Shift from traditional into interactive approach: teaching monologue with the use of information and communication technologies

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Shift from traditional into interactive approach: teaching monologue with the use of information and communication technologies

G.A. Rizakhojayeva, M.M. Akeshova

Abstract

digital technology educational information

Problem and goal. In modern society, the fundamental priorities are both the continuous renewal and recreation of the language personality of students, and the necessary competencies and abilities for the practical application of what has been learned to solve urgent problems. The concept of the formation of a “secondary language personality” that currently exists in the methodology of foreign language education and training implies the unconditional presence of competencies, the key and most significant of which is communicative. The level of formation of communicative competence is determined by the presence of awareness in the perception of the socio-cultural portrait of the country of a foreign language; social, cultural and ethnic tolerance; speech etiquette and courtesy in communication; possibility of finding ways to resolve conflicts in communication. The above tasks take place to be implemented only if the educational process is created and maintained in the context of a dialogue of cultures. But it is impossible without the introduction of information and digital technologies into the educational process. The purpose of this study is to test the effectiveness and relevance of the application of various methods, techniques and exercises using information technology to develop students' speech skills (in particular, monologue speech). Methodology. The pedagogical experiment consisted of four stages: the organization of the study, the implementation of the experiment, the identification of quantitative and qualitative characteristics of the results of experimental learning, the interpretation of the causes and factors influencing the results. Results. The performance of the experimental group is relatively higher than that of the control group. The explanation for these results can be the different degree of performance of groups, the level of motivation of students, as well as the technologies used in the learning process. The data of the study of the quality of monologue speech at the control stage (test-cut of the experimental group) compared with the indicators of the ascertaining stage increased by an average of 10% in all parameters. Conclusion. Results of the experimental and control groups prove that the quality of the classes, the introduction of innovative and information technologies, as well as the motivation of students play an important role in the process of teaching a foreign language.

Keywords: foreign language, new technologies, education, speech, monologue

Аннотация

Переход от традиционного подхода к интерактивному: обучение монологической речи с использованием информационно-коммуникационных технологий

Г.А. Ризаходжаева М.М. Акешова

Проблема и цель. В современном обществе приоритетны непрерывное обновление и рекреация языковой личности обучающихся и наличие необходимых компетенций и способностей практического применения изученного для решения актуальных задач. Общеизвестно, что существующее в настоящее время в методологии иноязычного образования и обучения понятие формирования «вторичной языковой личности» подразумевает наличие компетенций, ключевой и наиболее значимой из которых является коммуникативная. Уровень сформированное™ коммуникативной компетенции определяется наличием осознанности в восприятии социокультурного портрета страны иностранного языка; социальной, культурной и этнической толерантности; речевого этикета и вежливости в общении; возможности поиска путей разрешения конфликтов в коммуникации. Вышеперечисленные задачи реализуются только при условии создания и ведения учебного процесса в контексте диалога культур. В этой связи следует учитывать, что осуществление диалога культур невозможно без внедрения в образовательный процесс информационных и цифровых технологий. Цель исследования - апробация эффективности и актуальности применения различных методов, приемов и упражнений с использованием информационных технологий для развития речевых навыков (в частности, монологической речи) обучающихся. Методология. Педагогический эксперимент состоял из четырех этапов: организация исследования, реализация эксперимента, выявление количественных и качественных характеристик результатов экспериментального обучения, интерпретация причин и факторов, влияющих на полученные результатов. Результаты. Показатели экспериментальной группы оказались сравнительно выше показателей контрольной группы. Объяснением могут служить различная степень успеваемости групп, уровень мотивации обучающихся и применяемые в процессе обучения технологии. Установлено, что данные исследования качества монологической речи на контрольном этапе (теста-среза экспериментальной группы) по сравнению с показателями констатирующего этапа увеличились в среднем на 10 % по всем параметрам. Заключение. Результаты экспериментальной и контрольной групп доказывают, что качество проведения занятий, внедрение инновационных и информационных технологий, а также мотивация обучающихся играют немаловажную роль в процессе обучения иностранному языку.

Ключевые слова: иностранный язык, новые технологии, монолог, образование, речь

Problem and goal

Recognition of the essential destination of learning a foreign language at school, i.e. the accumulation of secondary countenance of a personality in schoolchildren indicates the compilation of not only the aptitude for intercultural communication, but also features that accord to the personality of the student [1].

The traditional approach to learning a foreign language does not completely applicable modern imperatives; accordingly, there is a necessity to assign new teaching methods, it permits students to acquire the ability to autonomously achieve knowledge and clarify communicative efforts [2].

