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І Experimental research of efficiency of multimedia in teaching foreign languages
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| І Experimental research of efficiency of multimedia in teaching foreign languages
2.1 Preparational stage of conducting the experiment Video application is a unique means of teaching English at all stages of language learning in high school. The effectiveness of the use of video materials in English lessons has been proven by us in practice. During the pedagogical practice in study center “Global Student Center – Pavlodar”, we widely used video materials on the topic "Historical facts, inventions". Video footage selected by us consists of videos about the wonders of the Ancient and New World, inventions of mankind; include video tours to ancient Rome and Egypt. When studying the facts from the history of mankind, the video materials served as a visual aid and supplement to the main textbook “Magic Tour” for the sixth grades edited by the group of authors Yuhnel N. V., Bushueva E. V. and others. Video materials were used both at the stage of introducing new lexical units, and at fixing vocabulary on the topic and grammatical structures of the Past Simple Passive. When studying the topic “The Time Machine”, the video tour “Ancient Egypt” helped to create the conditions for immersion during the reign of Tutankhamen and the world of the pharaohs. The video fragment, logically connected with the topic of the lesson, became a kind of “time machine”, which allowed creating the proper atmosphere. Before watching the video, the following setting was given: “Watch the video and tell me, would you like to visit Egypt? (“To Egypt?)”. After viewing, it was suggested to perform an exercise containing correct and false sentences (Exercise 2, p. 31 from the “Magic Tour” textbook). Video tour “Ancient Egypt” is a small video fragment (7 minutes) containing facts from the history of the appearance of the pyramids, a description of the ancient monument “Sphinx”, cognitive information about Tutankhamun and the Egyptians. Fragment in English with simple vocabulary familiar to students. The video tour “Ancient Rome” was applied when reading the history of Ancient Rome. The video tour includes information about the legend of the creation of the city of Rome and an overview of the main attractions of the city. At the pre-demonstration stage, it was proposed to recall the history of ancient Rome, and during the viewing to find the answer to the question: “By whom and when was Rome founded? (Who was Rome founded by and when?) ”. At the post-demonstration stage, the following task was proposed: Match the sentences with the pictures and put them in the correct order, using the information from the video tour “Ancient Rome” (Exercise 1, pp. 34-35 from the textbook “Magic Tour”). The video tour “Ancient Rome” lasts 8 minutes, contains the legend of Romulus and Remus, an overview of the city and its main attractions. Tour in English using the Past Simple Passive grammar structures. A generalized lesson on “Historical facts and inventions” was presented in the form of a video quiz using the videos “7 wonders of Ancient World” and “7 wonders of New World”. he most important requirement was the refusal of the training system. As a learning goal, a “living” language was chosen, one that is used in everyday communication. Linguists have already paid attention to the phenomenon of speech, closely engaged in the study of the phonetic level of the language. This could not affect the methodology. What is the essence of the direct method? The main conceptual idea is already read from its name: the trainees enter the world of the language being studied “in a direct way”, that is, as the child masters the native language. In addition, this means that students do not need a language- intermediary, the influence of which, from the point of view of the followers of this method, inhibits the development of skills and abilities. This idea has a serious methodical consequence: both the classes themselves and the textbook exclude the use of the native language. The direct method is fundamentally monolingual. Therefore, in order to explain and seek understanding, it is necessary to develop special forms of explanation. This is how a sophisticated system of methods of semantization (explanation of meaning) of vocabulary arises, based on the provisions of lexicology on the relationship of words to each other - semantization through bringing synonyms, antonyms, through definition, description, etc. As a semantization technique, only translation is excluded. The most widely used is semantization through clarity, which is understood not only as mediated (pictures, illustrations), but also as direct (demonstration of the objects themselves, work of actions, etc.). The next fundamental feature of the direct method is the rejection of the deductive approach to the presentation of grammatical material. Regularity, that is, the rule of the use of a grammatical phenomenon is derived only after its assimilation in the course of repeated repetition of speech patterns (phrases) both during the lesson itself and with the help of a textbook through an exercise system. The priority of the practical application of a speech pattern without the necessary assimilation of theoretical material (rules and exceptions from it) is characterized as the inductance of the direct method. In addition, two more of its characteristics can be derived from inductance: firstly, by repeatedly repeating and memorizing speech patterns in this way, the trainees imitate a teacher or a textbook. This implies another designation of the direct method - imitative. Secondly, by modifying speech patterns, students act by trial and error, relying not so much on knowledge of the rules as on intuition. Consequently, in contrast to the cognitive grammatical method, the direct method can be characterized as intuitive. A very important role within this specific methodical system is assigned to the teacher. He is a model in the absolute sense of the word. His speech should sound clear, understandable, phonetically correct and beautiful - the direct method for the first time puts forward the requirement of teaching phonetics, his textbooks contain exercises for the development of pronunciation skills. Therefore, it is preferable to use native speakers as teachers. In Europe and today, the so-called Berlitz schools operate according to the direct method. It is known, for example, that the famous author of Ulysses, James Joyce, worked as a teacher of English at a Berlitz school in Italy for ten years. The direct method has become a springboard for the development of such highly specific, high-tech teaching methods as audio-lingual and audiovisual methods. 