The role of educational technologies in the development of dialogic speech in vocational college students. ( Example of b1 level students) content introduction Chapter I. The methods of teaching communication to B1 level students

2.2. Debate and its organisation in EFL classrooms
In this blog post we explore the popular topic of dialogic teaching and how it can be used to improve learning outcomes. Oracy has been well researched in recent years and the implications of this area are becoming clear for primary schools around the country. The Education Endowment Foundation along with the University of York have both uncovered the potential that this classroom strategy has, particularly in light of the recent lockdown. There are significant implications for children on free school meals (a measure used in England to determine the level of disadvantage).
A dialogic approach focuses on “building understanding and deepening insight through questioning and dialogue”. This critical and important process is known as inter-personal learning (IPL) in child development. The teacher should facilitate inter-personal learning for children in a conversational style. The teacher can be an active listener who listens to and respects the children's ideas, while encouraging an open and lively debate.
Students are advised to communicate their questions in a friendly manner in order to learn from one another. Using a conversational style of communication encourages students to question the teacher and other classmates as they work through their shared experiences. It also helps them develop self awareness by reflecting upon what they say and how it affects others. The benefits of IPL include:
Developing social skills such as empathy, respect, tolerance, cooperation and collaboration;
Improving language skills including vocabulary, grammar, pronunciation and listening comprehension;
Increasing academic achievement;
Enhancing creativity and imagination;
Deeper classroom thinking
Promoting positive attitudes towards schoolwork and teachers; Internet is a commonly acknowledged term and widely used by people throughout the world. Students now use Internet in the class to learn English. Online teaching inside the classroom seems to be interesting and makes the students to find out the suitable materials for them. Students are instructed to do the grammar exercises which are available online. Through Internet we can collect data from various sources for any instruction. to improve speaking, students can use Skype, MSM Messenger, Google talk (used to have conferences on line) and other applications where students can connect with friends, other students, teacher and even native speakers, these ways of learning have been observed to improve oral proficiency in students and make up for the lack of native speakers in the areas where students live and what is more, on line conferences also enhance intercultural awareness, motivation and raise the level of interaction.
The term was first developed by Robin Alexander throughout the early 2000s, however the concept of dialogic talk can be traced back to Socrates. Socrates suggested that education practice should be centered on notions of dialogue and that question should elicit new thinking and not probe for set answers. A teacher and student participated in a question that neither of them knew the answer to, suggesting that the process is more important than the outcome.
Over the internet, students can find a lot of learning materials, for instance, audio, video, radio and TV shows, games, voice recordings, quizzes, podcasts and so on , in this way, students get exposed to a great amount of target language and this help them develop their speaking skills. TELL Tell is the use of computer technology including hardware, software and the internet to enhance teaching and learning of languages. It allows the students to get access with all the technologies available for the enhancement of English learning. Students are allowed to use online dictionaries, chat, and to view the various happenings around the world. POD CASTING Podcasts can be uploaded or downloaded, this audio help the learner familiarize with the target language and teachers can use them as useful audio material that can be used in class for activities like discussions, besides, in the web, there are even particular podcasts that are for ESL learners and these can include pronunciation for particular needs of students. Podcast undoubtedly help learners in speaking. Pod casting is the integration of audio files where we can feed our own materials and ply it inside and outside of the classroom. Students use i-pods to hear their favorite music files.
In the same way they have their education in the form of entertainment. Podcasting allows students to use their tech-based entertainment systems for educational purposes. With it we are able to move away from the traditional face-to-face training without losing the student-to-trainer relationship that is so effective in any learning process. Podcasts enables students and teachers to share information with anyone at anytime. An absent student can download the podcast of recorded lesson and is able to access the missed lectures. They could also access lectures of experts which may not otherwise be available because of geographical distance and other reasons.
Educators have recently embraced the utility of social media for organizing group projects. Moreover, online conversations and homework-related hash tags can help students build their own peer community. It can also encourage new ways of learning.
At level B1 students are able to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clearly articulated in standard dialect. They can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repair, especially in longer stretches of free production. The second feature is the ability to cope flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics. Global Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce a simple connected text on topics which are familiar or of personal interest.
They can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Listening They are able to understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. They can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. eading Students are able to understand factual texts on subjects related to their interests that consist mainly of high frequency everyday or job-related language. They can recognise significant points in straightforward newspaper articles on familiar subjects and can understand the description of events feelings and wishes. Spoken interaction Students at this level can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling.
