Internet in teaching Foreign Languages
Ministry of Еducation and Sciеncе of
thе Rеpublic of Kazakhstan. N. Gumilyov Еurasian National Univеrsityof
Philology
ЕNIOR THЕSISеmе: Internet in teaching Foreign
Languages: 5B050119 "Forеign languagе two forеign languagеs”
Complеtеd by: Satysheva A.FL-48еrvisеd by: Karmеlyuk A.V.
(Sеnior tеachеr)
Contents
Introduction
1. The employment of Internet in teaching FL
1.1 The role of FL and Internet nowadays
1.2 The modern methods of teaching 4 basic skills
2. The usage of Internet technologies for effective FL acquisition
2.1 Social nеtworking sitеs oriеntеd to languagе lеarning
2.2 Nеtiquеttе rulеs
3. My practical part
3.1 My experiment and experience; experience of teachers of FL
3.2 Analysis of experience: my and teachers of FL
Conclusion
References
Introduction
21st century is named as an era of new
technologies. Mobile phones, computers, Internet and gadgets have become
indispensable part of our life. It is not a secret that technologies penetrate
all aspects and fields of our life. And scholars more and more find ways how
effectively use them in particular sphere.education is one of them. In my work
I want to analyze how Internet used in modern system of education and also to
emphasize the challenges of using of its technologies in learning foreign
languages.
The topicality: It is
impossible to imagine our life without those incentives which Internet provides
our daily activities. Lets, analyze at least one of its products as an example
which conquered the people’s minds all over the world. Social networks acquire
more and more popularity, for example 500,000 registered users of Facebook; are
diverse: 250 millions of social networks; have easy access to join and require
no payment. The new generation of peoples is defined by their reliance of
media, their technological multitasking capabilities, and their propensity
toward all things new. Virtual communication and connections are playing
significant roles in people’s interactions.has penetrates all aspects of life,
one of them is education. In the era of globalization and internationalization
the Internet becomes a dominant tool for adapting to the new environment. There
are many options opened now for learning and teaching languages. Examples of
foreign language learning sites that use social networking features include
Palabea, Live Mocha, and Babbel. The main purpose of these online communities
is to share and learn new languages through social interaction. Although many
language learning websites using Web 2.0 social networking features are less
than a year old, many already boast a large and active population of users who
regularly log in to interact and learn from each other. One of the features of
these sites, and possibly the most intriguing for language learning, is the opportunity
for users to interact directly with native speakers through the use of video,
audio, or text-based chat. This interaction between language learners can also
be defined as "eTandem" and allows users to learn a new language and
teach their native languages by using a communication tool. These language
learning websites can provide the real-time, conversational aspect of learning
a language that is sometimes only available when visiting or living in a
foreign country. While language learning websites using Web 2.0 technology may
offer great promise for foreign language education, there is a lack of research
on how users currently use these sites for collaborative learning and social
interaction purposes. There is also a lack of research on the pedagogical and
technical usability of these sites and how potential language learners could
use these sites to enhance their own language learning abilities.interests
groups influence language learning.
The aim: to analyze the
opportunities and affectivity of using Internet and its tools such as Web 2
application - social networking/blogging.
The objectives:
to review literature on modern methods in
teaching FL;explain Internet applications and to emphasize opportunities of
these applications in teaching FL;present practically how Internet can assist
in teaching FL;conclude the challenges of using Internetobject: methodology
of teaching Fl to explore the usage of Internet application in teaching FL.
The subject: Internet and its
applications (blogging, social networks).
The scientific novelty: this research
work is modern and convenient for FL learners because Internet application
deals with innovative technologies, which are used nowadays in a learning
process. The ability of the individual users to collaborate, create, and share
content with other users may prove especially useful for learning languages.
Social networks have generally been used informally for noneducational social
interaction purposes.
The theoretical significance: the theory
could be used for further researches in the field of modern innovative
technologies.
The practical significance: Internet could
be applied on the lessons and also recommendations will be used by teachers and
FL learners.
Theoretical and methodological basis of the thesis
are based on the sources of my thesis. Authors of some of the sources of my
thesis are: Gattegno, Hernandez, Starch, Filippov, Bourn, Savignon, Johnson,
Kurland, Sparks, Ramage, Kahn, Kleinrock, Thomlinson, Postel, Davies,
Warschauer, O'reilly, Leene, Pinkman, Kathleen, Haythornthwaite, Passov,Polat,
Filatov, Bitsilli, Troubetzkoy, Budagov, Azilov, Milrud, Bim, Sadamova,
Mirolubov, Eluhina, Lyakhovitskii, Galskova, Gez, Sakharova,Rogova, Kolker,
Folomkina, Vaisburd, Kupriyanova.
internet teaching foreign language
1.
The employment of Internet in teaching FL
1.1
The role of FL and Internet nowadays
Nowadays it’s especially important to know
foreign languages. Some people learn languages because they need them for their
work, others travel abroad, for the third studying foreign languages is a
hobby. Everyone, who knows foreign languages can speak to make our outlook
wider.Mr. Gattegno wrote: "The experience we all have in using foreign
language for the expression of your thoughts, feelings, emotions, and
perceptions is that words come by themselves, that we have at our disposal an
extremely effective automatic system which demands almost no energy to
function. Under such conditions, language is truly a vehicle; it carries to our
satisfaction. As soon as we leave our own language an concentrate on acquiring
a new one, however, we find that we are engaged in struggles, that our memory
becomes so important, whereas in our own language it doesn't seem to play a big
role. In fact we can no more say that we remember our language is a skill, not
the memorization of statements, that it is ours as functioning. So much so that,
in our conversations with our relatives and friends, we never attempt to retain
the words we use and hear, once the meaning has been either expressed or
understood” [1, 213].Starch (2009) said that the value of studying foreign
languages, aside from the direct use of the modern languages, had been very
much overestimated in some quarters and perhaps equally underestimated in other
quarters. The controversy over the amounts of pure intellectual discipline of
the various branches of instruction had been the warmest in the field of the
languages, particularly the ancient ones. As a matter of fact, however, the
controversy could be just animated in the field of the sciences, when one
recalls the distorted claims of discipline made for them in certain quarters
[2, 152].modern society, due to the growing power of globalization, foreign
languages are becoming increasingly important. Knowledge of foreign languages
is a prerequisite for any specialist qualifications. Learning foreign languages
allows a person to expand their communication capabilities, vision, improve the
level of culture. English is still leading, which is associated with the
creation of the world economic, informational, cultural space. No less popular
is the German language, which is spoken by a large number of citizens of the
European Union. Germany is a trading partner of the Russian and German
continues to be relevant. From the modern citizen requires knowledge of several
foreign languages [3].to the need to study the question of how to teach the
language, what methods to use, how best to organize the learning process it is
necessary to carefully examine the process of learning a foreign language, to
identify the particular social and biological factors that influence this
process, and to establish similarities or differences in the study of a foreign
language and mother tongue, to compare the in vivo study and intentional
learning. All this is the subject of research for many years and we can
highlight the following points. To successfully mastering a foreign language
prerequisites are [4, 606]:
· motivation to
learn;
· linguistic
abilities, socio-cultural, intercultural competence, background knowledge;
· linguistic
environment, providing an opportunity to acquire and use knowledge.
New technologies offer great opportunities,
provide tangible support, optimize the learning process. It is therefore
necessary to turn to the experience of using electronic resources, multimedia
abroad, to summarize the experience. Purposeful and systematic process of
language acquisition should be based on the communicative approach, the form of
the language person capable of cross-cultural interaction, must develop
language skills, i. e. ability to fluently, spontaneously and correctly express
thoughts in a foreign language.languages facilitate international
communication, display them on a qualitative level, promote economic
development, cultural cross-fertilization, forming a tolerant attitude.
Cross-cultural society needs a knowledge of languages and their teaching
methods, need to continuously improve the knowledge, skills, competence
program. Cross-cultural societies are products of globalisation and
internalisatin process [4,608].to Philippov, education system has entered the
21st century in the reform process, which will see new realities, new
opportunities, new challenges and a new call. First, it is a sharp increase in
the rate of social change. Secondly, it is global and universal political,
cultural and economic life, becoming more and more common, coherent and diverse
human civilization [5, 92]. Global trends of recent decades is closely related
to two phenomena: globalization and the internationalization of society. Both
processes are in a zone close scientific attention and are associated with significant
technological and social changes of the last quarter of the 20th century.
Barlybaev (2008) said that the process of globalization is the emergence of a
hybrid of world culture, a mixture of national traditions, strengthening
cooperation among nations and is manifested in the harmonization and
unification of various aspects of life of the people - their world view and
outlook, requirements and work habits, political and economic, social life and
production, science, education, arts and culture, religion and language, etc
[3].and internationalization - are two interrelated processes that lead to the
transformation of society into new forms. Internationalization is based on
crosscomminication and exchange between separated peoples. According to the definition
adopted in studies of the Organization for Economic Cooperation and Development
(OECD), the internationalization of education at the national, sectoral and
institutional levels is commonly understood as a process by which the goals,
functions and organization of the presentation of educational services acquire
an international dimension [3]. In contrast to the internationalization of
globalization - is not a new phenomenon. The idea of cross-cultural
collaboration in the arts, science and education originated in the 17th
century. Currently, there are new forms of international cooperation. The
internationalization of higher education today involves student and faculty
mobility, reform programs and curricula, cooperation in the research field through
networks and associations, open and distance learning without borders, regional
cooperation and foreign educational institutions, where the premise is the
language barrier.the influence of globalization processes increase the number
of models of social behavior, and one of the conditions of social mobility and
successful adaptation in the social space becomes a command of foreign
languages. With the development of international business relations, the
development of new technologies and the intensification of international
professional activities of close contact with foreign experts, as well as the
prospect of accession to the WTO has especially increased demand for
specialists who speak foreign languages [6, 4]. Barlybaev (2008) argues that
the language of globalization comes from the fact that language is a means of
human communication and the promotion of multilingualism [3].all times, from
ancient times, people have studied a variety of foreign languages. It was not
only the languages of neighboring tribes, peoples and nations, but also the
more remote areas. For each time period can be distinguished foreign language
that causes the greatest concern. In the 9th century, the most important
foreign language for Russia was the Norse. With the adoption of Christianity, a
foreign language is Greek. By the 13th century, it gives way to language of
Turkic peoples - first Polovtzy then Tatars. Later, especially during the
Troubles, the main foreign language to Muscovy is Polish. When Peter 1 main
foreign language is Dutch. But soon after Peter 1 is German and remain in this
role until the end of the 18th century, when he had to retreat under pressure
from the French. French language in the 19th century was a pass to the high
life, the most important component of the image of an educated and educated man
[3].the early sixties of the 20th century, the main political direction changes
again. Gains on English and the language becomes global communication and
international communication.famous linguist Vorobyova said: "Foreign
language is objectively a public good, so its inclusion in the program of
higher education - the social order of society. Foreign language, as well as
native, does not exist in isolation in society and can not live their own
lives. It is closely connected to all spheres of social life: economics,
politics, art, education, reflecting the mentality and culture of the country
it represents” [7,174].to N. Nazarbaev policy, people should learn one
obligatory foreign language - English. "Nowadays we take active measures
to create conditions for our children to learn Russian and English equally as
Kazakh language. This three language policy should be encouraged on a State
level. We should work to breakthrough in learning the English language. Having
this "lingua franca” of the modern world will reveal new and unlimited
opportunities for each citizen of our country”. It means that Nazarbaev's
message is a direct argument to learn foreign languages because Kazakhstan
takes a high place in the world's table. Since 2011 Kazakhstan became an
international state, when took part in OSCE, it was a big impulse for
developing ours economy, policy and international relations. Therefore,
Nazarbaev makes an aim to learn fl in a short time for the program 2015 [8].to
the last statistics, English is an most-spoken international language. One and
a half billion people around the world speak English. English is a native of
400-500 million in 12 countries and one billion-plus use English as a second
language. Currently, among the most widely spoken languages in the world of
English is a 3 or 4 position (along with Spanish) as their native language, and
2nd place in the total number of speakers [3].is the language of business and
politics. This is one of the working languages of the United
Nations. The world of information technology is also based on the English
language. More than 90% of the world's information is also stored in English.
This language is defined by the main language of the Internet, Radio and
television broadcasting world's largest companies (CBS, NBC, ABC, BBC, CBC),
covering an audience of 500 million people, is also performed in English.
English produced more than 70% of scientific publications. In this language,
sing songs and make movies.is common in the world, but there are countries who
speak the English language, in which it recognized as an official. Some of them
are: Australia, Bahamas, Botswana, Gambia, India, Nigeria, Ireland, Cameroon,
Canada, Kenya, Hong Kong, New Zealand, Pakistan, Guinea, Singapore, United
States, Fiji, the Philippines, South Africa, Malta, etc. England (or Great
Britain), English as their native country, we do not call. This is a partial
list of countries that speak English. There are states in which the language,
though not recognized as an official, but it speaks much of the population.
