INTERACTIVE TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES
New interactive technologies of teaching a foreign language are considered in the article. The psychological characteristics of students are described, inability to long-term attention span on learning material, hyperactivity, reduction of perceived information, fatigue, the need for a constant change of activity, which required scientific justification and the development of new, vivid forms and differentiated teaching methods. This problem can be solved by developing innovative technologies for teaching a foreign language to students, aimed at involving in the educational process, involvement of students of non-linguistic specialties in active interest, inclusion in the educational process. Among such technologies, edutainment can be distinguished as the technology of learning through intensification. It is a technology of innovative learning and it is significantly different from the traditional ways of organizing classes due to the fact that a new generation of students prefers other methods of obtaining and processing information. The article describes the features of technology that contributes to the effective increase of educational motivation to learn a foreign language among the students of non-linguistic specialties.
The practical significance of the study is determined by solving the problem of equipping the modern educational process in teaching non-linguistic specialties with special educational technologies, due to which the learning process itself can be involving, developing, emotionally rich, generating complicity, aimed at intensifying learning.
Key words: the methodology of foreign language teaching, intensification of training for students of non-linguistic specialties, communicative technologies, communicative competence, interactive technologies, edutainment technology.
INTRODUCTION
The relevance of developing new technologies in teaching a foreign language in conditions of non-linguistic specialties is determined by the requirement of state education standards for the level of communicative foreign language competence of graduates, as well as the requirements of modern society, reflected in the concepts of educational development of the Republic of Kazakhstan, for the formation of intellectual, emotional, business, communicative readiness of non-linguistic students universities to active-active interaction with the outside world. The solution to these problems is seen in the development of innovative technologies aimed at intensifying the process of teaching a foreign language in the educational process, where the specialty «foreign language» is not profiling. Attention is concentrated on the implementation of innovative approaches in the practice of teaching a foreign language, the study of the impact of modern interactive technologies in teaching a foreign language and on the growth of students’ communicative competence, which determines the quality criteria of foreign language education.
The theoretical and methodological basis of the study were: the ideas of using the potential of technical and computer means, Internet programs for modeling situations of foreign-language communication (in the works of E.M. Bazanova, M.A. Bovtenko, S.A. Denisova, I.K. Zabrodina, S.M. Kashuk, E.V. Kuznetsova, E.M. Shulgina, etc.); the ideas of using the interactive potential of modern integrated gaming technologies in the educational process. This trend is evident in the works of L.V. Abdrakhmanova, S.A. Arzukhanova, M.A. Domozhirova, T.O. Efimova, M.N. Kuznetsova, etc., dedicated to business and role play, professional discussion and gaming technology for the development of communicative skills of foreign and intercultural communication, students’ self-realization.
However, to date, the modern methodology for the use of interactive technologies aimed at intensifying foreign language teaching for non-linguistic specialties is not well developed. In particular, the problem of developing interactive technologies that enhance the teaching foreign language to non-linguistic specialties, based on a targeted increase in motivation due to the fascination of the learning process, requires its further solution.
Analytical research methods have revealed the foundations for the scientific development of foreign language teaching methods to students of specialties outlined above, aimed at intensifying, increasing motivation and involvement in the educational process.
MAIN PART
Modern studies of scientists indicate a steady scientific interest in the study of techniques, tools, approaches aimed at intensifying the educational process, develop ideas embedded in the works of methodologists (Yu.K. Babanskiy, V.P. Bespal’ko, I.A. Zimnyaya, G. A. Kitaygorodskaya and others). So, in the works of G.A. Kitaygorodskaya, K.A. Rokityanskaya, S.L. Bukovskiy, L.V. Guseva, A.M. Ionova and others) the technology of intensive learning is studied, providing the assimilation of a larger amount of educational material in a short time. The actual intensification of foreign language education as a process is characterized by a focus on its improvement, which, in accordance with modern personal-oriented and personal-activity approaches to training, guides the teacher to select and organize the material, develop effective ways, methods and techniques of mastering communicative skills, activate personal reserves and interpersonal relations.
The most important principles of intensive learning include: the principles of collective interaction, personal-oriented communication, role organization of educational and upbringing process, concentration in the organization of educational material, multi-functionality of exercises [1]:
— the principle of motivation;
— the principle of awareness;
— the principle of activity programming;
— the principle of learning evaluation; — the principle of cognitive independence; — the principle of activity [2], etc.
