.M.Nagyzkanova
magister of 1st cource, Sh. Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail:
nagiskanova.bahyt@mail.ru
IMPORTANCE OF FORMING DISTANCE LEARNING PROGRAM FOR ENGLISH GRAMMAR
The article reveals the features of the use of modern pedagogical methods of distance education in the educational environment. The main feature of the distance education method is the creation of an organizational and methodological environment, including computer information sources, electronic libraries, video and audio libraries, textbooks and teaching aids, and methodological literature. The components of such a system are trainees and teachers who interact with each other using modern telecommunications facilities. A special feature of distance learning is the ability to independently acquire the necessary student knowledge, provided through modern information technology. The authors analyze the main advantages of remote programs, as well as offer solutions to the main problems encountered in learning English. This article indicates the basic prerequisites for creating a program. It was concluded that distance learning has proven its productivity, but it cannot be an exceptional alternative to traditional learning, but, on the contrary, should organically complement an existing educational system.
Keywords: distance learning; types of distance learning; advantages and disadvantages of distance learning; remote program on English language.
INTRODUCTION
The twenty-first century is a time of development and new discoveries in technology, economics, science and education. At the beginning of the twenty-second century the popularity of distance learning will increase doubly. For a long time, a large number of scientific figures were involved in the development and improvement of this training system. From the correct understanding of what distance learning is, the strategy, goals, and the learning process will depend on.
What is distance learning? According to Dr. Michael Simonson, distance learning is defined as the official form of education in an educational institution where the group of students is divided and where in the process of interaction between the teacher and the student, both with each other and with various sources of information, various telecommunications facilities is used. However, according to Michael Simonson, Sharon Smaldino, Susan Zvacek Susan in their book “Teaching and learning at a distance”, we have some questions on the nature for which, they are easier to ask than answer. So the question of what is distance learning, they refer to just this type of questions. And there are two main reasons for this. First, the word “distance” implies a distance of various kinds, such as geographic distance, distance over time and, possibly, intellectual distance. Secondly, the concept of distance education was adopted for a huge number of programs for any category of audience through a wide variety of media technologies [1].
As for A.N. Shchukin, he believes that distance learning is one of the most popular forms of
education in the world, which organizes “the learning process at a distance, provides for students to independently complete training courses within the framework of different training profiles, performance of control tasks, in-person (correspondence) assessment of results learning [2].
Based on these definitions, it can be said that the basis of any remote learning included:
1. distance in space, time and even on an intellectual level;
2. the availability of certain means by which the process of interaction between the teacher and the student can be feasible [3].
MAIN PART
Currently, the world has gained considerable experience in the implementation of distance education systems. For example, about one million people study in the USA. The National University of Technology in the USA, which is a consortium of 40 engineering schools, in the early 1990s provided training for more than 1,100 students using distance learning methods for a master’s degree. Now, more than half of US universities use distance learning technologies for adult education. Television is widely used. A public broadcast system has been created. The adult education program includes courses in science, business, management.
For more than twenty years, the National University of Distance Education has been operating in Spain. It was created by the Parliament in 1972 with the purpose of organizing higher vocational education for adults at the level of undergraduate, graduate and continuing education. It includes 58 training centers within the country and 9 – abroad. It is one of the institutions of the Ministry of Education and is directly subordinate to the Secretary of State for Higher Education. Particular attention is paid to improving the skills, in particular, secondary school teachers [4].
On the basis of research of the main and unique features of distance learning, as well as its planning and forecasting, various typologies of distance learning began to form, which include and take into account the level of learning distantness, its productivity, and individualization.
As the main typology of distance learning, you can take the concept of A.V. Khutorsky. In his opinion, there are 4 types of distance learning:
1. The first type of distance learning is meant as auxiliary or additional for the traditional form. Students, together with their teacher, interact with information that is distant from them, various educational facilities, with students from other schools, and specialists in the areas under study.
2. The second type involves the independent interaction of the student / teacher with teacher / student outside of school. This type is also considered as an additional one, but the main goal is a more in-depth study of any subject.
3. The third type of distance learning is the main form, but it does not push aside the traditional form. Here, training is divided in half: 50 per cent to 50 per cent, but to a greater degree the preference is given to the remote form.
4. In the fourth type of distance learning, pupils or students are not tied to only one type of distance learning or resource. In this case, it is a whole complex of subjects, each of which is studied on different portals, resources, and programs [5].
The main feature of the distance education method is the creation of an organizationalmethodical environment including computer information sources, electronic libraries, video and audio libraries, textbooks and teaching aids, methodical literature. The components of such a system are trainees and teachers who interact with each other using modern telecommunications facilities. A special feature of distance learning is the ability to independently acquire the necessary student knowledge, provided through modern information technology in an information educational environment [6].