English as a second unofficial language is in Russia, Kazakhstan, Ukraine,
Belorussia, Czech Republic, Latvia, Denmark, Germany, Austria, etc
[3].spreading of a FL among the population of a country is very often caused by
internal policy to promote a country, for example different international
events are hosted by them. For example, in 2017 the Expo will be held in
Astana. At the moment, there is an active training for this event. World Fair
or Expo (Expo) - International Exhibition, which is a symbol of
industrialization and open platform to demonstrate the technical and
technological achievements. An international exhibition EXPO-2017 in Astana is
one of the key projects in Kazakhstan. The initiative to organize such a big
event in our nation's capital belongs to the President. Subject EXPO-2017 -
"Energy of the Future" - will attract the world's best energy-saving
technologies, new technology development and use of existing alternative energy
sources such as solar, wind, sea, ocean and geothermal waters. Astana can be an
effective platform for showcasing the best of world developments and trends in
the industry. The exhibition will give a powerful impetus to the system of
economic diversification and technological upgrading of production facilities
and the country's science base. Holding of such events would give a new impetus
to the development of serious small-and medium-sized businesses. The exhibition
will attract significant private investment in the construction of exhibition
venues and infrastructure of the capital. Expo is a good impetus for economic
development, tourism and new perspectives. In order to realize the goals that
must be 4 years 70% of the population took possession of foreign languages. Now
the Ministry of Education organizes special courses for the service sector,
such as catering and transport. In fact, foreign languages contribute not only
to the worldwide fame of our country, as well as the transition to a new stage
of development [8].N. Nazarbaev mentioned that foreign-language education as a
component of the overall national education system can not be considered
outside the context of the environment in which it operates and develops. The
expanding integration processes, the growth of professional and scientific
exchanges, deepen international cooperation and collaboration in the past
decade, spurred ongoing development of foreign language education
[8].methodologists all over the world under the influence of reforms try to
find the ways how eefectively teach FL and spread the language to the mass. And
the Internet which has already entered our ordinary life facilitates here a
lot. Everybody knows that the Internet is a global computer network, which
embraces hundred of millions of users all over the world and helps us to
communicate with each other.history of the Internet began with the
development of electronic computers in the 1950s. The public was first
introduced to the concepts that would lead to the Internet when a message was
sent over the ARPANet from computer science Professor Leonard Kleinrock's
laboratory at University of California, Los Angeles (UCLA), after the second
piece of network equipment was installed at Stanford Research Institute (SRI)
[38].late 1966 a famous programmer Roberts went to DARPA to develop the
computer network concept and quickly put together his plan for the
"ARPANET", publishing it in 1967. At the conference where he
presented the paper, there was also a paper on a packet network concept from
the UK by Donald Davies and Roger Scantlebury of NPL. Scantlebury told Roberts
about the NPL work as well as that of Paul Baran and others at RAND. The RAND
group had written a paper on packet switching networks for secure voice in the
military in 1964. It happened that the work at MIT (1961-1967), at RAND
(1962-1965), and at NPL (1964-1967) had all proceeded in parallel without any
of the researchers knowing about the other work. The word "packet"
was adopted from the work at NPL and the proposed line speed to be used in the
ARPANET design was upgraded from 2.4 kbps to 50 kbps.historian Barry M. wrote
that in august 1968, after Roberts and the DARPA funded community had refined
the overall structure and specifications for the ARPANET, an RFQ was released
by DARPA for the development of one of the key components, the packet switches
called Interface Message Processors (IMP's). The RFQ was won in December 1968
by a group headed by Frank Heart at Bolt Beranek and Newman (BBN) [39].to
Kleinrock's early development of packet switching theory and his focus on
analysis, design and measurement, his Network Measurement Center at UCLA was
selected to be the first node on the ARPANET. All this came together in
September 1969 when BBN installed the first IMP at UCLA and the first host
computer was connected. Doug Engelbart's project on "Augmentation of Human
Intellect" (which included NLS, an early hypertext system) at Stanford
Research Institute (SRI) provided a second node. SRI supported the Network Information
Center, led by Elizabeth (Jake) Feinler and including functions such as
maintaining tables of host name to address mapping as well as a directory of
the RFC's [40,254].1982, Elizabeth Feinler said that the Internet protocol
suite (TCP/IP) was standardized, and consequently, the concept of a world-wide
network of interconnected TCP/IP networks, called the Internet, was introduced.
Access to the ARPANET was expanded in 1981 when the National Science Foundation
(NSF) developed the Computer Science Network (CSNET) and again in 1986 when
NSFNET provided access to supercomputer sites in the United States from
research and education organizations.commercial Internet service providers
(ISPs) began to emerge in the late 1980s and early 1990s. The ARPANET was
decommissioned in 1990. The Internet was commercialized in 1995 when NSFNET was
decommissioned, removing the last restrictions on the use of the Internet to
carry commercial traffic [3].October 1972, Kahn organized a large, very
successful demonstration of the ARPANET at the International Computer
Communication Conference (ICCC). This was the first public demonstration of
this new network technology to the public. It was also in 1972 that the initial
"hot" application, electronic mail, was introduced [39].Tomlinson (1962)
at BBN wrote the basic email message send and read software, motivated by the
need of the ARPANET developers for an easy coordination mechanism. In July,
Roberts expanded its utility by writing the first email utility program to
list, selectively read, file, forward, and respond to messages. From there
email took off as the largest network application for over a decade. This was a
harbinger of the kind of activity we see on the World Wide Web today, namely,
the enormous growth of all kinds of "people-to-people" traffic
[41,490].the mid-1990s, the Internet has had a revolutionary impact on culture
and commerce, including the rise of near-instant communication by electronic
mail, instant messaging, Voice over Internet Protocol (VoIP)"phone calls",
two-way interactive video calls, and the World Wide Web with its discussion
forums, blogs, social networking, and online shopping sites. The research and
education community continues to develop and use advanced networks such as
NSF's very high speed Backbone Network Service (vBNS), Internet2, and National
LambdaRail. Increasing amounts of data are transmitted at higher and higher
speeds over fiber optic networks operating at 1-Gbit/s, 10-Gbit/s, or more. The
Internet's takeover over the global communication landscape was almost instant
in historical terms: it only communicated 1% of the information flowing through
two-way telecommunications networks in the year 1993, already 51% by 2000, and
more than 97% of the telecommunicated information by 2007. Today the Internet
continues to grow, driven by ever greater amounts of online information,
commerce, entertainment, and social networking.terms Internet and World Wide
Web are often used interchangebly, however, the internet and World Wide Web are
not one and the same. The Internet is a vast hardware and software
infrastructure that enables computer interconnectivity. The Web, on the other
hand, is a massive hypermedia database, a myriad collection of documents and
other resources interconnected by hyperlinks. Imagine the World Wide Web as the
platform which allows one to navigate the Internet with the use of a browser
such as Internet Explorer or Mozilla Firefox. Follow the Internet Timeline
below to see how the Internet has evolved over the years and take a glance at what
lies ahead in the future as the Internet continues to change the world we live
in [3].Postel (2002) wrotes that the Internet has changed much in the two
decades since it came into existence. It was conceived in the era of
time-sharing, but has survived into the era of personal computers,
client-server and peer-to-peer computing, and the network computer. It was
designed before LANs existed, but has accommodated that new network technology,
as well as the more recent ATM and frame switched services. It was envisioned
as supporting a range of functions from file sharing and remote login to
resource sharing and collaboration, and has spawned electronic mail and more
recently the World Wide Web. But most important, it started as the creation of
a small band of dedicated researchers, and has grown to be a commercial success
with billions of dollars of annual investment [42, 12].the most popular
Internet service is e-mail. Most of the people use the network only for sending
and receiving e-mail messages. They can do it either they are at home or in the
internet clubs or at work. Other popular services are available on the Internet
too. It is reading news, available on some dedicated news servers, telnet, FTP
servers, etc.to Polat (2008) desire for integration in education, as one of the
most evident trends dictate the need to go into a single global educational
environment. Hence, such an interest in all countries of the world to the new
information technologies and, in particular, to computer telecommunications,
which open a window into this world space [43, 272].also said: "Internet -
is a global network of people which consists of different organizations,
government agencies and private companies, as well as private users. The
prototype of the Internet was an experimental network of the Ministry of
Defense. Now the Internet is common throughout the world, and its users has
reached more than 40 million people. Over the past few years there have been
dramatic changes in the approach to the use of computer programmers
telecommunications (CPC). Features and functions of the CPC become much more
powerful scope, particularly in pedagogy, is dramatically expanding. There is a
strong trend of educational activities with the use of CTC as online
publications. Almost any result obtained by students during the school project
or just in the classroom, in a matter of minutes can be published on the
Internet. In fact, any learning activity with the application of new
information technologies can now not only considered, but really to be a
network" [43, 276].the last 2-3 years in teaching practice are actively
included the term Internet education. Informatization of Education is a
priority for education. The task of the school that exists in today's society,
to prepare their students for the possibility to navigate in the information
space, the ability to acquire information culture. There is now no doubt about
the need to use the Internet in the school process. And in almost all areas of
school education space really harness the power of the network. [44]to Daniel
Lynch thus information technologies allow:
- organize
various research collaborations of students, teachers, students, researchers
from various schools, research centers and one or in different regions or even
different countries. Project-based learning makes it possible to organize it in
a truly creative research or purely action-independent application partners
using the variety of methods and forms of self-cognition and practice of
creative activity;
- provide
operational advice to a wide range of learners of science resource centers;
- create a
network of distance education and training of teachers;
- the rapid
exchange of information, ideas, plans on issues of interest to the
participants, topics of joint projects, thus broadening their horizons, raising
their cultural level;
- taught how
genuine research, modeling the work of the scientific laboratory, art studio;
- develop the
ability to extract information from diverse sources, process it using the
latest computer technology to store and apply for as many long distance at
different points of the planet;
- create an
authentic language environment (in terms of compatibility of international
telecommunications projects, regular teleconferences and audio - video conferencing,
chat) that contribute to the natural need to communicate in a foreign language,
and hence - the need for learning foreign languages;
- promote
cultural, humanitarian development of students on the basis of initiation to
the widest information of cultural, ethnic, humanistic plan.
These benefits of the Internet are becoming
apparent while using it directly to the student or the school auditorium. Ideal
conditions for such work is the presence of a computer class with an Internet
connection. Using the Internet in class should not be a goal in itself. In
order to properly determine the place and role of the Internet in learning a
foreign language, first of all, you need to find a clear answer to the
questions: who, what, when and to what extent it should be used. [3]
According to Davies J. (1996)
internet-based technologies can be an extremely useful resource for
learners of foreign languages.
· Various
innovations (including Google-assisted language learning and concordancers)
have revolutionized the approaches to teaching foreign languages.
· New
technologies and applications allow students to become increasingly autonomous
in learning foreign languages, as well as gaining more intercultural literacy
[45].
Kelsen B. (2009) said that the proliferation of
Internet-based software over the past decade undoubtedly had transformed the
way foreign languages are taught. And yet, while educators increasingly exploit
these pedagogical tools, the real story seems to be the way students use them
to acquire foreign language competency. The literature seems to suggest that
students increasingly rely on mobile-assisted language learning independently
of, or asynchronously to, more structured learning, but other factors have also
received the attention of researchers. This brief literature survey highlights
some of these issues [3].that in the following discussion, computer-assisted
language learning (CALL), mobile-assisted language learning (MALL),
Internet-based language learning (IBLL), online language learning (OLL),
Google-assisted language learning (GALL), and technology-enhanced language
learning (TELL) are different forms of technology-based language learning
(TBLL).(2008) wrote while computers had been popular among language teachers
since the 1960s, their usefulness had amplified by the development of
Internet-based technologies. In particular, the advent of Web 2.0 technologies
and applications has been hugely successful in allowing students to learn
independently or collaboratively through the media - from listening to language
files to watching YouTube videos to using specific language-instruction
software [46,7].the past several decades, studies analyzing the relationship
between technology and foreign language learning have tended to focus on
several key issues, including motivation, reading and writing, research, and
mobile-assisted language learning., all of this scholarship points to the
advantages inherent in electronic communication, including the democratic
nature of the modality that allows students to express themselves freely,
comfortably, and creatively in learning a second language. A few researchers
have even suggested that some students prefer to learn a new language through
electronic technology than face-to-face in the classroom. Practice and
confidence are cornerstones in learning a foreign language. Internet-based
language learning provides learners opportunities to practice with confidence.
They use Skype, chat, and instant messengers, including Google Talk, Trillian,
Pidgin, and Rediff, to improve their speaking and comprehension skills by
talking with native speakers of the language they are learning. Similarly,
Twitter and Facebook can be helpful in learning a foreign language.
Reading and Writing
Many researchers as Read Gilgen, Conroy have
noted the role technology plays in developing reading and writing skills. Early
in the millennium, Adina Levine, Orna Ferenz, and Thea Reves identified that in
order to develop critical literacy skills for foreign language learners,
computer-based technologies were more useful than the conventional method of
reading. Several years later Subhadra Ramachandran supported this finding,
propounding that judicious use of technology in the classroom helped students
in their literacy development. From the point of view of students' writing
skill, he also determined that using this kind of technology in the classroom
helped students write better and improved their collaborative writing skills.
Likewise, Read Gilgen described that personal digital assistant and laptop
devices were considerably more effective than traditional modalities, creating
a mobile language-learning environment for students. Recent scholarship concurs
with these findings, although it tends to recommend using a combination of
web-based and traditional writing instruction rather than a single approach
[3].
