Pokonferencyjna

part in introducing wikis to the general 
public. There now exist at least hundreds 
of thousands of wiki websites, and they 
have become increasingly prevalent in 
corporations and other organizations.[
Practical suggestions of using wikis 
in language learning classroom.
Wikis are appropriate programs to 
practice of constructivist teaching and 
learning. Basically, if you consider 
thatlearners master better by actively par-
ticipating in the language learning pro-
cess, creating their own “theories” about 
how language works, and practising lan-
guage in collaboration with others who 
are their peers, then wikis are the helpful 
tools you cannot neglect. Wikis fit in and 
support this kind of collaborative learn-
ing as they allow users to increase their 
own rough version of a text which can 
then be updated and edited by others. 
Writing becomes a collaborative process, 
and every contributor becomes at once a 
critic of other entries, an author or co-
author and a reader. Checking, correcting 
and up-dating the wiki entries can be a 
potentially valuable way of learning to 
write in a foreign language, with help and 
support from peers rather than solely 
from the teacher
In addition to that, according to 
DOTC there are a few good reasons for 
using wikis in language teaching:
1) They are quick and simple to use 
and allow collaboration, independently of 
time and space, via easily accessible on-
line spaces.
2) They offer authentic writing prac-
tice.
3) They allow students to be actively 
engaged in reading and writing: correct-
ing, editing, and up-dating.
4) They teach students the skills of col-
laboration alongside language skills.
5) They present the student writers 
with a ready audience and critics.
6) They are flexible enough to incor-
porate multi-media content without clog-
ging up your email.
7) They can potentially be shared with 
a wider audience and made public 8) 
Most students will already know at least 
one wiki for example “Wikipedia”.
9) Wikis can help students become 
better organised because they can store 
their work in folders.
In addition, wikis can also support 
teachers in their classroom management. 
Of course, wikis are more suitable for 
some tasks and pedagogies than for oth-
ers. To find out more about suitable tasks, 
go to section D below.
We want to give you pedagogical con-
siderations which provides details on the 
following points:
What do teachers need to keep in 
mind when they are using wikis in the 
classroom.
Wikis mostly fits in reading and writ-
ing. They are less useful in teaching and 
practicing listening. Because most wikis 
focus on writingskill, students need to al-
ready have a minimum level in the L2 and 
can produce some words, phrases, or 
sentences.

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  125 
PHILOLOGY,  SOCIOLOGY AND CULTUROLOGY №14
Now we explore some pedagogical is-
sues such as benefits and drawbacks of wikis
Benefits: Wikis are suitable for …
•   group  work
•  telecollaboration
•  students working on their own or 
independently
Wikis can support …
•  motivation
•  group cohesion
•  reflective learning
•  “ownership” of content
Drawbacks: Wikis are less suitable for …
•  beginners because of lack of vocabu-
lary.
•  competitive groups Wikis can be 
used for …
•  assessed work as it is difficult toi-
dentifyauthor through history func-
tion.
•  authentic authorship.Because real 
Wikipedia entries  – only for quite 
advanced learners)
E. Teachers need some practical sugges-
tions for using wikis in the classroom.Here 
are some tips from experienced wiki users.
The basics:
•  make sure all students know how to 
access the wiki
•  explain the principle of “collective 
knowledge”, for instance the sum of all 
contributions will make a better wiki
•  set ground rules but also allow crea-
tivity
•  explain that editing a wiki is not 
about “correcting” somebody else’s 
work
We want to share seven steps towards 
successful wikis which we have used and 
succeed in using them in our classroom.
Step 1: Show students an example of a 
successful wiki to motivate them.
Step 2: Allow students to choose their 
own tasks, agreed upon collaboratively, in 
order to stimulate and maintain their in-
terest.
Step 3: Seedcorn the wiki. Writing on 
an empty page is always difficult, so start 
the wiki yourself with a short entry or a 
set of linked pages.
Step 4: Set clear guidelines and time 
limits for all tasks but allow the wiki to 
stay open even after the tasks are officially 
completed.
Step 5: During the wiki task phase, 
check regularly to prevent excess correc-
tions and “wiki-wars”.In that two students 
or two groups may be fighting about edit-
ing and reverting to previous versions.
Step 6: Comment on the wiki entries. 
and encourage writing, editing and link-
ing. Step 7: Celebrate the completion of a 
task, e.g. by publishing the wiki content to 
another class or group, inviting their 
comments.
In conclusion we can say that wikis are 
the important tools in using language 
classroom as they not only create oppor-
tunity to learn and practice language but 
also it gives opportunity to edit and help 
other peers by sharing ideas.They can 
broaden their outlook and also develop 
their IT skills. Morever classes of the 
teachers who use wikis are more interest-
ing and successful that learners are more 
respectfull.

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126 
MONOGRAFIA POKONFERENCYJNA
The possibility of the language use 
exactly at comparable research of a num-
ber of other cultural concepts appears to 
us especially valuable. Absolute dignity of 
work is bringing in of rich language mate-
rial. So, an author was not limited to re-
search of verbalization of concept at some 
separate language level, and did stage-by-
stage work, studying her representation of 
material of different leveled language 
units: lexical, phraseological units, prov-
erbs, artistic and sacral texts, that allowed 
to the author to reduce the row of concep-
tual signs of concept and character, define 
the nominations of concept, and also to 
set the row of concept forming conceptu-
al-sphere “adam”. It testifies to the de-
tailed and careful work done by an author, 
and provides authenticity and validity of 
the got results.
UDC: 811.161.1: