so on.).
The quality of the task performance depends largely on how well-organized the class with the use of ICT is in the view of methods. The results of the activity can be checked by means of current control using ICT with the help of testing systems. Thus, the use of ICT and game technologies and the Internet opens the possibilities of & quot-Web — quest& quot- project technologies application.
Web-Quest (Webquest) in pedagogy is a problem task with elements of role-play, and to perform it one should use the Internet resources [4, p. 26].
Web-quests are organized means of Web-technologies in the environment of the WWW. According to their organization they are quite complex: they aim to develop students'- analytical skills and creative thinking- a teacher must possess a high level of subject, methodical and information and communicative competence [4, p. 26].
Thus, Web-quest combines the ideas of the project method and game technologies in the environment of the WWW by means of Web-technologies.
The development of the Internet has contributed to active usage of Web- technologies in educational process, particularly Web 2.0 technologies.
Web 2.0 is a platform of social services and agencies that allows a wide range of Internet users not only to receive information, but to be its creators and coauthors [6, p. 3−10]. All materials used by students are drawn from the Internet. Web-projects involve rational planning of time, and most importantly allow students to focus not on searching of information but on its use. The way of dealing with such types of social services is based on the principle of con-
structivism, where it is important not to reproduce objective encyclopedic reality, but to form individual understanding of the problem.
Let'-s single out the types of Web 2.0 technologies usage which are employed to train communicative abilities and skills in the process of foreign languages learning: Web-quest- Blog- Viki.
1. The student chooses one of the proposed roles. Having chosen a specific & quot-role"-, the student goes to one of the dossiers available at the sites of Web-quest.
2. The student analyzes how his/her role is conformed to the tasks of the other team members. As a result of passing of these stages the elements of information and communicative competence of students are formed: choice of the social role, obtaining skills of work in the group.
3. Then, students examine the proposed resources and library resources of the educational establishment (books, magazines, encyclopedias). While performing this task they analyze information resources, select the necessary information, and search for extra information.
4. To prepare the report the description of artifacts, wh

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научной статьи
по народному образованию и педагогике, автор научной работы & mdash- SIMONOK VALENTINA

The problem of the projects method usge and its integration into information communication technologies in foreign languages learning united with the traditional process as well as the use of the Internet and Web-technologies in increasing of foreign languages knowledge quality have been considered in the article.

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