At the current stage, the educational system should be purposed at actualizing a learning system in which the learner would not only know great deal, but that he would achieve to think with the relief of this cognition and cultivate the need for students to enlarge their accomplishment [3].

The recent aim of learning a foreign language is as integrative, concentrated on attaining a practical result in gaining mastery a foreign language, in conjunction with the education, training and maturation of the student's personality, his communication skills: consideration, cognition, imagination and motivation for supplementary language learning [4].

Student learning is punctiliously connected to motivation: learners will attain what they demanding to learn and will have big struggle in learning information in which they are impartial [5]. The actuality that, in both courses, motivating direction increased students' affection may, therefore, have subscribed to the positive consequence of activating enlightenment on student learning [6].

The monologue is consistently stained by speaker's communicative goals and demands [7]. Communicability is the main factor that arranges competence of communication on the logic-semantic degree. The monologue is pertaining to directedness to the addressee and by emotional shading which are apparently imported in linguistic features, along with in structure and arrangement. Developing speech, which is in tool of knowledge and thinking, performs important role in upbringing a well-rounded personality, and it is particularly true about advancing foreign language communication in the shape of monologue beneficial to master the language, which is closely tied with producing cognitive interest [8].

Distension of intercultural communication, assistance and commutation of scientific, professional and ethnic cognition shaped a qualitative modern technology as a communicative professionally-oriented access to teaching foreign languages, depend on teaching of students and signified communicative, ethnic, educational and devotional charges of the national character [9].

Teaching a foreign language mainly aims to learn to contact, realize and conduct the information gained. The point of a computer as part of multicultural approach to a foreign language is stand on two main technological achievements - the conception of and the global Internet multimedia technology. Multimedia technology gives opportunity to integrate various methods of transferring information in a distinct source, and the occupancy of a dynamic environment (Internet) adjusts multimedia a very effective appliance for storing and managing information. Additionally, it should be acknowledged, that visual learners attain effectively in visual representations or visual feature [10-12].

The phrase “Information and Communication Technology” (ICT) has been broadly used in education. Its huge influence attend enormous advances in various aspects of our life together with education. But recently, many aspects have appeared which encourages to affiliate ICTs into classrooms and learning perspectives [13]. Appliance of ICT positively influence the attribute of learning material, prospering speaking and listening in actual communicative level, expand writing and reading skills and advertises the development of different language skills of learners [14].

There are three fields of implying multimedia and the Internet that can turn foreign language learning to a new degree: information, communication and announcement.

The absolute benefit of using the Internet and multimedia is the perform to acquaint heuristic methods into the learning process with their assistance. The pertinence of heuristic learning is as a result of the fact in incudes “the rejection of readymade knowledge, its reproduction” [15]. The development in the number of information demands modern man ambition, ingenuity, cureless without the capability to work formatively and autonomously. Heuristic arrangement and teaching methods assure that learners make new educational compounds is constantly preceded by the associating with creative work: planning, evaluation, control, consideration.

Methodology

To clarify the effectiveness of the teaching methodology of monologue speech implying communication and information technologies, a disciplined study was carried.

Cleric constituents of this inquiry were consumed in instructional procedure in the course of division training affinity convention in the capacity academic composition “Derivational Schoolhouse No 2” during 7 weeks. At the beginning of 21^st of March till 25^th of May in 2021. There were organized two learning groups: the preliminary class and the ascendancy class. As the preliminary class the 9^thB is chosen and titled as experimental group EG, and 9^thC group as an ascendancy class for controlling the group CG. There were organized two English lessons a week. And it comprised 14 hours for whole graduate fellowship. There were contained 4 main levels of analytical investigation. Such as:

1) the configuration of the research work;

2) performance, accompanying an arranged investigation;

3) assertion, assimilation of determinable and approximate features of the determination;

4) comprehension, a clarification of the incentive to the accomplished consequence.

Results and discussion

There was carried out an inquiry containing 10 students from each group in the first level of experiment. The aim of the survey was to clarify some problems come up with students while producing a monologue speech. This inquiry involved the attendant articles:

- psychological obstruction, i.e. concern of accomplishing a mistake, conveying something outside theme;

- awkwardness coincident with the implementation of the learnt lexical matter.

The accomplished analysis from both classes are distinguished determinable and approximate corresponding. The results are shown in Tables 1 and 2.

Table 1

The amount of learners of preliminary class, facing with sorts of problems while making monologue utterance