Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №01 (66) Январь 2022

УДК 37

Дата публикации 27.01.2022

Условия использования мультимедиа при обучении английскому языку в средней школе

Абдрешева Мадина Каббасовна
Магистр педагогических наук, старший преподаватель, Академия «Болашак», mada_15@mail.ru
Ажигенова Салтанат Кокеновна
Магистр педагогических наук, преподаватель, Школа N27, г.Караганда

Аннотация: В XXI веке информационные технологии активно используются во всех сферах человеческой деятельности, в том числе и в образовательной. С появлением первых персональных компьютеров преподаватели начали использовать их для интенсификации процесса обучения как вариант визуализации, инструмент для развития навыков, источник дополнительной информации и т.д. Компьютерные технологии используются в обучении иностранным языкам с 80-х годов XX века, что привело к появлению особого направления в методике преподавания иностранных языков, в котором рассматриваются теоретические и практические аспекты использования этих технологий в процессе преподавания иностранного языка.
Ключевые слова: компьютерные технологии, учебный процесс, информация, преподавание, методика, цифровой, технологический прогресс.

Conditions for usage of multimedia in teaching English in high school

Abdresheva Madina Kabbasovna
Master of pedagogical sciences, senior lecturer, Academy “Bolashaq”
Azhigenova Saltanat Kokenovna
Master of pedagogical sciences, teacher, School N27, Karaganda

Abstract: In the XXI century, information technology is actively used in all spheres of human activity, including educational. With the advent of the first personal computers, educators began to use them to intensify the learning process as an option of visualization, a tool for developing skills, a source of additional information, etc. Computer technology has been used in teaching foreign languages since the 80s of the XX century, which led to the emergence of a special direction in the methodology of teaching foreign languages, which examines the theoretical and practical aspects of the use of these technologies in the course of teaching a foreign language.
Keywords: computer technology, learning process, information, teaching, methodology, digital, technological progress.

Правильная ссылка на статью
Абдрешева М.К., Ажигенова С.К. Conditions for usage of multimedia in teaching English in high school // Мир педагогики и психологии: международный научно-практический журнал. 2022. № 01 (66). Режим доступа: https://scipress.ru/pedagogy/articles/usloviya-ispolzovaniya-multimedia-pri-obuchenii-anglijskomu-yazyku-v-srednej-shkole.html (Дата обращения: 27.01.2022)

In Kazakhstan, this direction is called "computer linguodidactics", the most common term used abroad is CALL (Computer-assisted language learning).

With the technological progress, more and more advanced technical devices appeared with significant linguodidactic potential. Today, in the practice of teaching foreign languages, a wide range of technical devices are used, both stationary (for example, a computer, interactive whiteboard) and mobile (tablet computers, smartphones), which are combined under the concept of "digital technology". The appearance of these technical tools also influenced the ways of presenting information, which today is most often presented in a multimedia format, that is, in several forms simultaneously: text, graphic, video, audio, interactive. Thus, modern technologies used in teaching foreign languages can be combined under the term "multimedia and digital technologies." However, the long-standing practice of using various similar technologies in teaching foreign languages shows that they themselves do not make the learning process more effective. It is necessary to develop a special technique to use multimedia and digital technologies in their full potential.

The problems of the impact of modern information and communication technologies (ICT) on the educational process and their effective use in the course of teaching foreign languages are considered in the works of domestic researchers M.A. Bovtenko, R.K. Potapova, E.S. Polat, P.V. Sysoeva, M.N. Evstigneeva, S.I. Titov, A.V. Zubova, R.K. Piotrovsky, R.G. Piotrovsky, O.A. Uskovoi, S.V. Fadeeva, A.V. Khutorsky et al. In Western science, the informatization of the process of teaching foreign languages formed the basis of the research of G. Dudeney, M. Pegrum, D. Boyd, D. Crystal, M. Warshauer, G. Davis, P. Brett, M. Levy, D. Healey, etc.

Nevertheless, due to the active technological progress and the emergence of new types of multimedia and digital technologies against the backdrop of a change in educational paradigms, the practice of using these technologies is still ahead of theory. Moreover, existing research in this area is mainly focused on the methodology of teaching foreign language to adults. However, an analysis of the literature in the field of psychology and pedagogy (L.S. Vygotsky, D. B. Elkonin, L.I. Bozhovich) showed that primary school age is the most important stage of human development, on which the foundations of conscious cognitive interest in learning are formed. Moreover, the empirical experience of the authors of this study has proved the increased interest of the younger generation in the use of multimedia and digital technologies, in educational purposes.

The basis of teaching any subject is a methodology. With the development of information technology and the advent of personal computers, it has come to the realization that computer technology can be used in training. Consequently, there was a need for a special teaching method using computer technology.

The methodology is a complex science that originated on the basis of other sciences - linguistics, psychology, pedagogy, didactics, etc.

One of the most important issues of the methodology is the search for the most effective teaching methods and techniques. So, foreign language teachers traditionally use various means of visualization in their work in order to intensify the learning process. With the advent of the era of technological progress, methodologists and linguodidacts turned their scientific interest to the widely available technical means as a tool to make teaching foreign languages more interesting and effective.