Building an information and educational environment should be based on the following pedagogical principles:
— openness: the possibility of free choice of information resources;
— multidimensionality: phenomena and processes are presented from different points of view;
— redundancy: students choose educational information from several proposed options, critically evaluating it;
— dynamism: constant updating of information;
— preservation and accumulation of information.
In distance learning, the receiver of information is mainly the student, therefore, higher demands are made on the quality of educational information and the means of its presentation. Information «should not be accumulated only in one place, its distribution should have an island character, which is due to the psycho-physiological features of information perception on the computer» [7].
One of the main components of distance learning is an educational distance course, it is an integrated tool for creating a learning environment, which includes three blocks: informationeducational and training, and communicative. The main requirements for the distance course: the completeness and relevance of information materials, the diversity of their presentation, the use of text format and multimedia elements (sound, video, animation).
Modeling the structure of a distance course is necessary taking into account a number of provisions.
1. The general structure of the distance course should include materials for various forms of distance learning: video and audio lectures, multimedia lecture materials built on a modular basis, seminars, workshops and virtual laboratory works with methodical recommendations for their implementation, discussions, virtual simulators with methodical recommendations for their use, dictionaries of terms, packages of test tasks for self-control and testing with verification of the results by the teacher or automatically.
2. The distance course materials should contain guidelines and instructions for general educational activities and for each stage of education.
3. The distance course should include a weekly planning of the student’s activities using a synchronous distance model learning.
4. The distance course, within certain limits, should allow the learner to create their own learning paths. The development of training courses focuses on independent work of students, their collective creativity, conducting mini-studies at various levels. It is assumed the presence of a large number of tasks designed for self-study with the possibility of receiving daily consultations.
The training course must meet the following requirements:
• cost-effectiveness: developing technology that allows create and update courses in a short period of time; • course interface, close to regular lectures that is associated with the traditional elements of the educational process (the presence of the teacher, printed manuals, lecture hall, board); which allows to facilitate the assimilation of educational material;
• in an interactive environment «student — computer — teacher» is emphasized attention to figurative thinking. The presentation of educational material should reproduce the thoughts of the teacher in the form of images. Obviously, visualization of thoughts, information, knowledge is becoming a key element in educational technology of distance learning, which is achieved through the use of such forms of organization of classes as video lectures, multimedia lectures, electronic multimedia manuals, simulation models and computer simulators, videoconferences, computer training and test systems [6].
• personalization of training to maintain the effect of personal contact trainee with a teacher in educational activities using modern computer technology
• using group networking;
• the modular nature of the distance course allows you to design training programs for each student taking into account their level of training and needs.
The positive characteristics of distance learning.
1. Economic profitability, openness and accessibility for all categories of population. Economic efficiency is achieved due to the fact that the contingent of students does not require expansion of the classroom fund and allows use technical training tools that are available educational organization.
2. The effect of direct, verbal-visual contact of students with a teacher.
3. Software and hardware of a modern computer allows create hypertext, multimedia and hypermedia learning tools, which, being concentrated in a single learning module, provide the necessary content information. The advantage of using computers in education is the possibility of interactive communication. Provided a feedback «student-teacher», without the effectiveness of any form of education cannot be high.
4. The flexibility of distance learning is related to the ability to build individual educational trajectory, the most convenient for learner at this time and specific life situations.
5. Modularity in building an educational program allows develop a curriculum that is adequately coordinated with the student’s educational needs. An analogue of this in full-time education is the individual curriculum of the student, which even within one academic year is often difficult to implement without contradiction with the general curriculum.
Despite the positive characteristics of distance learning, one can name its cons too.
First, the difficult identification of distance learners, since at the present stage of technology development it is quite difficult to verify who is taking the exam. However, universities that implement education using distance learning technologies have found a way out of the situation in the mandatory presence of the student in several exams with the obligatory submission of documents proving his personality.
Second, the “genetic” lack of distance education is a restriction of direct contact between teacher and student. It provokes serious problems as it is missing:
a) direct perception of learning material by the student;
b) the opportunity for direct discussion;
c) the teacher’s in-line control over the fulfillment of learning tasks [8].
When creating a language training program, it is necessary to take into account not only the special characteristics of students, but also their level of language proficiency. To do this, you need to clearly understand what levels there are and what grammatical, lexical, phonetic competencies you need to own at this level. This scale consists of 6 basic levels of language proficiency:
1. Beginner.
2. Elementary.
3. Pre-Intermediate.
4. Intermediate.
5. Upper-Intermediate.
6. Advanced.
The curriculum «Practical course of the English language» is aimed at students, masters, graduate students, as well as a wide range of people who seek to acquire knowledge in the field of vocabulary, grammar and phonetics of the English language.
The purpose of training in this course is the formation of a complex of theoretical knowledge and practical skills necessary for the Pre-Intermediate level.