Modern interactive learning technologies contribute to the implementation of these principles, which ensure the interconnection of learning material and learning activity, develops motivation, activity and autonomy of students.
In the works of modern scientists (S.L. Bukovskiy, L.V. Guseva, A.M. Ionova, S.S. Kuklina, D.L. Matukhin, M.N. Novoselov, A.S. Parnyugin, M.A. Khlybov, etc.), researching topical techniques, means, approaches to foreign language teaching to non-linguistic specialties, the psychological characteristics of the learners’ modern generation are revealed, exposed to the constant influence of technical and mobile devices, which due to the mass phenomenon, can be considered a trend. These features lead to inability to long-term attention span on learning material, hyperactivity, reduction in the amount of perceived information, fatigue, the need for a constant change of activity, dictate the need to search for new, vivid forms and original teaching methods. This problem requires a solution, which updated the scientific and cognitive significance of developing innovative technologies for foreign language teaching to students. The practical significance of the study is aimed at training specialists corresponding to the needs of society, solving the problems of equipping the modern educational process with innovative technologies, due to which the learning process itself can be involving, developing, emotionally rich, generating complicity, aimed at intensifying learning.
In 2018-2019, Department of Foreign Languages at A. Baitursynov KSU is engaged in the study and generalization of the experience of foreign methodologists using effective interactive teaching technologies aimed at intensifying the process of teaching a foreign language, solving the problem of mastering communicative competence through the involvement, entertainment, active interest of students, inclusion in the educational process, effectively increasing educational motivation to study foreign language of non-linguistic specialties students.
The organization of the educational process in teaching foreign language involves full use of communicative technologies (projects, interviews, role-playing, discussions, debates, conferences, competitions, dramatization, etc.). It should be noted the contribution from researchers of the Kostanai State University named after A. Baitursynov working on issues of intensifying foreign language education, developing emerging interactive technologies for teaching foreign language to non-linguistic specialists. Textbooks, training manuals and methodological recommendations used in the educational process were created by methodists, scientists and teachers of KSU named after A. Baitursynov. We are developing issues of intensification and activation of the process of teaching foreign language to non-linguistic specialties and new methodological topics that comprehensively study technologies for intensifying the educational process. And work is underway to justify, develop, and prepare for the introduction of interactive technologies for teaching foreign language, as well as edutainment technology. The need to ensure high standards of quality education in non-linguistic specialties is aimed at mastering communicative foreign language competence.
Among such technologies, edutainment can be distinguished as the technology of learning through entertainment. It is a technology of innovative learning and it is significantly different from the traditional ways of organizing classes due to the fact that a new generation of students prefers other methods of obtaining and processing information [3].
In the practice of using pedagogical technologies, “edutainment” is becoming more and more popular today as an independent educational technology, which represents a new independent stage in the development of game teaching methods. First appearing abroad, the concept of edutainment was the organization and conduct of classes in an informal form, based on the subject-subject interaction of the teacher and students [4].
The technology of “edutainment” is based on the organization of the educational process aimed at “effective knowledge of the world in a playful way” [1]. The moment of entertainment, the emphasis on the fascination of the educational process and maintaining the interest of students were indicated by foreign researchers (Michela Addis, Sharon De Vary, Rob Donovan, etc.). The productivity of the implementation of this technology in the educational process is also actively investigated in the works of Russian researchers (O.L. Gnatyuk, M.M. Zinovkina, S.V. Kuvshinov,
A.V. Popov, D. Perushev, N.A. Kobzeva, etc.)
All researchers agree that the importance of learning fascination affects the efficiency of mastering knowledge by establishing the emotional connection between the student and the subject of study [5].
In addition, some scholars have noted such a feature of edutainment as the use of computer graphics and Internet technologies that promote emotional inclusion and increase learners’ motivation [6].
Researchers highlight reasons for the emergence of edutainment: the recognition of interest and passion in the educational process as an integral value of the process; the response to the challenge of «information competition,» that in the context of rapid development of interactive technologies, should become increasingly attractive.