Active integration of technical means in the educational process dates back to the 70s of the XX century in connection with the widespread use of personal devices such as tape recorders and film projectors. However, soon they were gradually superseded by more advanced devices, primarily a personal computer. This led to the emergence of a separate line of research in linguodidactics, which sets itself narrower goals and objectives [1].

Since the mid-80s of the XX century in the foreign scientific community appeared a new approach to teaching foreign languages - CALL - Computer Assisted Language Learning (learning a language using a computer).

In the 90s of the XX century, in connection with the development of the Internet, within CALL, different approaches emerge: TELL (Technology Enhanced Language Learning) and ICT in LT (Information and Communication Technology in Language Teaching) changes that have occurred in the field of high technology - the advent of the Internet and electronic communication. The emergence and development of mobile communications, which began to be actively used in linguodidactics, led to the emergence of the term MALL - Mobile Assisted Language Learning (learning a language using mobile communications).

Today, the benefits of multimedia and digital technologies in improving the effectiveness of teaching foreign language are recognized by the absolute majority of methodologist researchers. For example, an outstanding representative of Russian linguodidactics R.K. Potapova believes that “in the cycle of academic disciplines studied both in secondary and higher education, it is perhaps difficult to find another discipline in which teaching the idea of using various kinds of technical teaching aids would find an equally active response as in teaching foreign languages” [2]. In her opinion, the introduction of computer technology in the educational process can solve a number of important problems of the educational process. First, to reduce the time gap between acquaintance with new phenomena and control of results. Secondly, to solve the problem of insufficient differentiation of education, taking into account the individual characteristics of students. Thirdly, to establish a process of focused training of students in independent work methods [3].

In addition, multimedia and digital resources give students access to accumulated knowledge in a wide range of formats. Today, the fact that figurative information is better absorbed than text is not questioned, and multimedia resources in this regard have great potential. Combining the text with verbal and graphic information, dynamics and sound, such resources make the learning process more effective by influencing several channels of perception at the same time, and the learning outcomes, respectively, are stronger [4].

Development of methods for using multimedia and digital technologies in teaching English in the 9-10th grades of high school.

To achieve this goal, we conducted a retrospective analysis of the scientific literature in the field of theory and methodology of teaching foreign languages, psychology, pedagogy and linguistics. As a result, we compiled a complete picture of how modern multimedia and digital technologies are used and can be used in the process of teaching foreign languages.

It should be noted that the object of most of the studies on this issue was the process of teaching a foreign language to adults. However, secondary education is a key step in the formation of a secondary linguistic personality, since it covers the widest possible audience of citizens, and, therefore, the main processes of formation of foreign language behavior in a virtual environment should begin at the secondary school level. Analysis of the psychological and age-related characteristics of modern children of young adolescents confirmed our hypothesis about the need to integrate multimedia and digital technologies in the process of teaching English in high school.

The search for ways to organize training using multimedia and digital technologies has led us to develop a working concept of “digital competency in English”. We clarified the structure and content of this concept, as a result of which its competencies were identified: digital linguistic, digital technical, digital multimedia and telecommunications. The development of these competencies formed the basis of our methodology for teaching English using multimedia and digital technologies in the 9-10th grades of high school.

The result of our study was the creation of methodological recommendations, as well as exercises aimed at forming students' fundamentals of digital competence in English, as the basis for the introduction of multimedia and digital technologies in the process of teaching English in high school. In developing methodological recommendations and exercises, practical and theoretical aspects of the formation of this competency, age characteristics of students, as well as potential difficulties associated with the integration of technologies into the learning process, called digital risks, were taken into account.

We have also developed additional teaching materials that can be used by teachers in teaching English in the 9-10th grades of high school: an electronic dictionary layout, a website rating sheet and a list of Internet resources for students that can be used by them for independent work. Additionally, we have compiled the lexical minimums of various computer vocabulary, as well as Internet slang for English for students in grades 5-7.

Summing up, the disclosure of the linguodidactic potential of using multimedia and digital technologies in teaching English should be one of the highest priorities of the methodology of teaching foreign languages in the future.

Список литературы

1. Features of teaching a foreign language in the context of a new education paradigm: (the introduction of a new generation of GEF in the practice of teaching a foreign language): textbook. allowance / M-education Moscow. reg., State. educate. institution of higher prof. Education Mosk. state reg. un-t; [L. V. Sarycheva et al.]. - Moscow: MGOU, 2014 .-- 160 p

2. Khutorskoy A.V., Khutorskaya L.N. Competence as a didactic concept: content, structure and design models // Design and organization of students' independent work in the context of a competency-based approach: Interuniversity collection. scientific tr / Ed. A.A. Orlova. - Tula: Publishing house of Tula. state ped University of them. L.N. Tolstoy, 2008. - Issue. 1. - S.117-137

3. Potapova R. K. New information technologies and linguistics: textbook. allowance; Moscow state linguistic university - Ed. 6th - Moscow: LENAND, 2016 - 364 p.

4. Bovtenko M.A., Gartsov A.D., Elnikova S.I. Computer Linguodidactics: Theory and Practice: Lecture Course. - Moscow: Publishing House of the Peoples' Friendship University of Russia, 2006. - 211 p.

Расскажите о нас своим друзьям: