The purpose of the course work-to study the features and the need for the use of Internet resources in English lessons, as well as to identify the effectiveness of its application.
1The theoretical basis of the use of Internet resources in English lessons
Modern information technology as a means of learning English language
The task of teachers is to create the conditions of practical language learning for each student to choose such methods of training that would enable every student to show their activity, their creativity. The task of the teacher is to increase student’s cognitive activities in learning foreign languages. Modern educational technologies such as cooperative learning, project method, the use of new information technologies, the Internet help to implement student-centered approach to training, provide individualized and differentiated learning, taking intoaccountthe capacities of children, their level of training, inclinations, etc.
Forms of work with computer training programs for foreign language lessons include:
- learning vocabulary; - pronunciation; - training dialogical and monological speech;
- teaching writing;
- refinement of grammatical phenomena.
The possibilities of using the Internet resources are enormous. The Internet creates the conditions for obtaining all necessary information for students and teachers held anywhere in the world: cross-cultural material, news from the lives of young people, articles from newspapers and magazines, necessary literature, etc. In this paper, the goal is to bring the methodology of teaching foreign languages in schools according to the development of modern information technologies. At foreign language lessons using the Internet we can solve a number of teaching tasks: to form the skills and abilities of reading, using material from the global network to improve the skills of writing of the students; to improve the vocabulary of the students; to form schoolchildren’ s sustained motivation to the learning of English language. In addition, the aim of this work is to explore the possibilities of Internet technologies, to expand student’s horizons, to develop and maintain the business relationships and contacts with their peers of other countries.
Students may participate in testing, in quizzes, contests and competitions held over the Internet, to correspond with peers from other countries, participate in chat rooms, video conferencing and etc. Students can obtain the information on the issue, on which they work at this moment with their project. This may be the joint work of Kazakh schoolchildren and their foreign counterparts from one or more countries.
New information technologies in teaching foreign languages One of the most revolutionary advances in recent decades, which greatly influenced on the educational process throughout the world, was the creation of the global computer network known as the Internet, which literally means "international network"(England, international net).The use of cyberspace for training purposes is a totally new direction in general didactics and private methodic, because the changes affect all aspects of the educational process, from choosing the techniques and style of the work, ending with the changing of requirements to the academic level of students.
Comprehensive basis of mass computerization of education stems from the fact that the modern computer is an effective means of optimizing the conditions of intellectual work in general, in any form. Williams R. V. and Mackley C., in their article wrote: "There is one peculiarity of the computer, which is revealed when using it as a device to train others, and as an assistant in the acquisition of knowledge, it is his in animation. The machine can "friendly" chat with the user and in some moments “support” it, but it will never show the signs of irritability, and will not make feel that it was bored. In this meaning, the use of computers is perhaps the most useful for the individualization of certain aspects of teaching». [2, p. 38]
Communicating in real language environment provided by the Internet, students find themselves in real life long situations. Involved into the solution of a wide range of meaningful, realistic, interesting and achievable objectives, the students learn spontaneously and adequately respond to them, which stimulate the creation of original expressions, but not a manipulation of linguistic expressions.
Mastery of communicative and intercultural competence is impossible without the practice of communication and the use of Internet resources on foreign language lessons, it is simply irreplaceable: virtual environment Internet allows going beyond the temporal and spatial scope, giving its users the opportunity to authentic communication with real relevance to the interlocutors on both sides of the topic. Nowadays, the priority is given to communication, interactivity, authenticity of the communication, the study of language in cultural context, autonomy and humane of education. These principles make it possible to develop intercultural competence as a component of communicative ability. The final goal of learning foreign languages is the learning of free orientation in the foreign language environment and the ability to react in different situations, i.e. communication. New views on the results of learning contributed to the emergence of new technologies and refusal from outdated ones. Today, new methods of using Internet resources are opposed to the traditional foreign language instruction.
The concept of "traditional" is associated primarily with memorizing the rules and implementation of language exercises, i.e. "with talk about language instead of communication in language". Many teachers are still convinced that "the vocabulary+ useful structures = language", and it lies at the heart of the learning process. [3, p. 259-262] To teach communication
in a foreign language, you must create a real, real life situations (I e, what is called the principle of authenticity of communication), which will stimulate the study of material and develop adequate behavior. The new technologies, particularly the Internet is trying to correct this mistake.