They can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Spoken Production They can keep going comprehensibly in order to describe experiences and events, dreams, hopes and ambitions and can briefly give reasons and explanations for opinions and plans. They are able to narrate a story or relate the plot of a book or film and describe reactions. Writing Students at this level can write simple texts on topics which are familiar or of personal interest by linking a series of shorter discrete elements into a linear sequence. They can write personal letters describing events, experiences and impressions. Listening Proficiency Scales At B1 level students can guess the meaning of occasional unknown words from the context and understand sentence meaning if the topic discussed is familiar.
They can generally follow the main points of extended discussion around them, provided speech is clear and in standard language. They can follow clear speech in everyday conversation, though in real life situations they will sometimes have to ask for repetition of particular words and phrases. They can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided that speech is clear and a familiar accent is used. They can understand the main points of clear standard speech on familiar matters which occur regularly and can follow a lecture or a talk within their own field, provided that the subject matter is familiar and the presentation straightforward and clearly organized. They can understand simple technical information, such as operation instructions for everyday equipment. They can understand the information content of the majority of recorded or broadcast audio material about familiar subjects spoken relatively slowly and clearly. They can follow many films in which visuals and action carry much of the storyline, and in which the story is straightforward and the language clear. They can catch the main points in broadcasts on familiar topics and topics of personal interest when the language is relatively slow and clear. Reading Proficiency Scales Students at level B1 can understand straightforward texts on subjects related to their fields of interest.
They can find and understand general information they need in everyday material, such as letters, brochures and short official documents. They can search one long or several short texts to locate specific information they need to help them complete a task. They can recognize significant points in straightforward newspaper articles on familiar subjects and can identify the main conclusions in clearly-written argumentative texts. They can recognise the general line of argument in a text but not necessarily in detail. They can understand the description of events, feelings and wishes in personal letters well enough to correspond with a friend or acquaintance.
They can understand clearly-written straightforward instructions for a piece of equipment. Speaking Proficiency Scales Students at this level are able to keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. They can make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident. They have enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times.


Conclusion
From all above-stated it is possible to draw the following conclusion.
The purpose of this work was to discover the most effective ways of teaching a foreign language to children.
For achievement of the purpose the works of home and foreign authors on the given problem have been studied.
In formation of interest to a subject the huge role is played by the person of the teacher. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered⁹.
The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etc.
In course work have been analysed all these methods and the receptions raising quality of training to foreign language on the basis of studying of various techniques of teaching, used in work with children. Many of receptions can be applied with success at teaching children of younger and more advanced age. The resulted techniques are interesting from many points of view, simple in application and can add essentially existing operating time of teachers foreign (including English) language.
While some of the methods are let be omitted by the teacher (like silent way, synthetic or analytic (every teacher choose his own way to work with students) all of these must be included in the learning process. They act like general concepts giving you a full length of techniques to apply within one method. They dont give strict directions of how to apply them but a wide space for creative work.
We considered modern teaching methods. Is there a general framework, which underlies all these methods? Yes, of course, the basis of these techniques is the number of general methodological principles. But first I must say that all these four methods have the common goal of education - to teach students to communicate in English, as well as participate in the development of individual students.
Basic principle of all these techniques is the principle of active communication, is a basis which is taken the situation of different nature (from the social and living up problem). The situations are realized through working in groups (teamwork), but these principles are both a student-oriented, and most effectively implemented in a positive psychological atmosphere where all feel comfortable and are in an atmosphere of mutual understanding and active interaction, sharing not only information but also emotions. Another significant point described methods is to create additional motivation for high interest of students in the learning process. Also worth mentioning is that in modern methods plays an important role independent cognitive activity of students. Not welcome submission of the finished material to students, they should show more independence, because it promotes memorization. The basic idea of these methods is the same: the best way of learning is communication.
Yet, regardless of such a large number of similarities, each technique has its own specific features. Thanks to them these techniques differ from each other and become separate, independent phenomenon in the methodology. Specific features of each technique gives their own identity, they also cause all the positive and negative qualities that are inherent in each of them.
After the analysis of positive and negative traits, we can conclude that the most effective, successful and harmonious is the communicative method of learning foreign culture.