Chapter I. Theoritical justification of the technology of distance learning of a foreign language

Distance learning as a form of teaching a foreign language in secondary school

Today, speaking about the educational process, teachers consider various forms of education. The fact is that those training systems that were quite effective and productive in the past do not fully correspond to current realities. Modern human capabilities and the needs of society require completely new approaches and forms of education. School pedagogical councils and methodical associations of teachers are overflowing with information about the use of new means of communication and new technologies in teaching, allowing students to develop all the necessary knowledge, skills and abilities individually. The teacher can transfer some of the material to self-study.
In modern education, the concept of "distance learning" has become increasingly used and in pedagogical practice it is meant as one of the forms of learning. [ 6,21 ].
According to B. T. Likhachev: "The form of education is a purposeful, well–organized, content-rich system of cognitive and educational communication, interaction, teacher-student relations.
In some sources, there are opinions of scientists that distance learning is a form of training organization.
According to the Doctor of Pedagogical Sciences P. I. Pidkasisty: " The form of the organization of education is a specially organized activity of teachers and students, proceeding according to the established order and in a certain mode.
A group of MESI specialists believe that distance learning is a distance learning technology in which the teacher and the trainees are physically located in different places. [4, 236].
We see that distance education has a large number of definitions and interpretations. The opinion of scientists is divided, as the literature from various sources tells us.
In this final qualifying work, we consider the concept of "distance learning" as one of the forms of learning. We adhere to the opinion of Professor, Doctor of Pedagogical Sciences Evgenia Semyonovna Polat. According to her: "Distance learning is a new form of education that currently exists in many countries along with other forms of education – full-time, part-time, external in the system of continuing education." Evgeniya Semyonovna gives her definition of distance learning and defines it as "an independent form of learning in which the interaction of the teacher and students and students with each other is carried out at a distance, and also covers components implemented using interactive Internet technologies". [2, 10].
Unlike traditional training, all educational activities in the distance format are provided to the student with the help of various resources of the educational institution. These resources are able to manage the independent work of students with the help of training tools and computer programs. But, as before, the leading role remains with the teacher. The distance form, along with distance learning, gradually increased the range of technologies used. The basic principle of distance learning is the direct interactive interaction of the teacher with the students. This form is aimed at organizing, planning and conducting convenient and understandable classes for students in a virtual form. Unlike distance learning, distance learning implies continuous contact between teacher and student or between students. A very important condition for organizing and conducting educational events at school is mobility and accessibility of communications, the Internet, as well as the development of computer networks and constant updating of information material. [ 13, 71].
Distance learning currently has everything necessary to give the education process a good opportunity to create a system of mass and continuous self-learning. The universal process of information exchange is carried out by the participants of the training, regardless of the time and distance between them.
When distance learning foreign languages, you need to pay special attention to 2 points:
- didactic properties and functions of telecommunications, as well as multimedia tools that are used as a technological basis for distance learning;
- conceptual directions of the didactic organization of such training as an element of the general education system at the modern level
As an academic subject, a foreign language is characterized by:
- polyfunctionality (a foreign language is the purpose of teaching and a means of acquiring knowledge, skills and abilities in various fields);
- intersubject (information transmitted in a foreign language may be from different fields of knowledge and academic disciplines);
- multilevel (there is an increase and expansion of language means (lexical, phonetic, grammatical) along with mastering the most important speech skills, such as speaking, listening, reading, writing) [13, p. 71].
The peculiarity of the subject "Foreign language" is not only the purpose of training aimed at the formation of knowledge about the subject itself (language competence), but also the development of communicative competence (the development of all types of speech activity in a foreign language).
The process of learning a foreign language in a distance format has its own specifics, which is due to the fact that it involves teaching various types of speech activity.
Reading and writing. With the development of these types of speech activity, the teacher can limit himself only to a network course, since the features of teaching writing and reading do not require surround sound.
Pronunciation and listening training. In this situation, the teacher does not have enough text files. He needs the use of sound accompaniment, the creation of situations of various types that can stimulate oral statements, comments of students. There is a need to use illustrative or textual material for support.
Traditional ones that are directly related to all types of speech activity in foreign language lessons are included in the educational process in the same way as in full-time education: creation and use of electronic diaries and journals, participation in forums, on-line chats, work with audio and video materials, exchange of information by e-mail.
There is an opinion that the quality of e-learning materials directly affects the results of distance learning. In the article "Distance learning of foreign languages", the author of which is
O. V. Lvova presents didactic principles responsible for the quality of electronic material:
-the principle of personality-oriented learning;
- the principle of activity-based learning;
- the principle of scientific;
-the principle of functional learning;
-the principle of accessibility;
-the principle of consistency;
-the principle of developing learning;
-the principle of acceptance [ 12, 68]
According to the definition of I.B. Strelkova: " An electronic educational and methodical complex is a training software system of complex purpose, providing continuity and completeness of the didactic cycle of the learning process, providing theoretical material, providing practical educational activities and knowledge level control, as well as information retrieval activities, mathematical and simulation modeling with computer visualization and service functions provided implementation of interactive feedback". [ 13, 5 ].
The electronic educational and methodical complex is designed to provide the student with educational information, audio and video materials, links to educational resources and a testing system that provides input, training and final control on individual topics and the academic subject as a whole.
An electronic textbook as a prototype of a printed textbook is a key moment of the distance learning process. Along with preserving all the advantages of the textbook, the electronic version of the textbook uses modern information technologies, multimedia capabilities that are provided using a computer, tablet, smartphone. [5, 68 ].
O. V. Lvova in her article "Distance learning of foreign languages" also notes the basic requirements for an electronic textbook:
- an electronic textbook should be built taking into account general didactic principles and requirements for the educational process;
- the electronic version of the textbook should include all the necessary components of the system, i.e. goals, content, methods and techniques of teaching;
- it should combine such functions as: communicative, controlling, motivational, organizational-planning and informational;
- the electronic textbook combines linguistic and extralinguistic information;
- an electronic textbook should clearly show students language and speech material, participate in the activation of visual and motor channels of perception of students; [ 13, 6].
- the electronic textbook helps the teacher to flexibly manage the teaching and learning activities of students, leaving space for creativity;
- a high-quality electronic textbook contains reference material, material for conducting project activities (with links to the necessary Internet resources) and tasks for monitoring and self-checking.
To expand the scope of language training, the electronic textbook is logically supplemented by the presence of a workbook containing exercises provided for by the differentiation of training. The workbook correlates with an electronic textbook in structure, content and also includes tasks of a creative, cognitive nature.
Distance learning of a foreign language provides a number of opportunities for both teachers and students. The role of the teacher in the learning process is reduced to the fact that one of the main tasks of the teacher is to guide and maintain the development of the student's personality, his creativity and creative potential.
The relationship between the participants of distance learning is based on the principles of joint cooperation.