The communicative approach - a strategy that models communication, aimed at creating a psychological and linguistic readiness to communicate on a conscious understanding of the material and methods of action with him, as well as on the awareness of the requirements for effectiveness of expression. For the user, the implementation of the communicative approach in the Internet is not particularly difficult. Communicative task must offer students a problem or question for discussion, and students do not just share information but also evaluate it. It is important that such task makes possible the flexible use of knowledge and skills of students. The basic criterion that allows distinguishing this approach from other types of training activities is that students choose their own language units to process their thoughts. They have the opportunity to express themselves and their experiences through language as a person, namely a person placed in the center of theories of education for the future. The communicative approach is largely aimed at the student, answering the basic criteria of modern didactics.
Using the Internet in the communicative approach is the best motivated: its aim is to interest students in learning a foreign language through the accumulation and expansion their knowledge and experience. The students should be prepared to use the language for real communication outside the classroom, for example, during visits to the country the language is spoken, during the reception of foreign guests at home, correspondence, the exchange of audio and video tapes, the results of assignments, etc. with schools or friends in the target language country. The term communication skills should not be understood narrowly pragmatic. We cannot disagree with Bim I.L. those communication skills "is not reducible only to the establishment by speaking of social contacts, to mastering the language of tourism. This is the communication of the individual to the spiritual values of other cultures - through personal contact and through reading. "This approach, implemented in the Internet, attracting students by focusing on topics that interest them and allowing them to choose texts and tasks to achieve the objectives of the program. Communicative ability of students is developed through the Internet namely, through their involvement in a wide range of meaningful, realistic, having the sense and achievable objectives, the successful completion of which gives satisfaction and enhances their self-confidence”.[4, p. 28-29]
Communicative language teaching through the Internet emphasizes the importance of development students' ability and their desire to use foreign language for effective communication. The primary importance is attached to understanding, to transfer of content and expression of meaning, and the study of structure and vocabulary of a foreign language serves this purpose. In addition to the communicative needs, the students need to master the technique of the Internet to be more responsible for their own learning[5, p.48]. They need to develop the ability to cope with a situation where their language resources are not adequate enough, to have good study skills, the ability to evaluate their own speech and successes, as well as the ability to identify and solve educational problems. The development of students independence through a global network is a gradual process that must be constantly encouraged. Perhaps the most important task facing language teachers is to find the best ways to lead students to a gradually increasing independence [6, p.11].
We need time to create the communication through Internet. It is necessary to maintain the socio-psychological atmosphere in which the student is involved, the confidence that he is respected as a person with his own views, interests, strengths and weaknesses, and preferred for Pego learning style. The atmosphere is characterized by this spirit of mutual assistance, in which foreign language learning through the Internet is a socially-conditioned experience.
Teaching of the original language, the Internet helps form the skills of speaking, as well as in teaching vocabulary and grammar, providing a genuine interest and, consequently, efficiency [7, p.48].
Moreover, the Internet develops skills that are important not only for foreign language. This is primarily due to the mental operations: analysis, synthesis, abstraction, identification, comparison, verbal and semantic prediction and pre-emption, etc. Thus, skills and abilities that are generated using Internet technologies are beyond the foreign language competence, even in the "language" aspect. Internet develops social and psychological characteristics of students: their self-confidence and their ability to work as a team, creating a favorable atmosphere for teaching speaking as a means of an interactive approach [8].
Interactivity does not simply create a real-life situation, but it also forces students to adequately respond to them through the foreign language. And when it starts to get, we can speak of language competence. Even in the presence of errors. The main skill spontaneously, harmoniously respond to the statements of others, expressing their feelings and emotions, we can consider interactivity as a way of self-development through the Internet: the ability to watch and copy the use of language, skills, behavior patterns of partners; retrieve the new values issues during their joint discussions.
1.2.Internet-based technologies in teaching foreign languages
Information communication technologies can be an extremely useful resource for teachers and learners of foreign languages. Various innovations (including Google-assisted language learning and concordances) have revolutionized the approaches to teaching foreign languages.1
'Jean W. Leloup and Robert Ponterio, "Second language acquisition and technology: A review of the research," New Orlean, CAL digests, December 2003 : p. 134/
The proliferation of Internet-based software over the past decade undoubtedly has 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.