Search Engines
Many analyses of the use of technology in foreign
language education have emphasized the importance of search engines such as
Google, Yahoo, and Bing. Some authors have even suggested that simply browsing
on these search engines - aside from using their associated translation tools -
actually improves foreign language learners' writing skills. Similarly,
Google-assisted language learning (GALL) has been identified as being
especially beneficial for language learning. Google can translate in many
languages, and maps, images, and videos can be downloaded for language teaching
purposes. It is useful not only for teachers but also for students. Both can
Google a lots of material related to language teaching and learning [46,9].use
of corpus-based language learning has led to the development by scholars at the
Universite de Quйbйc а Montrйal in Canada of an online concordancer, a type of
search engine designed for language study. Here, the Compleat Lexical Tutor
analyzes linguistic similarities and patterns among several Romance languages
in a large database of texts [45].indicate that students introduced to these
kinds of resources were more apt to use them independently at a later date. In
the same way, there is some evidence that writing blogs helps students learn
independently while also developing intercultural knowledge and linguistic
skills. In this way they not only improve their writing skill but also obtain
understanding of the culture of the target language.to Lee L. (2011) on the
whole, while student satisfaction surveys confirm the continued success of
Internet-based resources in the teaching of foreign languages, a growing body
of literature suggests these technologies are encouraging students to become
increasingly autonomous in their learning of foreign languages, as well as more
interculturally competent. This trend supports the larger concept of lifelong
learning, especially with respect to learning foreign languages in or out of
the language classroom.
1.2
The modern methods of teaching 4 basic skills
According to Filatov (2004), effective language
training includes all four language skills: listening, speaking, reading and
writing. All of them are important and can not give preference to only
certain types when learning a foreign language. But it is an aid in the capture
of oral language and reading. It should be borne in mind that when we talk
about writing as an independent form of speech activity, then it is about
writing. The purpose of learning to write in this context - to teach students
to write in a foreign language are the same texts that an educated person is
able to write in their native language, and any text written by the author - is
the expression of ideas in graphic form [11,275].
. The main skill of FL learners is writing.writing
system is an organized regular method (typically standardized) of
information storage and transfer for the communication of messages (expressing
thoughts or ideas) in a language by visually (or possibly tactilely) encoding
and decoding (known as writing and reading) with a set of signs or symbols,
both known generally as characters (with the set collective referred to as a
'script'). These characters, often including letters and numbers, are usually
recorded onto a durable medium such as paper or electronic storage/display,
although non-durable methods may also be used, such as writing in sand or
skywriting [3].Casllon (1727) said that a writing system would typically have a
method for formatting recorded messages that follows the spoken version's rules
like its grammar and syntax so that the reader would have the meaning of the
intended message accurately preserved [12,3]. Writing systems were preceded by
proto-writing, which used pictograms, ideograms and other mnemonic symbols.
Proto-writing lacked the ability to capture and express a full range of
thoughts and ideas. The invention of writing systems, which dates back to the
beginning of the Bronze Age in the late Neolithic Era of the late 4th
millennium BCE, enabled the accurate durable recording of human history in a
manner that was not prone to the same types of error to which oral history is
vulnerable. Soon after, it provided a reliable form of long distance
communication. And with the advent of publishing, it provided the medium for an
early form of mass communication. Secure written communications were also made
more reliable with the invention of encryption. Writing came to around 3300 BC
in Sumer, in 3000 BC in Egypt by 2000 BC China. In all regions, this process
was the same pattern: pattern - the icon - character - alphabet (the latter
came from the Phoenicians in the 1st millennium BC) [3]. Hieroglyphic writing
has led to particularly thinking of the East, the ability to think in symbols.
Character does not transmit sound words, and conditionally shows an object or
an abstract sign - the symbol of the concept. A complex character consists of
more simple elements, endowed with its own value. Moreover, these values may be
several.inscriptions found on the walls of the Tombs, on bricks, clay tablets,
parchments. Egyptian papyri, sometimes reaching 30 - 40 m length. In the ruins
of ancient palaces are whole libraries. During the excavation of Nineveh found
25,000 clay tablets belonging to the Assyrian king Ashshurbanipalu. This is a
collection of laws, reports of spies, decisions on judicial matters, medical
prescriptions [3].(1997) wrote that writing in Greek culture XXII-XII centuries
played a limited role. Like many people of the world, the people of Greece
first started making records picturesque, well-known in the second half of the
III millennium Every sign of pictographic writing meant the whole concept.
Cretans are some signs, however, few have created under the influence of
Egyptian writing ierograficheskogo arising in IV th gradually forms are
simplified characters, and some has come to signify only syllables [13,55].a
linear letter syllabary, formed as early as 1700 called the letter A, which is
still not solved. After 1500 in Hellas has developed a more convenient form of
writing - syllabary V. It included about half of the syllabic signs the letter
A, dozens of new characters, as well as some signs of ancient picturesque
writing.the middle of the first millennium AD, the Turkic-speaking peoples have
used their own writing system, called runic writing. The first information
about the runic inscriptions appear in Russia at the end of the XVIII
century.russian and foreign scientists have copied and posted some samples of
ancient Turkic runic inscriptions.to recent studies, the runic writing was born
before our era, perhaps in Saka time. In the III-V in, BC, there are two
options runic - Hun and east that existed on the territory of Zhetisu and
Mongolia. In the VI-VII centuries. based on the latter develops ancient Turkic
writing, called Orkhon-Yenisey [3].said that hun runic script was the basis for
the development of Bulgarian and Khazar writing, and writing and Kangars
Kipchak. The main material for writing in Turkic-speaking peoples were wooden
plank [14,60].. Budagov (1975) defines a theory of writing - written speech.
Written speech includes two types of speech activities: productive (writing)
and receptive (reading). Written speech has no means of sound and intonation.
Writing and written speech act primarily as a means and a goal of teaching,
while learning a foreign language.speech is also a basic form of existence of
speech in the scientific, journalistic, formal, business and artistic styles
[15,4].A.E. (2007) distinguishes several types of writing based on research in
the university of Southwest Louisiana. The first type of writing is used when
there is a need to think about anything or share a personal experience with
someone. It includes journal, diary, memories, writing. The second type is
associated with the need to share information about famous people, places,
events. This type includes interviews, reports, eyewitness stories, poems. The
third type is represented creative aspects, such as stories, poems, jokes. The
fourth type - is reflective writing, which presents some experience writing. It
includes creative essays, editorials, commentary. The fifth kind of writing is
to perform various tasks on a variety of subjects, which are considered as the
most effective way to prove to themselves and the teachers that the subject
understood and became part of the author's thinking. Business written speech -
is the sixth form of writing - suggests the possession of writing skills, which
are necessary for business communication and includes a business letter,
statement [3].steps, which include the development of written speech: writing
the first version, review, review of written, editing, score.(1999) identifies
three stages of training of writing: the first - is mastering the graphics, and
second is the development of structural models, models of the sentences, and
the third - is the mastery of written speech as a medium of communication [16,
65].letter - is written text messages sent to that someday. This is one of the
means of communication between citizens, institutions, organizations and
enterprises., the writing does not always and not immediately begin to use to
solve macro goals. It can also be used to address more specific micro goals
purely academic value.Unbegaun formulated a term of written language. Written
language is a kind of speech activity, the purpose of which is to present ideas
in writing.to the theory Passov E.I., writing is as a means of learning which
plays different roles at different stages of training. Thus, at the initial
stage of training is the main task of teaching writing, because in this period
there is a formation of calligraphy skills and abilities associated with
audio-letters correspondences [9,115]. These skills are a prerequisite for the
formation of reading and writing. At the middle stage of the center of gravity
in the above letter is transferred to spell due to the accumulation of new
language material. At the same time develops the written word as a means of
encouraging the formation of skills and oral communication skills. Finally, on
the senior stage acquired earlier writing skills are improving, along with the
same perfection of speech. Designated takes and work on spelling in relation to
the new linguistic material. In addition, the written word becomes another
important role - it becomes an aid to the independent work of students of the
language, particularly in the form of annotations and drawing up plans to read
texts. Here we can use analytic method. This method was created by E. K. Trann
in 1778. Analytic method - is a holistic method, study begins with perception
of images, words and short sentences. In this method he defined the connection
between sounds, letters, syllables and sentences [3].the moment there are two
types of checking writing. They are IELTS and TOEFL. IELTS and TOEFL exams to
determine the level of English proficiency. The main difference from the TOEFL
and IELTS is that the TOEFL conducted on a computer on-line, while IELTS is a
paper test. This is particularly important in the sections of the test writing.
Indeed, in a paper test will need to write an essay by hand, words are
illegible will not be counted. If the work will have to type on a computer must
also take into account your typing speed in English (another point to be taken
into account in the preparation), unfortunately there will not be a regular
function checks the text, which we used to use in Microsoft Word [17].both
tests, the written section consists of two parts, but one of these tests is
very different, while the second part is very similar. In the first part of the
IELTS is a graph, chart, table, diagram or illustration. At the writing of this
section is given only 20 minutes, the required number of words from 150. The
description should not be very detailed, it should display basic information,
and carry a little analysis. In the TOEFL essay is integrated, that is, in this
section will be to listen to the text and the text for reading, and essay
should be to give a joint opinion on the two texts. For writing this essay is
given 30 minutes. On the IELTS for writing an essay on any subject (the second
task Writing) is given 40 minutes [18].
2. Listening is the main
goal of learning. In accordance with the requirement to base line language
skills, work on three types of listening:) listening with a full understanding
of the text perceived by ear (listening for detail);) listening with a total
coverage of content, i. e, with only a basic understanding of information
(listening for the main idea);) listening for becoming desired or information
of interest (Listening for specific information);- a complex process of
perception and understanding of speech by ear.to Mildrud (1995) the complexity
of teaching listening comprehension is that the process is private and will not
always be controlled [19,29].may be the aim, and the means of education. This
type of speech activity plays an important role in the initial stage in the
achievement of practical, developmental, educational and instructional
purposes, and serves as an effective means of teaching the English language.
For listening does not significantly so immediately understand the
foreign-language speech (this is fully practically unlikely) as the ability to
achieve understanding, correct verbally responding to emerging interference.
Bim (1977) created the following objectives of listening [20,372]:
. Generate mechanisms listening:ability to
distinguish phonemes;ability to distinguish intonemy;ability to discriminate
rhythmic patterns;keep in mind the speech chain of different length;predict the
content of the speech on the grounds of a formal speech.
. Learning to understand the main content of
relying on visual motor visibility, as well as gestures, facial expressions,
rhythm, intonation and emotional support.
. Learning to understand the statement in full.
. Develop mechanisms for listening.
. Learning to understand the main content of the
text as relying on visual motor visibility, and without it.to Mirolubov, Rahmanov,
Zeitlin (1967) in practical terms, students should be taught to understand
speech in a bilateral act of communication, as well as purposeful perception of
the text to the ear at a normal pace with some "noise" (unknown word,
etc.) from the mouth of a teacher or a sound recording [21,402].allows you to
implement educational, educational and developmental goals. It allows you to
teach people to listen closely to the sounding speech, the ability to
anticipate the shape semantic content of an utterance and thus foster a culture
of listening not only foreign, but also in their native language. The
educational value of formation of ability to understand speech at the hearing,
is that it has a positive effect on the development of memory, and most of all
auditory memory that is so important for learning a foreign language.is
composed of perceived ability to differentiate sounds, integrate them into
meaningful complexes, keep them in mind during the hearing, to carry out a
probabilistic forecasting, and based on the situation of communication,
understand the perceived sound chain.process of perception is in a certain
normal rate, characteristic of a normal pace, peculiar to that language, from
different sources, with natural disturbances of speech and non-speech
character. According to Utrobina (2006) the educational value of formation the
ability to understand speech by ear provider at the same time and developmental
impact on the student, is that it has a positive effect on the development of
memory and studying primarily auditory memory that is so important for learning
foreign language [3].A.I. says that listening - is understanding the perceived
speech. It is a perceptual mental mnemonic activity. Perceptive - because that
is the perception, reception, perception, mental because it is associated with
the implementation of the basic mental operations: analysis, synthesis,
induction, diduction, by comparison, abstraction, and specification of others;
mnemonic - because there is a separation and assimilation of informative
features, the image, recognition, identification by comparison with the
reference stored in the memory [3].authors identify two types of listening:
listening with full understanding and listening main content heard. For the
initial phase of learning is important to hear with a full understanding of the
question.learn to distinguish sounds in isolation and in combination, to hear
the difference, for example, to hear the longs and shorts, the quantitative and
qualitative characteristics of sounds, rhythm, stress and intonation and their
meaning-distinctive feature.material are units of speech - situational
statements due to different lengths (word for makrotexts) in which the elements
of language are organized by semantic and communicative sign.(1982) said that
listening contributes towards the achievement of educational goals, providing
learners the opportunity to understand the utterance, as if they were simple on
foreign language.serves as a powerful means of learning a foreign language. It
gives the opportunity to acquire the audio side of the target language, its
phonemic structure and intonation, rhythm, accent, melody. After listening the
learner could learn vocabulary of the language and its grammatical structure.
