The introduction of modern technology in teaching practice speaking and writing in language universities | Статья в журнале «Образование и воспитание»

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Рубрика: Общая педагогика

Опубликовано в Образование и воспитание №2 (22) апрель 2019 г.

Дата публикации: 29.03.2019

Статья просмотрена: 4 раза

Библиографическое описание:

Уразулова С. Н. The introduction of modern technology in teaching practice speaking and writing in language universities // Образование и воспитание. — 2019. — №2. — С. 9-12. — URL https://moluch.ru/th/4/archive/121/4063/ (дата обращения: 06.12.2019).



In the UK, Australia, USA there is an experience of learning a foreign language according to individual plans in accordance with the individual style of study. In the United States and now you can find a lot of open schools. The latter are mainly limited to the initial stage of training. Pupils in such schools study according to individual plan (work sheets), which they compile, first under the guidance of a teacher, and then gradually independently (for a day, a week, a month).

An individual learning style is learning a foreign language taking into account the biological rhythms of the learners (larks learn in the morning, owls in the afternoon).

In these systems there are a lot of interesting and, certainly, productive, but they are acceptable for quite certain conditions of elite education. It is hardly possible to talk about the use of such didactic systems for mass education. Many modern technologies are designed specifically for individual work with students, i.e. for private teaching, which shows the analysis of modern approaches and methods in teaching.

Therefore, it seems to us that it is appropriate to analyze some of the advantages and disadvantages of various, including new methods of education on the example of private schools, courses and various educational centers for teaching foreign languages, where, for certain reasons, such methods are used more actively. For example, advertising your school as using this or that “fashionable” teaching method. Everyone knows the method of teaching Ilona Davydova, the method of Eshko, the intensive method, etc. At the same time, it must be admitted that the quality of training students in private institutions is higher. First of all, consider the reasons that force people to look for various non-traditional ways, both for self-education and for the education of their children. The first question is, what are we actually learning the language for? If you think about this issue, you can say that the past few years shows a significant increase in interest in the English language as a means of international communication. It is already recognized as the language of professional communication in various fields of activity, and the advent of computers has put the use of English in a special position compared to other languages.

In foreign countries, we are also seeing an impressive increase in the number of English and country studies courses opening in various educational institutions. Many of them are highly professional and have a good reputation. Others see in teaching English only a means of making money, not bothering to care about the quality of services provided to the client, as we have in some paid courses.

The reform of the national system of public education, conducted since the day of independence, led to the inclusion of one of the foreign languages in education in all types of educational institutions.

Based on the foregoing, it is clear that the answer to the question about the purpose of learning cannot be unequivocal. But it can be argued that when teaching our students, we must teach them to speak a foreign language, talk in a foreign language, think logically in a foreign language, draw conclusions in a foreign language and use a foreign literary to get information, have a written language, etc.

Indeed, a person is by nature inquisitive, and the satisfaction of an information hunger for a normal teacher is on a par with the need for food, etc. A talented teacher is trying precisely to awaken and consolidate this craving for knowledge, shows his students how to get satisfaction from the process of knowledge itself. However, a teacher who sets himself such a task will inevitably face a lot of difficulties, especially if he works in a mass institution (academic), although real talent will be able to teach and entice his students in such conditions. In conditions of mass education or a mass school (institute), it seems that not all modern technologies described by us are acceptable. But in relation to the student audience of bachelor of philology, you can use some modern technology. The main thing is that they correspond to the principles selected by us, taking into account modern trends in teaching:

– the student learns the language and masters it by speaking it:

– language is a functional means of various speaker / writer speech intentions:

– language training should be focused on meeting the students' speech needs:

– mastering the language should be carried out in the course of creative activity, which stimulates the cognitive activity of students by solving cognitive developmental tasks:

– language is studied in the context of a certain civilization as a cultural phenomenon (authentic language).

In our opinion, the traditional methodology used in the universities of Uzbekistan will be different in the way of organizing and conducting classes in the practice of speaking and writing, namely:

– increased attention to various forms of pedagogical communication,

– social and psychological climate in the group,

– creation of adequate learning motivation,

– the removal of the psychological barrier of weak students in the assimilation of language and speech material (speech communication).

Modern technologies offered by us will help to achieve maximum efficiency in the classroom time. In our opinion, classes based on the above principles (communicative-oriented and personal-oriented) can eliminate the existing shortcomings noted by us in the professional training of students of academic lyceums in active oral practice.

As the analysis has shown, the last decades the methods of teaching a foreign language have evolved under the sign of communicative-oriented learning, which includes personality-oriented learning.

In the university and school programs in foreign languages, the communicative goal is taken as the basis. This, in turn, set a certain movement to the process of communication in this direction. And modern technologies in teaching will only improve the process of assimilation of language and speech material by students, because they have the following features:

1) in the use of techniques, conscious and subconscious processes of the psyche are activated to create an extensive and solid base:

2) in the development of tasks that motivates communication:

3) in the optimal organization of collective interaction of learning between themselves and the teacher:

4) learning takes place on a situational basis.

Since learning a foreign language on a situational basis implies a role-based organization of the educational process, we, following many researchers, believe that the role-playing game acts as the main method and, at the same time, as one of the elements of modern technology.

Role relationships between participants of communication are the main parameter determining the nature of the situation. In the process of improving the skills and abilities of oral speech, the game can be a peculiar form of simulation, i.e. a model of interaction between communication partners in an environment imitating the conditions of speech activity during the implementation of a communicative-oriented approach. There are interpretations of the term «imitation game», as a technique, as a method. Let's take a look at this. In recent times, imitation games have been increasingly used in various fields: mainly politics, as well as in sociology, ecology, and education. Imitation games are used to train specialists in training in relevant areas, as well as to solve the problems of research, forecasting, and testing planned innovations.

Simulation games are being developed and as a way of communication between specialists in different fields, as a special language of the future.

The use of the term “simulation game” is associated with the identification of the essential characteristics of this method on the one hand. Imitation is understood very broadly, it is a replacement for direct experimentation with the creation and manipulation of models, layouts that replace the real object of study. On the other hand, there are actually game methods in which participants take on certain roles, enter into direct interaction with each other, trying to achieve their role goals. It is assumed that simulation games combine these two approaches. These games are based on specific situations, taken from real life, and represent a dynamic model, thanks to the actions of the participants in the game. They take on the different roles of guests, politicians and play the political situation. It should be emphasized that imitation games are “serious” games for adults, not entertainment, not recreation, because they develop speech skills, reinforce new words, improve collective decision making skills, develop different types of communication skills, generate creative thinking, bring up an individual style of behavior in the process of interaction with people, overcome a psychological barrier in relation to forms and methods in the educational process.

A game model is actually a way of describing the work of participants with a simulation model, which sets the social context in the professional activities of specialists. Based on the foregoing, it can be concluded that imitation games can be used to develop speaking skills on a socio-political subject.

Since we have identified a simulation model and a game model, other elements of this method should be considered.

References:

  1. Lapidus B. A. Intensification of the process of learning English speech (Ways and techniques). M., 1980 — p. 145–146
  2. Lyakhovitskaya MV, Methods of teaching foreign languages. M., 1981 — p. 110–11 1.
  3. Essays on the methods of teaching oral speech in foreign languages / Ed. V. A. Buchbinder Kiev, 1990 — p. 160–161.
Основные термины (генерируются автоматически): USA.

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