Methodology. Note 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)1.
Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.
"Technology's impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered," said Carolyn April, director, industry analysis, CompTIA." With emerging technologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead."
Studies completed in "computer intensive" settings found increases in student centre, cooperative and higher order learning, students writing skills, problem solving, and using technology. In addition, positive attitudes toward technology as a learning tool by parents, students and teachers are also improved.
Social networking sites are virtual communities for people interested in a particular subject or just to "hang out" together. Members communicate by voice, chat, instant message, video conference, and blogs, and the service typically provides a way for members to contact friends of other members2.
For the teacher, social networking provides professional development by introducing them a discovery of the learning potential for themselves, finding other educators who are using such technologies in their classrooms, and then connecting with those educators who automatically provide a virtual support community.
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.3
Over 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 learning4.
In the English language lessons, using the Internet you can solve a number of didactic problems: to form reading skills using materials from the global network; improve writing skills of students; replenish the vocabulary of students; to form a motivation for students to learn English in schoolchildren. In addition, the work is aimed at exploring the possibilities of Internet technologies to expand the horizons of schoolchildren, to establish and maintain business ties and contacts with their peers in English-speaking countries. In modern conditions, the teacher's task is to correctly select the necessary material, to prevent the student from drowning in a sea of information, to help him separate the main material from additional information, to remove language difficulties. Moreover, the information presented in educational electronic resources should be evaluated on the basis of the principles of accessibility of its presentation and the need for its use at a particular stage of the lesson, as well as social, practical and personal significance for students.
Conclusion. Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging. Teachers must be aware of their students' motivators in order to successfully implement technology into the classroom. Students are more motivated to learn when they are interested in the subject matter, which can be enhanced by using technologies in the classroom and targeting the need for screens and digital material that they have been stimulated by outside of the classroom.
2.1. Using technology in teaching foreign language in academic lyceums
Increasing globalization has created a large need for people in the workforce who can communicate in multiple languages. The uses of common languages are in areas such as trade, tourism, international relations, technology, media, and science.
Using Internet and software in teaching the foreign language in Academic Lyceums:
Software can interact with learners in ways that books and audio cannot:
■ Some software records the learner, analyzes the pronunciation, and gives feedback.
■ Software can present additional exercises in areas where a particular learner has difficulty, until the concepts are mastered.
■ Software can pronounce words in the target language and show their meaning by using pictures instead of oral explanations. The only language in such software is the target language. It is comprehensible regardless of the learner's native language.
Websites provide various services geared toward language education. Some sites are designed specifically for learning languages:
■ Some software runs on the web itself, with the advantage of avoiding downloads, and the disadvantage of requiring an internet connection.
■ Some publishers use the web to distribute audio, texts and software, for use offline.
■ Some websites offer learning activities such as quizzes or puzzles to practice language concepts.
Language exchange sites connect users with complementary language skills, such as a native Uzbek speaker who wants to learn English with a native English speaker who wants to learn Uzbek. Language exchange websites essentially treat knowledge of a language as a commodity, and provide a market like environment for the commodity to be exchanged. Users typically contact each other via chat, VoIP, or email. Language exchanges have also been viewed as a helpful tool to aid language learning at language schools. Language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary acquisition, and vernacular usage, rather than formal grammar or writing skills.
■ Translation sites let learners find the meaning of foreign text or create foreign translations of text from their native language.
■ Speech synthesis or text to speech (TTS) sites and software let learners hear pronunciation of arbitrary written text, with pronunciation similar to a native speaker.
■ Course development and learning management systems such as Moodle are used by teachers, including language teachers.
■ Web conferencing tools can bring remote learners together: e.g. Elluminate Live.
Players of computer games can practice a target language when interacting in Massively multiplayer online games and virtual worlds. In 2005, the virtual world Second Life started to be used for foreign language tuition, sometimes with entire businesses being developed. Some Internet content is free, often from government and nonprofit sites such as BBC Online. Foreign Service Institute, with no or minimal ads. Some is ad-supported, such as newspapers and YouTube. But some requires a payment.