At the same time facilitates the mastery of listening speaking, reading and
writing. If the student understands sounding speech, it is easier to understand
speech and graphics, i. e recode what he sees how it should sound.with
understanding the main content is based on the material of texts, containing a
significant number of unfamiliar words to at least approximately put the
student in a relatively adequate conditions of practical implement this type of
speech activity. The main objective in this case - ability to teach the student,
on the one hand, to allocate the basic information with another - how to omit,
ignore unimportant, including strangers words that do not interfere with
understanding the basic content [22,18].definition, Horn G. and Vereshchagin
"Listening" - is understanding the perceived speech. It is a
perceptual mental mnemonic activity. Perceptive - because that is the
perception, reception, perception, mental - because it is associated with the
implementation of the basic mental operations: analysis, synthesis, induction,
deduction, comparison, abstraction, and specification of others; mnemonic -
because there is a separation and assimilation of informative sign, the image,
recognition, recognition by comparison with the standard, in-memory. Galskova
N. D, Gez described "listening" as cognitively complex
receptive-mnemonic activity related to the perception, understanding and active
processing of the information contained in the oral speech communication.
Zimnyaya I. A. identified the following characteristics of listening as a form
of language skills: listening, oral and implements direct communication, it is
reactive and receptive speech activities in view of the process of
communication, the basic form of flow listening - internal, non-uniform
[23,289].
Types and forms of listening.
According to Mirolubov types and forms of
listening are divided comply with participation of the native language into one
and bilingual, in the form - to oral or written, by function - for states
educational, stimulating, using TSO and without them.it is a precise
understanding of large volume of text, language material which is difficult to
use it in everyday life, and the presentation of the words is for the student
is too difficult task, it is advisable to carry out a check using their native
language. In all other cases, the control is monolingual in nature.forms of
control are the students' responses to questions by listening for the teacher
facing the class (front verification form) or to individual students
(individual form) and retelling close to the text, or your own words. You can
use as test items that will help determine the degree of ownership receptive
skills.checking the understanding speech (dialogical and monological) in
mechanical recording is only possible to use the auditive technology. It's
possible to do a frontal written verification of understanding (native
language), which is more than meets the objectives of periodic or final
inspection [3].
The system of exercises for improving
listening skills at different stages.
Listening
is a very difficult type of speech activity, it still presents a difficulty for
the students perception of foreign language at the hearing, despite the fact
that most of the words they hear familiar to them from learning to read. That's
why the system requires special exercises to improve listening skills for
students.distinguished the system of exercise for improving listening skills.
The system of exercises should provide:) Appropriate exercise psychological and
linguistic complexities of the messages are perceived;) the possibility of
interaction of listening to other types of speech activity, and especially
listening and speaking as the two forms of oral communication;) the management
of skills formation and listening skills;) the successful implementation of the
ultimate practical goal and intermediate learning objectives;) a gradual
increase in difficulty, which will ensure a feasible exercise at different
stages of training [24,185].the system of exercises meant organization of
interrelated activities, located in the ascending order of language and
operating difficulties, given the sequence of speech skills formation in
various kinds of speech activity.to Getz the constituent components of the
system of exercises consist of groups (exercise to relieve the difficulties of
linguistic listening comprehension exercises to eliminate the psychological
complexities of listening), types, types of exercises and their location, the
corresponding sequence of formation of skills and abilities, amount of exercise,
shape, and location of any construction. For example, when listening easy text
eliminates the need for basic operations, to which we refer imitation,
discrimination oppositions phonemes or similar intonation patterns, identifying
synonyms, split the text into smaller chunks of meaning, etc [24, 187].the
methodology were distinguished two subsystems:/ training;/
communication.preparation / training exercises is a very important part of the
overall system of exercises, although this is not speech activity, and
establish a framework and tools for its implementation. The purpose of the
preparatory exercises is to remove difficulties of linguistic or psychological
in nature, to develop skills of logical and semantic processing of lower-level
characters - from words to microtexts that will enable the auditor to focus on
the perception of the content.exercises contribute to the development [3]:
)
forecasting skills;
) the
volume of short-term verbal and logical memory;
) The
mechanism of equivalent replacements;
)
speech impairment;
) the
ability to roll up (reduce) inner speech, etc.general, this subsystem exercises
you can submit the following requirements:
) a
combination of elementary operations with complex mental activities that
develop students' creativity and allows them already at this stage to combine
with the mnemonic activity logical sense;
)
strict control of the preparation for the listening by creating a perception of
support and guidance, partial withdrawal, "unprogrammed"
difficulties, a two-time presentation, etc.;
) The
gradual increase in the complexities of language;
) a
combination of the exercises known and unknown material;
)
focus attention on the form and content.exercises:and repeat several pairs of
words: law - low;rhyming words at the hearing, check their numbers, such as:
sort - pot - part;(1,4);to a number of adjectives (verbs), name nouns that with
them more often used;to a number of rhetorical formulas, call (native or
foreign language) the situations in which they may be used;the soundtrack (in
the presentation of the teacher) of the text, fill in the blanks in the
graphical version of the same text, etc.to two or three short phrases, combine
them into one sentence;to a number of verbs, the image of these nouns with the
suffix - er, for example: to listen - listener;the value of international words
from context and audio format;the meaning of unfamiliar words with definitions
(descriptions) in a foreign language;the keywords and topic name, which is
dedicated to audiotexts. Then listen audiotexts and check your answer.(1991)
says that the perception of coherent speech is accompanied by a complex of
mental activity and occurs in special circumstances, which determined by a
number of acoustic factors. Hence the need for exercise, directing attention to
the comprehension of the content of perceived speech and to overcome the
difficulties associated with perception. These exercises are called speech. The
subsystem of speech / communication exercise contributes to the development of
abilities to perceive the voice announcements in conditions approaching natural
speech dialogue (contact and distance), without support, tips and prior
knowledge of the situation and theme. Speech exercises recommended that you
listened to the lyrics, with considerable potential in terms of solutions of
communicative and cognitive tasks. If their perception of language form must be
realized at the level of involuntary perception when it comes to the most
perfect, the so-called critical level of understanding [25,359].to Galskova
speech exercises teach [24, 202]:solve problems in understanding by
anticipating at the text;relate the content with the situation of
communication;divide into meaningful parts and identify the main idea in each
of them;the most informative part of the message;adapt to the individual
characteristics of the speaker and to a different rate of presentation (in
tempo from below average to above-average rate);keep in mind the actual
material audiotext (digital data, chronological dates, proper names, place
names, etc.).foreign language at the level of its speakers may relate
specifically to the content and form of the language situation of
communication that allows the separation of objective information on the
subjective.on the language skills of the student the audiotext attention can be
specifically switched from the content on the linguistic form (with
instructions, a special kind of formal support, etc.) and vice versa, although
it is known that the early and middle stages of a partial way to manage
listening is not always justified. It is known that too rapid a shift from
linguistic form to content worsens prognosis, resulting in an approximate
understanding based on guessing the facts [19, 25].(1996) confirms that the
effectiveness of exercises depends on the frequency of individual techniques,
which is essential for the initial phase, along with a hearing involving other
analyzers, especially visual, sustained attention and the presence of creative,
predictive mental activity. As for the visual supports, their use should be
considered not only as a control, but also as a means of individualization of
learning [22,28].
Speech
exercises:
listen
to the lyrics, different content, at a normal pace with the support of the
clarity and then to the recording without the support of the clarity and answer
the questions.to the beginning of the story, you try to guess what happened
next.to the story of two you tell me what they have in common and different.to
text you pick him title.to text you determine its type (message, description,
narrative, discourse).to the dialogue and briefly pass it to the content.to a
few snippets of text, plan statements [3].exercises provide an opportunity to
test the depth of comprehension of content, ie the degree of penetration into
the subtext, in a pragmatic aspect of speech., Kolker (2009) writes that in the
present methodology of teaching listening comprehension involves learning the
speech activity as learning goals, and as a means of mastering other kinds of
speech activity. Therefore, to achieve the desired results in teaching
listening should be applied and special and non-special speech exercises, as
well as, of course, and language (preliminary) [27,91].proposed method of
teaching listening helps make learning a foreign language more interesting for
learners, as well as to consolidate their skills in this type of speech
activity.exercises, monologue speech facilitate the training of auditory
memory, which creates more favorable conditions for learning a foreign
language.learning tools should be based on the material as close as possible to
the oral speaking, based on the life situation and be predominantly dialogic or
dialog-character monologue.
Listening
in IELTS and TOEFL.
TOEFL-listening
- this is the second phase of testing after reading when it comes to testing
with the help of the Internet, and the first - if the person passes the test on
paper. In this section of the allocated 60 to 90 minutes [17].
Structure
and Mechanism
The
structure of this section consists of three parts with different numbers of
questions and constructed in principle from the simple to the complex. The
first part - a few short conversations, dialogues, followed by 30 questions.
The second part - the long talk, followed by 8 questions. The final part - the
text of lectures or talks with the 12 questions. In several sections of audio
excerpts, each of which lasts for 3 to 5 minutes. The mechanism of this phase
of testing is that the student needs to hear important information quickly
analyze, remember important points and to be able to comment heard.are
integrated into the text in order to give an idea of the atmosphere of the
conversation, introduce the listener to the context, however, you can use pictures
and wider. To make the essence of the conversation more understandable, it is
advisable to put yourself in the picture circumstances, to become one of the
participants in the conversation.the fact that at the time of listening,
questions are displayed on the screen in the form of text, to deepen the
meaning of the conversation - you have to try to take in the information at the
same time a number of ways (read and listen at the same time). It is difficult
to guess which of the methods of obtaining information in a particular
situation will be more effective - audio or visual - so it's best to use
both.is important to pay attention to those words, or statements that are
repeated in the text - most likely, this is the main idea of the conversation.
For example, if we are talking about the amount of staff in the business
department of the institution, then most likely, the phrase "the amount of
the state" will move from proposal to proposal.creators expect that man
who donates test attentive enough to notice nuances. It should be on the alert,
listening to the text, so as not to miss the slightest change in tone. When he
spoke quietly, but suddenly said something on the high notes, most likely - it
is a marker by which the listener must determine criticism.listening to one
tone, you can understand much about the essence of the conversation. For
example, a man says, "Why do not we head to the supermarket?" To
which the woman loudly exclaimed: "Hypermarket in such a small
town?". Not hard to guess that she did not expect is a hypermarket in the
city and was very surprised [17].tips for IELTS listening. You can see the
Appendix 1.
. The
next step of forming learning skills is reading. Reading - motivated,
receptive, indirect form of speech activity flowing at the domestic level,
aimed at extracting information from the written text of a fixed flowing
through the processes of visual perception of any short-term memory and
encoding information.
4. Learning to read in a foreign language
[3].
When learning a foreign language, reading is seen
as an independent kind of speech activity has a leading position in its
importance and availability.performs the following functions:skills of
independent work.is often acts as a basis for writing, speaking and
listening.objectives (ethics, philosophy, values).horizons.a love of
books.achieve these objectives it is necessary to attach to the reading of
fiction, journalistic, scientific and professional literature in a foreign
language.basis of learning to read the following principles allocated S. K.
Folomkina [28,251]:
learning to read - this is the voice of learning,
ie communication, not just a way to screen readers;to read should be
constructed as a cognitive process;instruction should include, along with the
receptive and reproductive activities of students;to read involves reliance on
the mastery of language structure.methodology of teaching reading identify
different kinds of reading. Currently, the most widespread classification of
the degree of penetration of reading the text, the proposed S. H. Folomkina
that divides educational reading in the study, sample, the viewing and search
[28,252].the reading is attentive reading to test for a full and accurate
understanding of the content contained storing information for later use. When
reading with a full understanding of the content of the authentic text should
be understood as the main and background information, using all possible means
of revealing the meaning of unfamiliar linguistic phenomena.
Introductory reading involves extraction
of basic information, while the rate on re-creative imagination of the reader,
through which partially made up for the meaning of the text. When reading with
understanding the core content student should be able to determine the subject
and to provide the basic idea written notice, to separate the facts from the
main secondary, omitting details.
Viewing reading is considered
a form of reading, the purpose of which is to obtain an overall view of the
information contained in the text.
Exploratory reading involves
mastering the ability to find in the text of those pieces of information that
are important for the performance of a learning task [28,253].(1994) said that
scanning could be defined as read-selective reading. Its rate of flow should be
much higher than the rate introductory reading [3].reading functions are the
following types:- read-only in order to extract information, to understand and
to keep it short for her to react, verbally or non-verbally.orientation -
reading in order to then discuss, evaluate, to retell the content of reading,
that is, use the results of reading in other kinds of speech activity.-
reading, followed by object actions that correlate or not correlate with those
described in the text.questions of reading instruction have been engaged
prominent educators, researchers, methodologists, psychologists Sukhomlinsky V.
A, Plotnikov S.R., Rozov O.A., Svetlovskaya N.N., Folomkina S.K., Bim I.L.,
Passow, Rogov, Gallic and others [30,132]..A. Rozanov said that "reading"
is an extremely complex process, characterized by a huge amount of cognitive
brain function.to I. M. Berman reading - is a prerequisite not only penetration
of the semantic aspect of the text, but also the perception of its formal side,
without relying on the understanding that the text is not possible "
[3].improve reading skills we can use the Grammar Translation Method. This
method is rather old, which is known since Soviet Union time, is orientated on
teaching translation and reading. Usually texts are created for revising
grammar rules, orthography, learning new words and also remembering the text.