According to the explanatory English-language dictionaries, the interpretation of the term “edutainment” converges on such an essential feature as the students’ complete enthusiasm for educational activities, such an organization of the educational process, which is accompanied by positive emotions [4]. Therefore, relying on the opinion of researchers, it can be argued that the basis of edutainment technology is such an organization of the educational process, which has the peculiarity of a mandatory focus on creating positive emotions of learners, which contributes to the growth of motivation for learning, forms a steady interest in the learning process, generally contributing to a more efficient assimilation of the material.
The researchers’ opinion is based on the idea of interactive learning is the cornerstone of edutainment technology, since an important condition for the implementation of interactivity is the organization of interaction in the learning process based on a personal and activity approach. At the same time, the learner plays the main role of his cognitive activity development, and the teacher creates the conditions and organizes this interaction. The second important condition is the focus on the development of learners’ motivation. The increase stimulation of a person’s cognitive activity is explained by the psychological feature of a more durable assimilation of the material in the presence of an emotion of interest (justified in the works of E.G. Azimov, A.N. Schukin) [9].
The understanding of edutainment, as noted earlier, may be considered as a new interactive
technology touches upon both the psychological principles of the learner’s personality formation and the development of motivation, as well as the developing orientation of the educational activity organization.
The edutainment technology is a modern pedagogical innovation, which is based on the principles of the psychology of learning and personality development, also the game format, visual materials, and information and communication technologies aimed at developing students’ skills. The technology is based on such an organization of the learning process, which has the main emphasis on maintaining the emotion of interest, organizing the educational process on the basis of maximum facilitation, creating an emotional relationship in the process of interaction of all subjects of the educational process, and a high level of motivation.
The emphasis in modern teaching methods is on the productivity of mastering a foreign language by learners, which determined the focus in the methodology of teaching foreign languages on intensification.
Intensive teaching methods are aimed at providing learners with mastery of oral skills and a large amount of educational material in a short time with an optimal daily distribution of teaching hours and creating an “immersion” in a foreign language environment, differ in the methods and conditions of organization and conducting classes, increased attention is paid to various forms of pedagogical communication.
While using edutainment technology, it is necessary to use the psychological and pedagogical principles of learning organization, apply game technology, ICT technology, apply informal communication in the process of learning organization, and the principles of facilitation.
CONCLUSION
It should be pointed out that the forming communicative competence in students of nonlinguistic specialties in foreign language classes is provided within the framework of the requirements of state educational standards for specified learning outcomes (within the framework of the discipline «Foreign Language»). Therefore, skills approach provisions should be considered as a methodological basis for the development of an effective teaching methodology for students’ foreign language communication.
At the current stage, the development of science and technology facilitates the penetration of new teaching aids into the methodology of teaching foreign language, and the emphasis in modern teaching methods is on the productivity of mastering foreign language by learners, which determined the focus of the methodology of teaching foreign languages on intensification.
Intensive teaching methods are aimed at providing learners with mastery of oral skills and a large amount of educational material in a short time with an optimal daily distribution of teaching hours and creating an “immersion” in a foreign language environment.
Since the «edutainment» technology is a combination of various modern didactic and technical tools, in a specially organized educational process that implements the task of forming learners’ communicative competence in foreign language classes in psychologically comfortable environment, it is advisable to consider interactive, game tools in teaching foreign language oral communication, contributing to the expansion of the range of topics and areas of communication, giving dynamism and expressiveness to the process of foreign communication. There is no doubt that each technology has its own specific features, due to which technologies differ from each other and become a distinct phenomenon in the methodology of teaching foreign languages.
REFERENCES
1 Качалов, Н.А. Методическая организация комплекса упражнений по развитию умений говорения и письменной речи / Н.А. Качалов // Вестник ТомГПУ. 2013. Вып. 7 (135). С. 143-145.
2 Китайгородская, Г.А. Интенсивное обучение иностранным языкам. Теория и практика / Г.А. Китайгородская. 2-е изд., испр. и доп. М.: Высшая школа, 2009. – 227 с.
3 Казакова, Е.И. Edutainment: новая тенденция увлеченности образованием / Е.И. Казакова [Электронный ресурс]. – Режим доступа: http://www.schoolnano.ru/node/3567 (дата обр. 15.12.2019).
4 Самойлов, А.С. Развитие аксиологической направленности профессионального мышления будущих учителей в контексте требований ФГОС ВПО 3-го поколения / А.С. Самойлов // Вестник ОренбГПУ. 2013. № 1 (5). С. 147-152.