After completing the course Practical English Course (Pre-Intermediate Level), the learner will master certain aspects of the main sections of foreign language teaching (grammar, vocabulary) and certain types of speech activity. Grammar knowledge at the Pre-Intermediate level includes the following topics: tenses and modal verbs. Vocabulary includes knowledge from about 1500 to 2000 thousand words and expressions. The Practical English Course program developed by us consists of 2 lessons, each of which is divided into the following sections:
• video lecture or presentation;
• grammar exercises;
• lesson test.
Video lecture and presentation are part of the program in order to clarify the necessary grammatical and lexical material of the lesson. The lesson test is needed to control students during mastering the material obtained. Each lesson is accompanied by a teacher’s video lecture, which explains the basic grammatical rules and theoretical principles of the lesson, and two presentations. The presentation of the grammar will consist of explanations and tables with examples on the topic. The first part of each lesson will consist of grammar exercises of a different type on a specific subject of the lesson. These exercises are aimed at consolidating the material obtained through video lectures and presentations. At the end of each lesson, students are asked to take a control test, which consists of 10 questions and includes the main components of all three sections of the lesson. This test is both a means of consolidating the knowledge gained and a means of control.
CONCLUSION
Summarizing all the above, it is safe to say that the prospects for the development of distance education are very high. Main purpose of distance learning is undoubtedly the provision of quality and meeting the educational requirements of the preparation of students with its subsequent development. The traditional form of learning has the same intentions, but is more problematic due to time, high cost and distance. Presently the increasing demand for distance learning is not only observed in Kazakhstan, but all over the world. Due to the distance form of training a person in modern social and economic conditions, a real opportunity is given to replenish the ranks of educated people. In other words, distance learning contributes to the professional self-development of each individual at a suitable time.
REFERENCES
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3 Алонцева Н.В., Кузнецова Ю.В. Создание дистанционной программы обучения английскому языку с учётом специфики взрослой аудитории // Интернет-журнал «Мир науки», 2018 №2, https://mir-nauki.com/PDF/54PDMN218.pdf (доступ свободный).
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Б.М. Нагызканова
Ағылшын тілі грамматикасын үйренуде қашықтықтан оқыту бағдарламасын құру маңыздылығы
Ш. Уәлиханов атыңдағы Көкшетау мемлекеттік университеті,
Көкшетау қ., Қазақстан
Мақалада білім беруде қашықтан оқытудың заманауи педагогикалық әдістерін қолданудың ерекшеліктері қарасытылады. Қашықтықтан оқыту әдісінің негізгі ерекшелігі – компьютерлік ақпарат көздерін, электронды кітапханаларды, бейне және аудио кітапханаларды, оқулықтар мен оқу-әдістемелік құралдарды және әдістемелік әдебиеттерді ұйымдастыру арқылы әдістемелік ортаны құру. Қазіргі заманғы телекоммуникациялық құралдарды пайдаланып бір-бірімен өзара әрекеттесуін қаматамасыз ететін тұлғалар тыңдаушылар мен оқытушылар осындай жүйенің құрамдас бөліктері болып табылады. Қазіргі заманғы ақпараттық технологиямен қамтамасыз етілген қажетті білімді өз бетінше алу мүмкіндігі қашықтықтан оқытудың ерекшелігі. Авторлар қашықтықтағы бағдарламалардың негізгі артықшылықтарын талдайды, сондайақ ағылшын тілін үйренуде кездесетін негізгі мәселелерді шешеді. Бұл мақалада бағдарламаны жасаудың негізгі алғышарттары көрсетілген. Қашықтықтан оқытудың өнімділігі дәлелденді, бірақ ол дәстүрлі оқытуға ерекше балама бола алмайды, керісінше, ол білім беру жүйесін толықтыруы керек.
Б.М. Нагызканова
Важность формирование дистанционной программы для изучения английской грамматики
Кокшетауский государственный университет им. Ш. Уалиханова, г.Кокшетау, Республика Казахстан
В статье раскрываются особенности применения современных педагогических методик дистанционного образования в условиях образовательного пространства. Основной чертой методики дистанционного образования является создание организационно-методической среды, включающей компьютерные информационные источники, электронные библиотеки, видео- и аудиотеки, учебники и учебные пособия, методическую литературу. Составляющими такой системы являются обучаемые и преподаватели, которые взаимодействуют друг с другом при помощи современных телекоммуникационных средств. Особенностью дистанционного обучения является возможность самостоятельно приобретать необходимые обучающемуся знания, предоставленные посредством современных информационных технологий, то есть в условиях информационно-образовательной среды. Авторы анализируют основные преимущества дистанционных программ, а также предлагают решения основных проблем, возникающих при изучении английского языка. В данной статье указываются основные предпосылки к созданию программы. Сделан вывод, что дистанционная форма обучения доказала свою продуктивность, но она не может быть исключительной альтернативой традиционного обучения, а наоборот, должна органично дополнять уже существующую образовательную систему.