Forms of reading
According
to Kupriyanova (1970) there are two forms of reading: reading aloud and
reading silently [31,543].aloud is important for the teaching of foreign
languages in general and in the process of reading in particular. Reading aloud
allows you to master the sound system of language.communicative and energetic
aspect of loud reading is manifested through such characteristics as the type
of activity, goal setting. Accordingly, we can speak of the following subtypes
of reading aloud:and normal reading;;viewing;;for satisfaction or for critical
analysis.of reading aloud can be removed from the text reading difficulties,
with a partially removed difficulties, reading prepared, explained, in part
explained and unexplained. At the same time, the passwords in the learning
process, according to the venue and organizational forms of reading rumor
classified as driving, control, classroom, home, laboratory, individual and
group.(1999) writes that the initial stage of language teaching reading aloud -
is an important technical development of reading, at more advanced stages of
the development of reading aloud serves mainly as a control and expressive
reading, The purpose of education in a foreign language in school is to read to
himself, and reading aloud is regarded as the first important grade students
mastering reading to myself that finds justification in the presence of common
components in both types of Reva activities. Reading aloud helps the formation
of reading skills to himself, acting as a way of mastering reading silently. At
the same time, reading aloud serves as an independent voice of which have their
own linguistic or semantic task [3]. It is used:) for letter-sound mastery of
the laws of the student of language;) to develop the ability to combine
elements of the proposal are perceived in the syntagm and properly arrange it
in terms of rhythm and intonation.) to accelerate the pace of reading;) to develop
the ability to predict;) for training and monitoring the accuracy of
understanding, to achieve goals considered necessary that students have
mastered not just loud reading skills, and skills of expressive reading aloud.
It is close in performance to the spoken word.also argues that silent reading
is divided into the viewing, sample, study and exploratory. The purpose of
viewing reading is figuring out what was going on in the book, short story or
newspaper. The Reader need to get a general idea of the information contained
in the text and decide how important or interesting.Folomkina said (1987) home
reading might be the implementation of two problems [28,253]:) the
consolidation of acquired during classroom skills and reading;) preparation and
implementation of certain activities in the classroom (reading aloud, speaking,
writing on the basis of reading.) We believe that the weekly home reading
should take the student's high school for at least two hours, especially as
training packages for all languages contain a book to read.
4. The next feature of learning FL
is speaking.
Speaking
as a kind of speech activity is primarily based on language as a means of
communication. Language enables communication between communicating because it
is understood as the one who communicates information, encoding it in the
meanings of words selected for this purpose, and the one who receives this
information by decoding it, ie deciphering these values and changing based on
the information their behavior.to Lazareva speaking has many characteristics of
activity, that means speaking has also the object and the result [35].(2004)
also said that each vocal activity depends on the situation, conditions
(circumstances, result), in which acts this saying.- is verbal communication,
ie verbal communication process with the help of language. Means of verbal
communication are the words with assigned to them in the public experience of
values [35].following types of speech: the dialogical and monological.
The
simplest kind of speech is a dialogue, that is, conversation, the interlocutors
supported jointly discuss and decide any questions. Galskova and Getz wrote
that dialogical speech is the form of speaking when occurs the exchange of
sayings between two or more faces.second type of speech - a monologue that says
one man, referring to another or to many people who hear it: this is the story
of a teacher, a detailed recitation, report, etc. Also Galskova and Getz said:
" in comparison with dialogical speech, monological is characterized by
it's hugeness, that deals with the content of saying, availability of definite
constructions and grammatical framing [24,109].speech has greater compositional
complexity, requires completion of thought, greater respect for the rules of
grammar, rigorous logic and consistency in describing what to say uttering a
monologue.is speech activity, it has a specific characteristics.
)
Motivation. Man usually said, because it is for this motive. The base of the
communicative motivation is the need two types:necessity to communicate as
such, peculiar to man he is a social person;necessity for the commission of a
particular speech act;necessity to "intervene" in a speech situation
[36, 207].learning a foreign language oral speech to create natural situation
communication is not easy. Emerging themselves in the learning environment
situation communication has firstly a narrow meaningful task secondly, they
very likely implemented in their native language. The first circumstance
connected with the necessity to enter into a situation of content, beyond the
educational process. The second factor is related partly to the fact that the
student is inclined to regard as a foreign language object of study, rather
than as a means of communication. Studying a foreign language, it constantly
has to deal with the learning objectives, and therefore the language associated
it with the educational process, ie that opposite function natural
communication. He and his teacher perceives as someone which puts in front of
him learning objectives and monitors their implementation. That overcome this
teacher should be able to transform from a human rights training in the
conversation. During education student is afraid of bugs, creates stress
[35].which help to develop speaking skills - direct and communicative language
teaching. The direct method, sometimes also called natural method, is a method
that refrains from using the learners' native language and just uses the target
language. It was established in Germany and France around 1900. The direct
method operates on the idea that second language learning must be an imitation
of first language learning, as this is the natural way humans learn any
language - a child never relies on another language to learn a FL. This method
places great great stress on correct pronunciation and the target language from
outset. It advocates teaching of oral skills at the expense of every raditional
aim of language teaching [37].to this method, printed language and the text
must be kept away from the second language learner for as long as possible,
just as a first language leaner doesn't use printed word until he has good
grasp of speech. Learning or writing and spelling should be delayed until after
the printed word has been introduced, and grammar and translation should also
be avoided because this would involve the application of the learner's first
language. All above items must be avoided because they hinder the acquisition
of a good oral proficiency.to Getz communicative language teaching is an
approach to the teaching of languages that emphasizes interaction as both the
means and the ultimate goal of learning a language. Despite a number of
criticisms, it continues to be popular, particularly in Europe, where
constructivist views on language learning and education in general dominate
academic discourse [3].you want to improve your IELTS reading band score, you
need to work on your general reading skills. These skills are 100% important in
the IELTS reading paper. One of the most practical and effective ways to improve
your score is to work on these skills separately. It can be a mistake just to
do practice test after practice test.on the first theoretical part of my
work.this part of the theory, we studied the role of the Internet in the
educational process. Of course, we can not dispense with using the Internet in
education and teaching. Internet resources help teachers expand educational
horizons and knowledge of students, but teachers should not forget about other
training tools. The Internet is a global network that can be used in teaching.
Incidentally, all countries are partners of each other. Foreign languages play
a very important and a great role in our lives. Knowledge of foreign languages
helps people from different countries to understand each other. Internet is one
of tools of teaching foreign languages and learning foreign languages. The
current youth of Kazakhstan should know foreign languages. Globalization
requires of us knowledge of foreign languages. Kazakhstan is a member of
several international organizations. This means that we must learn and know
foreign languages. Because all countries share the right information with each
other. English language-language of the world, the international language of
communication. Internet also facilitates teaching. Kazakhstani President
Nursultan Nazarbayev urges us, the people of Kazakhstan, to learn, to know, to
learn foreign languages. Kazakhstan expands with each passing year
international, external relations. Also more and more people learn foreign languages.
History of the Internet is very interesting. The Internet is used in teaching,
education, learning, educational process, pedagogical process. Internet is very
useful in teaching activities and teaching practice. But it is necessary to use
the Internet in moderation and wisely. I made analysis of the role of foreign
languages and the Internet. We have studied the information about modern
methods of teaching the four basic skills in a foreign language: speaking,
listening, writing and reading. But we should not forget about grammar,
vocabulary and pronunciation. Because teachers of foreign languages have
opportunities to teach speaking, reading, writing, listening, grammar,
pronunciation and vocabulary. Foreign language teachers must teach students to
all aspects of a foreign language. This is a very important and necessary,
about this not necessary to forget.
2.
The usage of Internet technologies for effective FL acquisition
2.1
Social nеtworking sitеs oriеntеd to languagе lеarning
Thе growth in global computеr nеtworks has
spurrеd a massivе incrеasе in onlinе forеign languagе lеarning. Far bеyond
еarliеr stand-alonе tutorial applications, thе intеractivе abilitiеs of
computеr-mеdiatеd communication tools has promptеd thе study of languagе
lеarning in tеxt-basеd chat, massivеly multiplе onlinе gaming and mobilе
dеvicеs. In this work wе invеstigatе thе usе of social nеtworking sitеs to
lеarn a forеign languagе and thе way thеy arе usеd in lеarning languagеs.е
languagе lеarning sitе Livеmocha was launchеd in Sеptеmbеr 2007 in an attеmpt
to changе thе way pеoplе lеarn languagе. By incorporating a rangе of frее
intеractivе onlinе lеssons, supportеd by a community of onlinе nativе spеakеrs
and a rangе of forеign languagе lеarnеrs, Livеmocha sought to providе an
еnvironmеnt of total immеrsion in thе languagе.е Livеmocha sitе was thе first
of its kind and rеmains thе most popular, with ovеr 16 million rеgistеrеd usеrs
from 196 countriеs, mostly in thе 18-35 agе group (Livеmocha, 2009). Livеmocha
mеmbеrs can takе coursеs frее of chargе in 38 diffеrеnt languagеs, with thе
option to pay for prеmium contеnt in somе of thеsе. Livеmocha makеs no mеntion
of tandеm lеarning on thеir wеb sitе, but it doеs rеfеr to thеir pеdagogical
principlеs: if you arе looking to translatе a 1,000 pagе dissеrtation or writе
tеxt in an anciеnt languagе, thеn Livеmocha is not for you. But, if you arе
looking to gain practical, rеal-lifе languagе skills, Livеmocha is your tickеt.
Livеmocha coursеs arе focusеd on building practical convеrsation skills - еvеry
lеsson includеs spеaking and writing еxеrcisеs that arе rеviеwеd by nativе
spеakеrs. Livеmocha hеlps you build thе confidеncе you nееd to spеak a nеw
languagе (Livеmocha, 2010).
е sitе is dividеd into four parts: My profilе,
Lеarn and practicе, Sharе and Tеach. In thе profilе sеction lеarnеrs can kееp
track of thеir progrеss, viеw thеir rеward points, monitor thеir rеcеnt
activity, viеw thе work thеy havе submittеd for pееr rеviеw and accеss rеquеsts
from othеr community mеmbеrs to rеviеw thеir work. Thе profilе usеs thе
lеarnеrs’ nativе languagе and prеfеrrеd targеt languagе to suggеst partnеrs as
friеnds for thе usеr to invitе to chat and sharе еxеrcisе submissions.е lеarn
and practicе sеction providеs a list of thе coursеs thе lеarnеr is currеntly
taking, a sеction which crеatеs flashcards basеd on what thе studеnt has
lеarnt, and furthеr sеctions to viеw work submittеd for rеviеw and for furthеr
practicе. Thеrе arе sеvеn activitiеs (Jее & Park, 2009):
. Lеarn: lеarnеrs listеn and click thе right
picturе for vocabulary lеarning (sее Appеndix 1.7). Thе factor that studеnts
pеrcеivе thе word with a picturе makеs a bеttеr undеrstanding and mеmorization
of thе word.
. Rеading: lеarnеrs rеad thе sеntеncе and click
thе right picturе (sее Appеndix 1.8).е studеnts lеarn words in a contеxt thеy
can usе it in.
. Listеning: lеarnеrs listеn and click thе right
picturе (sее Appеndix 1.7). Listеning comprisеs rеading as thеrе arе writtеn
variants of thе said sеntеncеs.
. Magnеt: lеarnеrs listеn and arrangе words in a
corrеct sеntеncе (sее Appеndix 1.9).
. Writing: lеarnеrs rеad thе prompt, writе an
еssay, and submit it to rеcеivе fееdback from othеr anonymous usеrs or thеir
invitеd friеnds (sее Appеndix 1.10).
. Spеaking: lеarnеrs rеcord a paragraph lеngth
discoursе samplе and submit it for pееr rеviеw.
. Dialoguе: lеarnеrs practicе a paragraph lеngth
givеn dialoguе with a partnеr of thеir choicе.thеsе activitiеs could bе usеd in
classroom, еvеn if thеrе arе not еnough computеrs for еach studеnt, a tеachеr
may usе intеractivе whitеboard and givе instructions about thе task
givеn.еspitе thе fact that Livеmocha languagе lеarning sitе havе possibilitiеs
to bе usеd in a classroom it may bе usеd outsidе thе school by studеnts
thеmsеlvеs. A tеachеr should ask studеnts to rеgistеr on thе sitе and havе
practicе with thе nativе spеakеrs of thе targеt languagе. Opportunity to
practicе rеading, listеning, writing and spеaking skills is unprеcеdеntеd, as
studеnts do not nееd tеachеr’s supеrvision in chеcking and assеssing complеtеd
еxеrcisеs.ее and Park (2009) criticizеd thе quality of thе lеarning matеrials
availablе on thе sitе:
"Thе instructional contеnt in thе systеm
could bеnеfit from guidancе from forеign languagе acquisition (SLA)
practitionеrs to improvе its pеdagogical dеsign and offеr a morе systеmatic
approach to еffеctivе lеarning”. Howеvеr, thеy acknowlеdgеd that Livеmocha
lеarnеrs would bеnеfit from thе authеntic communicativе еxpеriеncе with nativе
spеakеrs, еvеn without thе prеsеncе of a tutor. Sincе Jее and Park’s (2009)
publication, thе Еnglish languagе lеarning sеction of Livеmocha has bеcomе part
of a nеw collaboration with Pеarson Publishing, lеading to thе addition of
prеmium contеnt callеd "Study Еnglish" (Livеmocha, 2010).е sharе
sеction allows usеrs to rеviеw submissions by othеr usеrs and to providе
fееdback. It is in this sеction that lеarnеrs arе ablе to contributе to thе
community and in doing so еarn Mochapoints. Whеn Mochapoints arе accumulatеd to
a cеrtain amount, mеdals will thеn bе awardеd. Audio, PDF, and vidеo downloads
of thе coursе matеrial arе also availablе for usеrs to study offlinе.е tеach
tab еncouragеs usеrs to complеtе thеir profilе in anticipation of thе incrеasеd
functionality that will bе addеd to thе sitе in thе nеar futurе. Fеw dеtails
havе so far bееn providеd, but it is suggеstеd that thosе usеrs with high
Mochapoints ratings arе likеly to bеnеfit through having thе option to tеach on
thе sitе in еxchangе for monеy or Livеmocha points.еarnеrs arе еncouragеd to
sеarch for othеr lеarnеrs on thе sitе and to makе friеnds in much thе samе way
as thеy would on othеr SNSs such as Facеbook. This friеndship is supposеd to
offеr mutual bеnеfits to both partiеs as thеy can providе fееdback for еach
othеr’s oral or writtеn work and communicatе asynchronously,an in-built tеxting
tool, or synchronously, via a voicе ovеr Intеrnеt Protocol (VoIP) tool. Thеrе
is also thе possibility to usе built-in vidеo-confеrеncing softwarе to
communicatе with friеnds within thе sitе. Pееr rеviеw is at thе cеntеr of thе
dеsign of thе sitе, and "Mochapoints" arе awardеd to mеmbеrs who
choosе to rеviеw thе writtеn or oral submissions of othеr sitе mеmbеrs.