5 Кулюткин Ю.Н. Психология обучения взрослых. / Ю.Н. Кулюткин. – М.:
Просвещение, 2015. – 440 с.
6 Okan, Z. (2003). ‘Edutainment: Is learning at risk?’ in British Journal of education technology, vol. 34, no. 4, pp. 255-264.
7 Железнякова, О.М. Сущность и содержание понятия «эдьютейнмент» в отечественной и зарубежной педагогической науке / О.М. Железнякова, О.О. Дьяконова // Научный журнал «Alma Mater». 2013. – № 2. С. 67-70.
8 Азимов, Э.Г. Новый словарь методических терминов и понятий (теория и практика обучения языкам) / Э.Г. Азимов, А.Н. Щукин. М.: Изд-во ИКАР, 2009. – 448 с.
З.К. Омарова1, М.Қ.Сәмәмбет2
Шет тілдерін оқытудағы замануы интерактивті технологиялар
1,2А.Байтұрсынов атындағы Қостанай мемлекеттік университеті, Қостанай қ., Қазақстан Мақалада шет тілін оқытудың жаңа интерактивті технологиялары қарастырылған. Ғылыми негізделуді және оқытудың жаңа, жарқын формалары мен жіктемелі оқыту әдістерін жасауды талап ететін студенттердің психологиялық ерекшеліктері, оқу материалына ұзақ уақыт көңіл бөлу қабілетсіздігі, гиперактивтілік, қабылданатын ақпарат көлемінің қысқаруы, тез шаршау, іс-әрекетті үнемі өзгерту қажеттілігі, сипатталады. Бұл мәселені студенттерді оқу процесіне тартуға, тілдік емес мамандық студенттерін белсенді қызығушылыққа, білім беру процесіне тартуға бағытталған студенттерге шет тілін оқытудың инновациялық технологияларын жасау арқылы шешуге болады. Осындай технологиялардың ішінде оқытуды белсендіру технологиясы эдьютейнментті белгілеуге болады. Бұл инновациялық оқыту технологиясы оқушылардың жаңа буыны ақпаратты қабылдау мен өңдеудің басқа әдістерін қалайтындығына байланысты сабақты ұйымдастырудың дәстүрлі тәсілдерінен айтарлықтай ерекшеленеді. Мақалада тілдік емес мамандық студенттері арасында шет тілін үйренуге деген ынтаны тиімді арттыруға ықпал ететін технологияның ерекшеліктері сипатталған.
Зерттеудің тәжірибелік маңыздылығы тілдік емес мамандықтарға білім беру процесін инновациялық технологиялармен жарақтандыру мәселесін шешумен анықталады, соның арқасында оқыту процесін, оқушыларды дамытатын, эмоционалды жағынан бай, оқуды тереңдетуге бағытталған етіп жасауға болады.
З.К. Омарова1, М.Қ.Сәмәмбет2
Современные интерактивные технологии в преподавании иностранных языков
1,2КГУ имени А.Байтурсынова, г. Костанай, Казахстан В статье рассматриваются новые интерактивные технологии в преподавании иностранных языков. Описаны психологические особенности студентов и проблемы долговременной концентрации внимания на изучаемом материале, гиперактивность, сокращениt объёма воспринимаемой информации, быстрая утомляемость, потребность в постоянной смене деятельности, что требует научного обоснования и разработки новых, ярких форм и дифференцированных методов обучения. Указанная проблема может быть решена посредством разработки инновационных технологий обучения иностранному языку
студентов, направленных на вовлечение в образовательный процесс, вовлечения студентов неязыковых специальностей к активной заинтересованности, включенности в образовательный процесс. Среди таких технологий можно выделить эдьютейнмент как технологию активизации обучения. Она представляет собой технологию инновационного обучения и значительно отличается от традиционных способов организации занятий в связи с тем, что новое поколение студентов предпочитает иные способы получения и обработки информации. В статье описаны особенности технологии, способствующей эффективному повышению образовательной мотивации к изучению иностранного языка у студентов неязыковых специальностей.
Практическая значимость исследования определяется решением задачи оснащения современного образовательного процесса в обучении неязыковых специальностей инновационными технологиями, благодаря которым сам процесс обучения можно сделать вовлекающим, развивающим, эмоционально насыщенным, порождающим сопричастность, направленным на интенсификацию обучения.