As we used some types of technology during our experiment in some classes of Academic Lyceum, mainly, for the first course students, the results were so excellent. Because even the students who didn't
want to learn English, also were Interested In learning the language by technology. We used computers, project, multimedia, tape script, authentic videos, educational films and educational cartoons. Using technology is very effective for teaching and learning foreign languages. Every lesson based on Integrated skills according to study book "English. Students book....", at the beginning they listened to some task (It goes on as a pre-llstening, while-listening, post-listening steps) then speaking or writing something which they'd listened to and then reading (It is also pre-reading, while-reading, post-reading steps) and on some new words or vocabulary. At the end of the lesson students had to Improve all language skills and of course, we achieved our aim. First, they'd learned to answer for all questions or they could retell the meaning of the texts which were given by listening task. Second, In writing task they could wrote short essays, letters and advertisements using simple words but without repetitions, they used synonyms or antonyms or with phrase words.
At the end of the course, we analyzed the results by evaluating the knowledge of students. Their score were better than before (at the beginning of the course they had enter-tests).
2.2. What is vocabulary and what should be taught?
Vocabulary knowledge is often seen as an important tool for second language learners. because the limited vocabulary in the second language prevents successful communication. Emphasizing the importance of vocabulary acquisition, Schmitt emphasizes that "lexical knowledge is central to communicative competence and to second language acquisition" further describes the relationship between vocabulary knowledge and complementary language use: vocabulary knowledge enables language use and, conversely, language use leads to increased vocabulary. The importance of vocabulary is demonstrated daily in and out of school. In the classroom, high achievers have the most adequate vocabulary. Researchers such as Laufer and Nation , Maximo, Read, Marion, Nation and others have realized that vocabulary acquisition is essential for successful the use of a second language and plays an important role in the formation of complete oral and written texts. In English as a Second Language (ESL) and English as a Foreign Language (EFL), vocabulary learning plays a vital role in all language skills (i.e. listening, speaking, reading and writing. Rivers and Nunan further argue that the acquisition of an adequate vocabulary is necessary for the successful use of a second language, because without an extensive vocabulary we will not be able to use the structures and functions that we may have learned to understand communication.
On the other hand, vocabulary was recognized as the greatest achievement of L2 students.Source of problems. This remark probably reflects the fact that open The completeness of the vocabulary system is perceived by students as the cause of difficulties. Another possible reason is that, unlike syntax and phonology, vocabulary does not have rules that learners can follow to acquire and develop their knowledge. In other words, this is not clarity in L2 vocabulary, learning which rules apply or which vocabulary items to learn the first. Oxford also states that vocabulary is "by far the largest and most an uncontrollable component in the study of any language, whether it be a foreign or one's own mother tongue because of tens of thousands of different meanings." Despite these difficulties that language learners encounter in their L2 vocabulary, they still have to deal with it in their exams, since "vocabulary
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226
has traditionally been one of the language components evaluated in language tests". In addition, many students see the second language acquisition (SLA) as a matter of learning vocabulary and therefore they spending a lot of time memorizing L2 word lists and relying on their bilingualism dictionary as the main communicative resource. As a result, teachers of foreign languages and applied linguists now generally recognize the importance of learning vocabulary and study ways to promote more effectively. Some of these studies take the form of research strategies that learners use specifically for vocabulary (VLS), which is our focus.
Vocabulary Teaching Recent research suggests that vocabulary teaching can be problematic because many teachers are unsure of best practice in vocabulary teaching and sometimes don't know where to begin to build a learning focus on word learning (Bernsky and Blachowicz, 2008). Learning words is an important aspect in learning a language as a language. are word-based (Thornbury, 2002). It is almost impossible to learn a language without the word; even communication between people is based on words. Both teachers and students agree that vocabulary acquisition is a central factor in language learning. (Walters, 2004). Learning vocabulary is one of the most talked about parts of learning. English as a foreign language. When there is a process of teaching and learning, Teachers will have problems. They have problems with how to teach students in order to get satisfactory results. The teacher should prepare and figure out the appropriate methods to be implemented for the students. A good teacher should prepare himself with different and modern methods. Teachers must be able to absorb material in order to be understood by students and to arouse their interest and happy in the process of teaching and learning in the classroom. Teachers should be concerned that teaching vocabulary is something new and different. from the student's native language. They should also take into account that teaching English to younger students is different from adults. Teachers should know the characteristics of his/her students. In addition, they need to prepare good techniques and suitable material in order to achieve the goal of language learning.
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