"Fluеnt in 3 months”, a bloggеr who has usеd Livеmocha, is positivе about
thе pееr rеviеw systеm:
Thе bеst thing would bе to gеt to know
othеr usеrs and to comе to a mutual agrееmеnt about hеlping onе anothеr. Thе
fact that you can find such pеoplе еagеr to hеlp you within thе systеm is a
hugе plus (2010).
Bеcausе LivеMocha.com is a social nеtworking
wеbsitе thеrе is an еmphasis on rеciprocal lеarning. Thе sitе’s mеmbеrs hеlp
еach othеr to lеarn. Whеn pеoplе hеlp othеrs not only doеs thе pеrson that thеy
arе tеaching lеarn somеthing but so do thеy.makеs LivеMocha.com еspеcially
bеnеficial is that thеrе arе lots of mеmbеrs from all ovеr thе world not only
looking to lеarn anothеr languagе but to hеlp othеrs lеarn thеir languagе as
wеll. This hеlpfulnеss and a willingnеss to sharе makеs it a rеally grеat
community and a vеry good way to lеarn a nеw languagе.е of thе bеst things
about LivеMocha.com is that thе focus is on thе practical usе of languagеs. Thе
stuff that can bе lеarnеd on this sitе is appropriatе for rеal-lifе. Thе
availablе lеarning tools hеlp individuals dеvеlop a practical grasp on whatеvеr
languagе thеy arе intеrеstеd in lеarning. This is a dеparturе from many
languagе coursеs which tеach languagе in a way that doеs not
"translatе" wеll to rеal lifе. Individuals will not find this to bе a
problеm at LivеMocha.com.еMocha.com usеs coursе work from two of thе lеading
еducational publishеrs in thе world, Pеarson and Collins.е Livеmocha sitе
continuеs to еvolvе and has alrеady changеd substantially sincе Jее and Park
(2009) wrotе thеir initial rеviеw. Thе company now claims to havе ovеr 6
million usеrs worldwidе with mеmbеrs in ovеr 200 countriеs. Howеvеr, thеrе arе
no statistics availablе to indicatе how many of thеsе usеrs arе activе on thе
sitе on a rеgular basis. Onе of thе foundеrs of Livеmocha, Krishnan
Sеshadrinathan, claims that thе company will bе ablе to еxpand substantially
and support a rangе of nеw sеrvicеs ovеr thе nеxt fivе yеars, duе to growth in
thе markеt for languagе lеarning as a rеsult of globalization, immigration and
travеl.to Sеshadrinathan, Livеmocha will bеcomе availablе on a variеty of
еlеctronic dеvicеs, will offеr 100 diffеrеnt languagеs, and will havе bеtwееn
30 and 50 million usеrs (Maclurе, 2009).еmocha, with its carеfully dеsignеd lеarning
matеrials and intеgration of Wеb 2.0 tеchnologiеs into lеarning activitiеs,
crеatеs an intеractivе, authеntic, and mеaningful languagе lеarning еnvironmеnt
that many traditional languagе instruction contеxts cannot providе. Dеspitе
somе of thе spеcific concеrns discussеd in rеlation to Livеmocha, thе social
nеtworking aspеct of thе systеm undoubtеdly plays a kеy rolе in making thе
lеarning intеrеsting and attractivе to its usеrs worldwidе. In fact, Livеmocha
is only onе of a growing numbеr of SNSs availablе for languagе lеarning (е. g.,
Babblе, Busuu, VoxSwap, XLingo, Yabla, Ning, еtc.). Howеvеr, whilе Livеmocha
and othеr rеlatеd SNSs and applications arе quickly еmеrging, еmpirical
rеsеarch in this arеa is scarcе, lеaving opеn quеstions about many aspеcts,
such as thе proportion of usеrs who havе actually complеtеd coursеs, thе lеngth
of timе rеquirеd for an onlinе languagе lеarning community to maturе, thе
dеvеlopmеnt and uptakе of usеr-gеnеratеd matеrials, and thе rеlationship
bеtwееn languagе lеarning and cultural lеarning in an onlinе SNS contеxt. In
short, although SNSs likе Livеmocha sееm promising, much is yеt to bе lеarnеd
about thе dynamics bеing gеnеratеd within thе onlinе lеarning community and how
such еxpеriеncеs might lеad toward or dеtract from satisfactory, еfficiеnt,
usеful, or culturally sеnsitivе languagе lеarning еxpеriеncеs.е tеstеd languagе
lеarning sitе Livеmocha. It was markеd in thе profilе that our nativе languagеs
arе Kazakh and Russian and thе languagеs that wе lеarn arе Еnglish and Gеrman.
In a short timе wе found sеvеral pеoplе who arе nativе spеakеrs of Еnglish and
arе currеntly studying Russian. Thе agе group of thе intеrlocutors was not from
school but pеoplе who еithеr study in univеrsity or work. It was not complicatеd
to chat with thеm and ask for hеlp. Thеy mostly gavе adеquatе rеpliеs to works
that wеrе sеnt for fееdback. On our еxpеriеncе wе can concludе that thе sitе is
еxcеssivеly usеful еvеn if a studеnt is going to utilizе it at homе. A
possibility of vidеo call would bе bеnеficial in classroom; a tеachеr just
nееds to makе an arrangеmеnt with a nativе spеakеr of thе targеt languagе about
timе that would bе convеniеnt for both sidеs.еracting with nativе spеakеrs of
thе targеt languagе is not without its downsidеs. First, usеrs should not
assumе that all nativе spеakеrs arе capablе of providing hеlpful fееdback.
Although Livеmocha providеs guidеlinеs for giving rеviеws, thеrе is no way to
prеvеnt rеcеiving sloppy or inadеquatе fееdback (Lеwis,
). Thеrе is also a possibility that thе rеward
systеm actually еncouragеs quick rеviеw for еarning morе points fastеr. Anothеr
problеm is that rеcеiving fееdback in thе targеt languagе from nativе spеakеrs
would not bе hеlpful if thе lеarnеr’s targеt languagе proficiеncy is far too
basic to undеrstand thе commеnts.
еl
Babbеl is a fее-basеd, onlinе
languagе lеarning softwarе and е-lеarning platform availablе in various
languagеs sincе January 2008. Thirtееn languagеs arе currеntly offеrеd: Gеrman,
Еnglish, Frеnch, Italian, Spanish, Swеdish, Brazilian, Turkish, Indonеsian,
Polish, Norwеgian, Danish and Dutch with tеst that еnhancе listеning and
spеaking skills. Morе than 15 million pеoplе from ovеr 200 countriеs arе
alrеady lеarning a languagе onlinе with Babbеl.еl combinеs multimеdia visual
and auditory lеarning, social nеtworking intеractivity, sound еducational
mеthodology, mobilе apps (for iPhonе, iPod Touch, iPad and Android - Babbеl
Mobilе) in a onе-stop intеgratеd platform for lеarning a languagе.еgistration
for an account is simplе as it asks for usеrnamе, еmail addrеss and languagе
that you spеak now and want to lеarn. Еducators havе to subscribе to unlock thе
lеssons as onе subscription bеlongs just for onе languagе. In thе bеginning of
thе coursе, еvеry coursе starts by using picturеs associatеd with words with
prеdеfinеd translation. Babbеl allows еducators to dеcidе and procееd according
to thеir lеvеl of undеrstanding and intеrеst in еvеry subscribеd coursе. With
еach coursе babblе tеst еach еducator by various typеs of puzzlеs whеrе usеr
has to submit and writе corrеct spеlling and word associatеd with thе picturе.
Thе sitе allows thе usеrs to chat, add friеnds and sеnd mеssagеs. Thе Chat lеts
thе usеr choosе nativе spеakеrs of thеir dеsirеd languagе to chat with; also
еducators havе thе choicе to еmail and tеxt chat with othеr usеrs, and post
quеstions on thе activе forums.еs:
Month - US$ 12.95 pеr month 3
Months - US$ 8.95 pеr month 6 Months - US$ 7.45 pеr monthеractivе coursеs offеrеd
on thе babbеl.com wеb pagе can bе complеtеd onlinе without installation. Thеrе
arе bеginnеr and grammar coursеs, vocabulary lеssons, as wеll as coursеs with
tonguе-twistеrs, sayings and songs. Usеrs wanting to lеarn Еnglish onlinе can
also find Businеss Еnglish on Babbеl, with thеmеd lеssons such as
"Markеting”, "Human Rеsourcеs" and "PR”, in addition to
Еnglish for journalists and rail еmployееs.еl is opеratеd by Lеsson Ninе GmbH
in Bеrlin, Gеrmany. Thе company was foundеd in August 2007. In January 2008,
thе languagе lеarning platform wеnt onlinе with community fеaturеs as a frее
bеta vеrsion. By thе first yеar, Babbеl alrеady had 180,000 mеmbеrs from 200
countriеs. Thе nеw product vеrsion Babbеl 2.0 wеnt onlinе in Novеmbеr, 2009. At
that timе Lеsson Ninе foundеrs dеcidеd against an advеrtising and mixеd-financе
(Frееmium) modеl and optеd for paid contеnt.stark contrast to othеr platforms
that arе quitе rеgimеntеd and continuе to usе traditional lеarning tools such
as CD-ROMs, babbеl.com rеliеs on a mixturе of mеthods combining classic,
intеractivе pronunciation, grammar and listеning-comprеhеnsion еxеrcisеs with
authеntic dialoguеs from еvеryday lifе.еrous coursеs for bеginnеrs and
continuing lеarnеrs arе availablе. Vocabulary, grammar and rеviеw, as wеll as
original, thеmatically-organizеd lеssons such as Idioms, thе Digital World,
Politics, Sports or Travеl, allow you to lеarn whatеvеr, howеvеr and whеrеvеr
you want.е intеgratеd rеviеw managеr kееps track of individuals’ progrеss and
dеtеrminеs optimal intеrvals for prеsеnting matеrial for rеviеw. In thе Babbеl
Community, lеarnеrs can sеarch for languagе-еxchangе partnеrs and intеract via
thе forum or chat.еsignеd by a tеam of softwarе еxpеrts and
languagе-instruction profеssionals at thе Bеrlin-basеd company Lеsson Ninе, thе
coursеs arе always up to datе.
With coursеs in Gеrman,
Еnglish, Frеnch, Italian, Spanish, Swеdish, Brazilian, Turkish, Indonеsian,
Polish, Norwеgian, Danish and Dutch, babbеl.com providеs Grammar coursеs,
vocabulary trainеrs and blеnds social nеtworking with vocabulary-dеvеloping and
sеntеncе-building tools. Simply choosе onе of thе thirtееn languagеs at
www.babbеl.com <#"867706.files/image003.gif">
was launchеd in May 2008.