4 Audiolingual and audiovisual methods of teaching foreign languages These methods have even more clearly reflected the idea of linguistics about language as a set of structures, as well as the psychological doctrine of behaviorism, which is based on the rationale of human behavior through the formula "stimulus-reaction-reinforcement". This implies the essence of both methods: the presentation of a language through ready-made formulas (structures) and their learning with the help of technical teaching aids (oral laboratory, tape recorder, etc.). For the audiovisual method, the maximum loading of the visual channel for receiving information simultaneously with the auditory one is also characteristic, which is achieved by displaying “pictures” (transparencies, films, videos, etc.) during a sounding sound stimulus. Due to this, the formation of persistent associations is expected, and, consequently, of automatism in mastering the structures of speech, reproduced even when one of the stimuli (visual or auditory), and subsequently the first and second, are removed. Both of these methods are very interesting for their scientific platform. Each step is explained from a linguistic and psychological point of view. Both audio-lingual and audiovisual methods are very intensive - they require many hours of training both in the presence of the teacher, and independent with the help of technical means of training. The aim of the training is, as for the direct method, the mastering of a “living” language. Speaking becomes the dominant skill, the development of which all efforts of both students and teachers are directed to. The intensity of time, the use of technology oh communication. Of course, such an active practice is based on language material - vocabulary and grammar. The choice of material is carried out for purely practical reasons. It is known, for example, that any traditional textbook of a foreign language is based on a paragraph (unit, Lektion, etc.) and a topic corresponding to it. Communication-oriented study guides partly overcome these traditions. The new thing is that the basis on which the “paragraph” is built is not the “theme” (family, food, school, etc.), but the speech intention (which I want to say / write). Speech intent, for example: request information, ask a question / request, express gratitude, is brought into line with possible communicative situations in which you must be able to implement such a speech intent. So there is a relationship: intention - the situation. However, since the same intention can be expressed differently in the same situation (more or less politely, in a literary language or in jargon, more difficult or more simply in terms of language), the pair “intention-situation” is complemented component "language / speech tools". It is assumed that all alternative possibilities cannot be learned at once, within the framework of the “one paragraph”. Consequently, the inevitable return to the material, but with the use of all new language means, must be put into the logic of the textbook. In this case, the methodology speaks of a “cyclical progression”, that is, an increase in complexity along a spiral model: with each turn of the spiral, we move further and further away from the starting point, inevitably, however, returning to it. Thus, verbal intent predetermines the choice of both the situations themselves and the lexical and grammatical means necessary to solve the problem of communication "here and now." The goal of learning how to communicate “as in life” still defines a number of points that are extremely important in the communicative methodology. • Real situations of communication are connected not only with “spoken” texts, but also with other sign systems (road signs, pictograms, etc.) and printed texts (advertising, questionnaires, menus, train schedules, etc.). These texts are included in the learning process to operate with them in the context of the proposed situations. Consequently, in parallel with the study of a foreign language itself, we study what surrounds the speakers of this language in their everyday life, learn to work with these types of texts - fill in these forms, choose travel routes according to these train schedules, read real ads from newspapers. The knowledge of life in the country of the language being studied goes “naturally” during the process of learning a foreign language. This concept is called integrated geography. • In the context of a communicative situation, we speak not only as speakers, but also as listeners. The thesis that there is no speaking without listening leads to an awareness of the need to develop not only speaking skills, but also listening (listening) skills using a special exercise system and authentic audio materials (radio announcements, radio commercials, radio plays, information from the answering machine, etc.) d.) Despite the fact that this approach is firmly established in the method of teaching, it did not remain a frozen system. Over time, the communication methodology was amended to take into account the criticism to which it was subjected in the early stages of its existence. One-sided orientation exclusively on the situations of verbal communication and increased attention to speaking did not allow to pay sufficient attention to such types of speech activity as reading and writing. In addition, it predetermined the nature of the majority of the texts selected in the communication manuals. There was a need to return the artistic text to the textbook, since it is precisely this that gives the opportunity to diversify the approaches to reading through an understanding of the exact purpose of reading the text. If it is necessary to understand the content only in the most general terms, to determine the subject of the text, that is, to find out “what is the text?”, We apply the so-called global reading strategy; if we want to delve into the content, we will adopt a detailed reading strategy; if we need concrete data, facts, quotes, etc., we will follow a selective reading strategy. These approaches have been transferred to educational texts. Thus arose a coherent system of learning strategies for receptive activities - reading and listening. In addition, the need to return to the use of the students' native language as a basis for comparison, or, which is very important for the teacher, as a basis for predicting possible errors, was gradually realized. Today, methodologists are not so categorically reject the use of the native language in teaching. Together with reliance on the native language, it was necessary to rely on the native culture, on the personal experience of the students. Awareness of the specifics of the culture of the language being studied comes through the awareness of their national-cultural characteristics and traditions. Av Torah textbooks came to the need to create on the pages of the textbook, as far as possible, an objective picture of someone else's reality. Under the motto of an intercultural approach to teaching, new goals were set: a comparison of two or several cultures, a search for common points of contact and differences, a reaction to differences with regard to political and cultural correctness. The basis of the new material selection principle and working with it were laid down the processes of mandatory awareness and understanding. It is through understanding of the text, the situation, the phenomena of someone else's reality that students come to the need to formulate a statement. Speaking is not understood and is not planned as a repetition or simulation of dialogues, but as a conscious activity, for example, in discussion, in searching and bringing an argument, in the ability to persuade or refute the interlocutor, to share his thoughts. The lesson widely used forms such as work in small groups in order to find a joint solution of the task, followed by a discussion of the proposed solutions, project-type tasks that go beyond the educational process and represent a kind of collective creativity. It is clear that in these conditions the activity of the teacher himself changes. From the controlling and explaining instance he turns into a partner and adviser. жүктеу/скачать 220,28 Kb. Достарыңызбен бөлісу:
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