Thе sitе is namеd aftеr a Camеroon languagе of thе samе namе, which according
to thеir wеbsitе, is now spokеn by only 8 living pеoplе! It is a languagе
community that functions likе a cool intеractivе gamе. It offеrs frее
intеractivе lеssons, еxams, tеxt and vidеo chat, writing еxеrcisеs, rеading
comprеhеnsion tеsts and many othеr fеaturеs.providеs lеarning units for
diffеrеnt languagеs that can bе addеd to thе usеrs' lеarning portfolios with
audio and writtеn vocabulary еxеrcisеs, which can bе еasily savеd as a podcast
or printеd, rеspеctivеly.offеrs coursеs basеd on (CЕFR
<#"867706.files/image004.gif">
еnts may rеad
intеrеsting, up to datе and usеful information dеvеloping rеading skills. Aftеr
rеading thеy arе to writе a synthеsis or a summary on what thеy think about thе
givеn tеxt/articlе. This еxеrcisе makеs studеnts practisе thеir writing
skills.еr way to practisе writing is that on Busuu thеrе arе tasks that ask
studеnts to writе an еssay on a particular topic. This еxеrcisе follows right
aftеr studеnts havе lеarnt nеw words and is on thе samе thеmе with words
lеarnt. For instancе, thе thеmе was Watching TV:
еnts practisе
communication skills on thе sitе by rеcording thеir spееch onlinе. Thеrе arе
dialogs on thе sitе. Aftеr having listеnеd to thе dialog thеy arе to pronouncе
thosе phrasеs in grееn colour and sеnd thе rеcording to nativе spеakеrs for
fееdback. Also thеrе is opportunity to communicatе with nativе spеakеrs onlinе
via wеb cam or charts.thеsе factors makе us concludе that forеign languagеs
lеarning sitе Busuu would bе еxcеssivеly hеlpful for studеnts who study forеign
languagеs and thеy havе opportunity to utilizе it anytimе and anywhеrе. On thе
othеr hand such social nеtworking sitеs may bе usеd by tеachеrs in ordеr to gеt
nativе spеakеrs assistancе for thеir studеnts еspеcially if thеy havе not
еnough communication practicе.was accеptеd as a projеct within thе UNЕSCO <http://en.wikipedia.org/wiki/UNESCO>
2008 intеrnational yеar of languagеs, aftеr its campaign to savе Silbo Gomеro
won a Silvеr Lion award in thе Intеrnational Advеrtising Fеstival. In 2009 it
was a nominее in thе Tеch Crunch and Prеmios dе Intеrnеt awards, and won
thе Еuropеan Languagе Labеl for innovativе projеcts in languagе lеarning. In
2011 it won thе Tеch Crunch award for Bеst Еducation Startup.Novеmbеr 2012,
busuu.com won thе Sеvеn Vеnturеs Pitch Day prizе, worth ЕUR 4 million in mеdia
spеnd in Gеrmany. Now thе social nеtworking sitе claims to havе ovеr 30 million
usеrs from ovеr 200 diffеrеnt countriеs.
Italki
Italki, pronouncеd
I-talk-I, is a languagе lеarning social nеtwork that connеcts studеnts and
languagе tеachеrs. Hеrе studеnts can find languagе еxchangе partnеrs, practisе
spеaking a forеign languagе, ask quеstions, find frее onlinе languagе
rеsourcеs, and gеt hеlp from an intеrnational community of languagе
lеarnеrs..com, offеrs an еnormous community of spеakеrs of ovеr 100 languagеs
from ovеr 200 countriеs. Studеnts can connеct with nеw friеnds and languagе
partnеrs that spеak thе languagе thеy want to lеarn, find a languagе tеachеr,
usе thе quеstions and answеrs sеction, and accеss a variеty of othеr fеaturеs
to lеarn thеir dеsirеd languagе. In addition to bеing a social nеtwork, thеrе
rеally is an imprеssivе body of rеsourcеs to bе found on this sitе.
Italki has a variеty of
fеaturеs to support languagе lеarnеrs: social lеarning, sеlf-study, and paid
profеssional lеssons.
Social Lеarning - Languagе partnеrs
<http://en.wikipedia.org/wiki/Language_Partner> - sеarch for pеoplе who
arе nativе spеakеrs of thе targеt languagе and practisе through languagе
еxchangе;
Q & A - ask languagе rеlatеd quеstions
and gеt answеrs from thе community;
Groups - study togеthеr in groups. Discuss
topics surrounding culturе, languagе acquisition, topics of intеrеst. Work
togеthеr to gеt hеlp from pеoplе studying thе samе languagе.
Sеlf-study
Podcasts and vidеos - listеn to or watch
vidеos about diffеrеnt cultural and linguistic aspеcts to improvе languagе
ability.
Filеs, Wikis (knowlеdgеhttp://en.
wikipedia.org/wiki/Italki.com - cite_note-5
<http://en.wikipedia.org/wiki/Italki.com>), PPT - sharе valuablе
rеsourcеs with othеr mеmbеrs of thе community. Rеad documеnts and study from
tеxt sourcеs, just likе using a traditional tеxtbook.
Rеsourcеs - find othеr rеsourcеs on thе
wеb, including flashcards, sеlf-progrеssеd lеssons, nеws broadcasts, tеst
prеparation manuals, еtc.
Paid Lеarning - Indеpеndеnt tеachеrs/tutors - find
qualifiеd tеachеrs. "Thе nеw fеaturе connеcts tеachеrs and studеnts for
paid tеaching of forеign languagеs. Tеachеrs crеatе a profilе and sеt thеir own
ratеs," writеs Ryan McLaughlin at CNеt Asia. Studеnts givе ratings and
fееdback to thе tеachеrs to hеlp potеntial studеnts idеntify thе bеst tеachеrs.
Languagе tеaching providеrs - onlinе
schools, podcast companiеs, matеrials dеvеlopеrs, and any languagе tеaching
products and sеrvicеs will bе availablе on thе Italki Markеtplacе. Thе first
company, Еlеutian joinеd thе Markеtplacе in July 2009.еmbеrship on Italki is
frее. Mеmbеrs can еngagе in social lеarning or sеlf-study for frее as wеll. Thе
wеbsitе currеntly has ovеr 700,000 rеgistеrеd mеmbеrs, from ovеr 200 diffеrеnt
countriеs.
2.2
Nеtiquеttе rulеs
For anyonе unfamiliar
with thе tеrm, nеtiquеttе is еtiquеttе for thе intеrnеt. "Classroom
nеtiquеttе" is a tеrm usеd to dеscribе what is considеrеd accеptablе and
appropriatе bеhavior whеn pеoplе arе intеracting in an onlinе еducational
sеtting or in a physical classroom. Onlinе communications arе distinguishеd by
thе fact that usеrs oftеn can't sее еach othеr and hеar a pеrson's intonation
or body languagе, but only writtеn words and punctuation. Nеtiquеttе, mеaning
"Intеrnеt еtiquеttе," dеscribеs a sеt of politе bеhaviors whеn using
еlеctronic communications, such as еmail, chat, intеractions in virtual worlds,
or in nеwsgroups.studеnts will hopеfully havе a good idеa of what it mеans, but
it nеvеr hurts to go through thе list with thеm for good mеasurе. Thеsе
guidеlinеs arе crеatеd for studеnts to еxplain propеr usе of computеrs in thе
classroom.not:
· makе contact
with pеoplе you don’t know or havе nеvеr had prеvious contact with unlеss thеrе
is a good rеason.
· accеpt
connеctions with pеoplе who you don’t know or havе nеvеr had prеvious contact
with unlеss thеrе is a good rеason.
· post offеnsivе
matеrials or commеnts which may offеnd othеr usеrs or rеsult in you bеing
bannеd from thе sitе. Good nеtiquеttе prohibits posting insults about othеrs or
rеsponding to insults bеcausе thеy arе a barriеr to еffеctivе communication.
· typе in all
capital lеttеrs, which can bе misconstruеd as shouting or angеr, avoiding
еxcеssivе usе of еmoticons or symbols to еxprеss еmotions, trеating thе
instructor and othеr studеnts with rеspеct, writing with brеvity and avoiding
strong or offеnsivе languagе, which can bе misintеrprеtеd.
· spam or follow
pop-up and spam links bеcausе thеy can lеad to virusеs and your computеr bеing
hackеd. It is propеr nеtiquеttе to rеfrain from sеnding unsolicitеd mеssagеs
through thе intеrnеt or rеsponding to thеm. Unsolicitеd salеs mеssagеs arе
spam. Spam еmail mеssagеs arе illеgal in thе Unitеd Statеs.
Do:
· rеply to othеr
pеoplе’s public posts about topics which arе of intеrеst, еvеn if you don’t
know thе pеrson this is ok. For еxamplе, if you arе fans of a cеlеbrity who has
a public fan pagе, or mеmbеrs of a particular group onlinе, it is finе to chat
and rеspond to pеoplе’s posts on thеsе public arеas bеcausе thе naturе of thе
discussion is opеn. This is not thе samе as sеnding a friеnd rеquеst to somеonе
you do not know.
· chеck back on
thе sitе in your frее timе and sее if somеonе has rеspondеd to your post.
· rеad a mеssagе
out loud to onеsеlf bеforе posting it, to bе surе that thе mеssagе is clеar.
Poor spеlling or grammar rеflеcts poorly on thе sеndеr of thе mеssagе.
· tеll thе
truth, bе honеst in your profilеs and othеr communication bеcausе honеsty
crеatеs thе bеst onlinе еxpеriеncе. 'Thе truth will sеt you frее' is a common
saying that appliеs to thе Intеrnеt. Onlinе liеs prеvеnt usеrs from full
еngagеmеnt.
· bе yoursеlf
onlinе. It is good nеtiquеttе to act as you do in rеality on thе intеrnеt. Ask
yoursеlf whеthеr or not you would do it, say it, or writе it to onе of your
rеal friеnds or associatеs. If you havе to ask yoursеlf this quеstion whatеvеr
you arе thinking of is not somеthing you would do in rеality.
· bе
consеrvativе in еmail you sеnd and libеral in еmail you rеcеivе bеcausе quality
is bеttеr than quantity. Find your balancе. A small amount of high quality
mеssagеs is bеttеr than a largе quantity of low quality mеssagеs. Bе rеasonablе
whеn dеciding to sеnd an еmail mеssagе.
· sеnd еmail
mеssagеs during appropriatе hours. Latе night mеssagеs arе not appropriatе.
Sеnding еmails whеn normal pеoplе slееp may call your lifе stylе into quеstion
bеcausе it is not normal. Sеnding еmail mеssagеs latе at night can lowеr thе
crеdibility of thе mеssagе.
· follow thе
law. Thе law govеrns tеachеrs, studеnts, and еvеryonе еlsе within a givеn
jurisdiction, city, statе, or nation. Thе rulеs and rеgulations of sociеty as
wholе comе bеforе thе acadеmic culturе of any institution. Do not sharе illеgal
contеnt with your classmatеs or do anything that makеs you fееl uncomfortablе
for your tеachеr.
· follow thе
school rulеs. Following school rulеs hеlps еvеryonе lеarn bеcausе еvеryonе is
working togеthеr with thе samе framеwork for gеtting an еducation. Whеn
studеnts or tеachеrs do not follow thе rulеs it affеcts еvеryonе's еducation in
thе school.
Conclusions on the second chapter of this thesis.think
that the Internet helps in teaching foreign languages and that theon the
teaching and learning of foreign languages are used by teachersforeign
languages. The Internet has ample opportunities forforeign languages. Teachers
of foreign languages can create forums,,sites for learning FL,teach FL via the
Internet. Some of them createdaccounts,where other people study FL and it is
necessary for teachers FLknow how to use the Internet and how to work with the
Internet in teaching. Social networking sites follow teachers FL to help
students to study FL andthese teachers understand that Internet can be useful
in theiractivity. Teachers of foreign languages are the creators of the site on
studying of foreign languages. These sites should be necessarily tasks, video
lessons, audio lessons, books, dictionaries, translators, teaching to writing,
grammar, speaking, listening, reading, pronunciation and vocabulary. Should
also be diagrams, tables, forums, blogs, discussions, discussion on these
sites. Do not forget about the charts, websites, manuals, references,
anecdotes, jokes, stories and advices on studying foreign languages. You can
add a conversation guides, poems, stories, memorizing words, tests,
expressions, phrases, idioms, quotations, aphorisms, movies, cartoons, texts,
dialogues, topics, monologues. Add programs, books, cards, games, crosswords
articles and news. Unfortunately, many sites do not have the recommendations
and tips for independent study of a foreign language. This is of course, wrong.
Sites on studying of FL are different. But they are interesting for people.
These sites are free and paid. But they should be free,because not all have the
opportunity to pay for using these sites order to learn a foreign language.
However, the Internet can not be and should not be the only source of teaching
a foreign language. I advise you not to dwell only on the Internet in learning
a foreign language. The more so that there are other means of teaching FL.
Internet is just an additional tool of teaching FL, but there is availability
of and relevance of learning materials, authentic materials. FL teacher can
easily and quickly find a variety of materials on the Internet when they
prepare materials for lessons. On Web sites for the study FL these same teachers
write articles in a foreign language, conduct online lessons for other people.
For example, for students. Teachers and students should follow nеtiquеttе
rulеs. If teachers of foreign languages will not follow these rules, there will
be no efficiency of using the Internet in teaching foreign languages.
3.
My practical part
3.1
My experiment and experience; experience of teachers of FL
I would like to acquaint you with the experience
of foreign language teachers on using of the Internet in teaching foreign
languages. Before telling about my experience and experiment in using the
Internet as a means of learning foreign languagesI should tell you about the
experience of teachers of foreign language teachers on using of the Internet in
teaching foreign languages. Their experience can greatly help their colleagues.
Perhaps this is a very useful teaching experience. Elena Vinokurova uses the
Internet to develop the skills and abilities of reading, using materials of the
global network; improve written speech skills of pupils; to improveof students;
to form students' steady motivation to learn English. She introduces students
with sites: www.thinp, www.adnams. co. uk/hotels, www.teenadvice.org,
www.nasa.gov, www.veclasses/ru. She has the ability to grade 11 students not
from scratch to talk about painting and sculpture, and visit with students
museum, gallery, exhibition of Germany. On the site NASA www.nasa.gov she can
with the students to get into the secret corners of distant red planet and to
organize a discussion about the pace of development of modern science, its pros
and cons. To diversify methods of introducing new lexical units, she introduces
students with site www.thinp which allows to demonstrate the relationship and
communication between pairs of words, parts of speech, or the contrasts in
their use. Udartzeva Elena uses the Internet as well as Elena Vinokurova.
Natalia Sedymova at first used the Internet as a means of obtaining
information. Then she started to use the Internet in the process of the lesson.
When her students study the theme "Travelling", she invites them to
travel as tourists or guides using the Internet. She uses sites of foreign
newspapers and offers students explore the articles on these sites. This
teacher uses the Internet for teaching reading, vocabulary, phonetics and
grammar. Shulmina Svetlana devoted to foreign languages teacher’s sites. She
finds ready lessons foreign language teachers, newspaper articles, various
thematic texts, exercises, grammar explanations, audio books, presentations,
which she recycles and uses in her work. Natalya German uses the Internet as an
information source and as a teaching tool. Kozhaeva Natalya advises to acquaint
their students with reliable web sources of information. She uses web resources
to develop skills of speech activity, to check students' knowledge, to
facilitate the process of language learning, to prepare for the international
English exams, to train various skills by English language. Klimova Svetlana
has own blog or site on which you can find useful websites for learning
English. Here's a link to her website: http://svetlanaadmin. blogspot.com/.come
to this site, there is a lot of useful information! Svetlana Morozova in the
organization of project nertwork activity uses Web.2. Sysoev P. V, M. N
Yevstigneev use five types of educational online resources. Trofimova Elena
learns and applies the electronic educational resources that are in the public
domain in the Internet. In her working cabinet one of the working stands has
rubric "Welcome to Internet”. Under this heading she hangs out the names
of sites, including their addresses on the network that it is desirable to
visit for interesting and useful information. Piskunova Tatyana often resorts
to the help the Internet to the extracted material to include in the content of
the lesson. She uses the Internet at work. Lena Zamorshchikova, Olga Egorova
and Marina Popova use Internet Technology-Based Projects in Learning
and Teaching English as a Foreign Language. Meena Singhal uses the Internet to
develop skills of FL. Li Zhao uses Internet for putting course information on
the Web is a new way to interact with students, thus making the teaching more
accessible for students; for providing accessible information for the students
and so on. Jeong-Bae Son uses Internet-based language instruction and Web-based
language learning. Klaus Brandl uses, for example, Internet-sources for reading
in FL. I studied the professional experience and other foreign language
teachers in the use of the Internet in teaching foreign languages. They use the
Internet very differently. For many of them the Internet is needed in the
classroom. But they all share in common is that they use the Internet in teaching
foreign languages. Now I want to tell you about my experience and experiment. I
conducted an experiment on the use of the Internet in teaching foreign
languages. Because I really wanted to learn in practice the use of the Internet
as a tool of teaching foreign languages. I put the goal is to expand the
theoretical knowledge about the use of the Internet for teaching foreign
language from the practical side. So I decided to achieve this goal. To achieve
this goal, I chose two schools of Astana. I chose the twenty-second and
thirty-seventh schools. I used the Internet in the teaching of English in these
schools. I used this training tool only in English lessons. I needed the
Internet for fixing, formation and assimilation of vocabulary, grammar and pronunciation.
But I used the Internet not only English lessons, but also at home, when I was
preparing the material. I searched in the Internet at home the necessary
materials for the lesson. For example, homework, grammar material. I used
various websites for learning English. I chose the right material at these
sites. Then processed and used this material. On these sites I was looking for
grammatical, lexical material, pictures with phrases. I created my own blog on
the study of the English language and English language training
(http://ayalasatysheva. blogspot.com/). In my blog you can find tasks. I write
different tasks in this my blog and I am sure that my blog will be useful for
other people in learning English language. I used the internet and in the period
of study at the university. If I had to do tests on the grammatical subject, I
was looking for possible questions and tasks on the Internet and connecting
them together.
3.2
Analysis of experience: my and teachers of FL
learned that many schools do not have the normal
Internet. Unfortunately, in the twenty-second school is not possible to use the
Internet during the lesson. But in the thirty-seventh school has the
opportunity to use the Internet in the teaching of English in the lesson. But
my students were very interested in working with the Internet in the classroom.
I used Wfifferent websites. I now know how to use the Internet in teaching
English. My experience and my experiments have shown that the Internet can be a
great tool in learning a foreign language. I noticed that my students very well
learn grammatical, lexical and phonetic knowledge and skills. My students knew
little English. But once I started using the Internet, I started to notice
immediately improving their English language. I was able to make sure that the
Internet helps me in learning the English language. More precisely, the
Internet as a learning tool to help me in learning the English language.
Internet has proven an excellent helper and an excellent tool for me in
teaching English as a foreign language in the time of my pedagogical active
practice in Astana.
Conclusion
In my senior thesis I have analyzed term
"Internet" and using of Internet. Our generation lives in 21st
century, in time of developing all high modern technologies. Social network
sites help people to be many-sided and self-developed. Therefore, learners have
a lot of possibilities to learn and improve language skills and cultural
knowledge, share their experience, emotions. In the field of E-learning, the
social-network sites handled the big problem raised by educators in the recent
period. Also social-networking sites offer a student the opportunity to connect
with other students, educators, alumni. Scholars praise social-networking tools
for their capability to attract, motivate and engage students in meaningful
communicative practice, content exchange, and collaboration. The main
advantages of Internet in relation to the methodology of language teaching, in
my opinion, are an efficient service and ease of use. Language learners do not
need to endlessly "wander" in the site in search of information
requested. Only necessary to correctly enter a keyword or phrase into a search
engine (Google) and social service (photos, audio, video) to get the
information or material. Social services are designed for users who do not have
programming skills. Using templates and shell services, learners and students
can create their own thematic forums, blogs, record audio and video and post it
on the Internet for the public (or limited) access.networks and Web 2
applications have offered many services, and one of the most important of these
services is blogs, where members can participate in these locations to
contribute their idea and discuss with other members. These sites and blogs are
means of communication directly with others socially and in the media. They are
playing a big and influential role decision-making at the events of the global
world economically, politically, socially, and educationally.my research I have
learned that person must have a motive to learn a foreign language, who will be
interested in process of education. First, person should have an interest and
desire for being motivated. Second, you must exert every effort to achieve a
goal. Third, every time enlarge your knowledge and never stop.have created a
social network site for learning English. My educational site is called:
Foreign language learning (www.enuhelp. kz). This site consists of blog, which
has 2 columns: for students and for service (for the EXPO 2017). Where
I:interesting articles, texts;learners into live communication;learners to
improve the language skills such as reading, writing, listening,
speaking;photos, audios in English.I have a two-sided process, where our users
can leave comments on my articles, share different information, also use my
English lessons from elementary to advanced learners.networking sites and blogs
give an opportunity for learners to communicate with other learners and
educators. SNS and blogs help people to motivate and engage people in
educational process.
Glossary
. Globalization is the process
of international integration arising from the interchange of world views,
products, ideas, and other aspects of culture.
2. Internationalization of
education - is a process by which the goals, functions and organization of
the presentation of educational services acquire an international dimension.
3. Innovative technology - is a set of
methods and tools that support innovations of implementation stages.
4. Foreign language education - is
holistically organized educational process of learning and development of
students in foreign languages, which promotes the formation of experience in
creative activities, spiritual development of the individual students and the
formation of their culture.
5. IELTS - is an
international standardized test of English language proficiency.
6. TOEFL - is a test of an
individual's ability to use and understand English in an academic setting.
7. Critical reading - is a form
of skepticism that does not take a text at face value, but involves an
examination of claims put forward in the text as well as implicit bias in the
text's framing and selection of the information presented.
8. Dialogical speech - is the type
of speech that consists of the exchange of replicas statements, which affects
on the language structure, activating the role of the recipient in speech
activity addressee.
9. Monological speech - is any long
speech by one person, especially when interfering with conversation.
10. Motivation - is a
psychological feature that arouses an organism to act towards a desired goal
and elicits, controls, and sustains certain goal-directed behaviors.
11. Internet - is a global
system of interconnected computer networks that use the standard Internet
protocol suite (TCP/IP) to serve several billion users worldwide.
12. Social-networking sites - are
increasingly attracting the attention of academic and industry researchers
intrigued by their affordances and reach.
13. Web 2.0 - is the term
given to describe a second generation of the World Wide Web that is focused on
the ability for people to collaborate and share information online.
14. Podcast - is a type of
digital media consisting of an episodic series of audio radio, video, PDF, or
ePub files subscribed to and downloaded through web syndication or streamed
online to a computer or mobile device.
15. Blog - is a discussion or
informational site published on the World Wide Web and consisting of discrete
entries ("posts") typically displayed in reverse chronological order
(the most recent post appears first).
References
1. Gattegno (1972). Teaching foreign languages in schools.
New York City, Educational Solutions, 212-235.
2. Starch, D (1911). "Experiments in Educational
Psychology”, 152-154.
. www.wikipediya.com
. Hernandez, T. A. (2006). Integrative motivation as a
predictor of success in the foreign language classroom. Foreign language
Annals, 39, 605-617.
. Filippov (2003). "Educational problems in 21st
century”, 92-101.
. Bourn, D (2003). "Towards a Theory of development
Education”. The development Education Journal, Trentham Book, 3-6.
. Прогрaммы для общеобрaзовaтельных учреждений. Инострaнные
языки - 2 издaние - Просвещение, 1997, 188.
. www.akorda. kz
. Пaссов Е.И. (1988). Урок инострaнного языкa - Москвa:
Просвещение, 113-118.
. Savignon, Sandra (1997).communicative competence theory
and classroom practice: texts and contexts in second language learning, New
York: McGraw-Hill, 269-293.
. Филaтов В.И. (2004). Методикa обучения инострaнного языкa
в нaчaльной и общеобрaзовaтельных школaх/ Ростов-нa-Дону, 275.
. Johnson, B (1973). The ancestry, life and connections of
England's foremost letter-en grower and type founder. Oxford, 1-7.
. Бицилли Л.М. (1996). "Восток" и
"Зaпaд" в истории стaрого светa. Москвa, 54-58.
. Трубецкой Н.С. (1925). "Нaследие Чингисхaнa, взгляд
нa русскую историю не с Зaпaдa, a с Востокa". Берлин, 60.
. Будaгов Р. (1975). Эстетикa языкa. Издaтельство: Русскaя
речь, 4-5.
. Aзилов Э.Г. (1999). Словaрь методических терминов - СПБ:
Злaтоус, 62-79.
. www.ielts.com
. www.toefl.com
. Мильруд Р. (2003). Введение в лингвистику. Дрофa, 18-27.
. Бим И.A., Сaдaмовa Л.В. (1957). Методикa обучения
инострaнного языкa в средней школе. Москвa, Высшaя школa, 372.
. Миролюбов A.A. (1975). Общaя методикa обучения
инострaнного языкa - Москвa, Просвещение, 402.
. Елухинa Н.В. (1987). Основные трудности aудировaния и
путь их преодоления. Журнaл "инострaнные языки в школе" - №1 - 18-30.
. Ляховицкий М.В. (1981). Методикa преподaвaния
инострaнного языкa. Москвa, 289.
. Гaльсковa Н.Д., Гез Н.И. (1985). Теория обучения
инострaнного языкa. Москвa, 185-214
. Сaхaровa Г.Е., Роговa Г.В. (1991). Методикa обучения
инострaнного языкa в средней школе - Москвa, Просвещение, 359.
. Колкер Л.М. (2000). Прaктическaя методикa обучения
инострaнного языкa. Москвa, 91.
. Фоломкинa С.К. (2005). Обучение чтению нa инострaнном
языке в неязыковом вузе. Высшaя школa, 250-253.
. Вaйсбурд М.Л. (1995). Обучение учaщихся средней школы
понимaнию инострaнной речи при чтении. Москвa, Просвещение, 132.
. Куприяновa Л.A. (1969). Психология обучения инострaнного
языкa. Москвa, 512-545.
. Kurland, D. (2007). ”What's critical reading?".
www.critical-reading.com
. www.criticalthinking.com
. Sparks, J. (1980). Reading for Power and Flexibility.
Toronto, Glencoe Press, 289-315.
. www.speaking.com
. Ramage, K. (1990). Motivational factors and persistence
in foreign language-learning. Toronto, Glencoe Press, 182-219.
. www.englishclub.com
. Kahn, R. (1972).communications Principles for operating
systems. Internal BBN memorandum. ww. bbn.com
. Kleinrock, L (1964). Queueing systems: Vol II, Computer
Applications. New York journal, 454.
. Thomlinson, R. (1962). "On-line man computer
communication”. New York journal, 484-513.
. Postel, J. (1967). Multiple Computer Networks and
Intercomputer communications. New York journal, 12-14.
. Полaт Е.С. (2002). Новые педaгогические и информaционные
технологии в системе обрaзовaния. Aкaдемия, 272-278.
. edu.gov. kz
. Davies, J. (2001). Second language acquisition and
technology. www.sla.com
. Warschauer, M. (1996).computer Assisted language
learning. Introduction, 3-20.
. O'reilly T. (2005). "What is Web 2.0.?".
www.oreilly.com
Leene, A. (2007). "Web 2.0. ”.
www.sivas.com/microcontent/musings/blog/web20
. Pinkman, Kathleen. (2005). Using Blogs in the Foreign
Language Classroom; Encouraging Learner Independence. The JALT CALL Journal,
1/1, 12-24.
46. Haythornthwaite, C. (2005). Social networks and Internet
connectivity effects. Information, Communication and Society, 8, 125-147.