Choosing an effective podcasting service for learning English language

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Tashkent University of Information Technologies named after Muhammadal-Khwarizmi, Tashkent, Uzbekistan

Choosing an effective podcasting service for learning English language

Saidvalieva D.

Abstract

The rapid development of network information technologies opens up new prospects in the field of education. It is safe to say that in the modern world there is a tendency to merge educational and information technologies in order to form on this basis fundamentally new integrated learning technologies, based, in particular, on Internet technologies. With the use of podcasts, learning becomes interactive, the importance of independent work of students increases, the intensity of the educational process is seriously increased, etc.

Keywords: educational podcasts, podcasting service, English language learning.

Выбор эффективного подкастового сервиса для изучения английского языка

Сайдвалиева Д.Р., Ташкентский университет информационных технологий им. Мухаммада ал-Хоразмий, г. Ташкент, Узбекистан

Аннотация

educational student independent work

Стремительное развитие сетевых информационных технологий открывает новые перспективы в сфере образования. Можно с уверенностью сказать, что в современном мире наблюдается тенденция к слиянию образовательных и информационных технологий с целью формирования на этой основе принципиально новых интегрированных технологий обучения, основанных, в частности, на интернет-технологиях. С использованием подкастов обучение становится интерактивным, возрастает значимость самостоятельной работы учащихся, серьезно повышается интенсивность учебного процесса и т.д.

Ключевые слова: образовательные подкасты, сервис подкастинга, изучение английского языка.

Nowadays, there is increased interest in the most recent generation of web-based technologies, such as podcasts. Podcasts are media files that may be delivered by the Internet and played on computers and portable devices such as iPods and other digital audio players. The development of audio and/or video material for an audience that wants to listen to what they want, when they want, where they want, and how they want is the essence of podcasting. With students being more mobile than ever, the ability to access information without being tied to a certain physical location is highly appealing.

In modern society, there are a huge number of podcasts for learning English. Having considered a sufficient number of podcasts, it is possible to identify the most effective BBC Learning English Podcast. The advantage of this podcast is that the duration of the podcasts is only 6 minutes. Thanks to the intelligible speech and the average pace, speech is easily perceived by ear. Despite the fact that the audio recordings use significantly complex vocabulary, a transcript is included with each podcast. At the initial stage of working with podcasts, when students have difficulty listening to the text, the text may be in front of their eyes.

Audio English Podcast. This podcast may be of interest to both beginners to learn the language (English for Beginners) and those who want to improve it (Practical English). Moreover, it is possible to choose the topic of interest (Travel English, Telephone English, Banking English, Accounting English) [3].

Luke's ENGLISH Podcast. Luke is a qualified English teacher based in London with 14 years of teaching experience. He often invites his friends and family to his podcast so that we can hear the spontaneous dialogue of native speakers. Luke often dilutes the situation with jokes, sometimes invents and includes games to cover the topic more interestingly. Basically, the audio recording lasts more than an hour, you can listen to it in your free time from study [1].

Effortless English Podcast. American A. Houg uses mini-stories with many tenses of the English language. This is an effective way of gaining fluency in expressing thoughts in a foreign language. He can be easily understood even with basic knowledge, as he speaks slowly and articulately. Hoag developed his own methodology on how to quickly learn English (it's better to learn not words, but phrases; it's pointless to take up grammar without having a vocabulary of 1000 words; listening is a necessary part).

I Will Teach You a Language Podcast. Podcast host Ollie Richards says the most important thing about learning a language is to enjoy the process. Olli speaks 8 languages and now offers practical advice and strategies for learning the language. The blogger himself began to learn foreign languages as an adult, now he is an example for all beginners - everyone can learn English [2].

Breaking News English Podcast. This site is designed for learning English and is a collection of podcasts that are updated every two days and tell about current events. In addition to tasks that contribute to the development of speech competence, the authors of the Breaking News English website offer tasks for the development of linguistic competence, namely grammar, vocabulary, spelling, and discursive competence.

Having studied the above podcast services with a view to further use in English classes, Breaking News English Podcast may be one of the most effective services. Since podcasts contain an educational nature, aimed at developing all the skills of speech activity, namely listening. Having considered and analyzed the main characteristics of the social podcast service and the possibility of implementing didactic principles, we proceed to consider possible ways to work with podcasts. Podcasts give new life to the learning process through the imagination and creativity of both the teacher and the students. The use of podcasts in the learning process contributes to the comprehensive development of students. Students, working with podcasts in the process of teaching English, can perform the following roles:

First, the role of the consumer. Students listen to the provided podcasts and complete tasks for them prepared by the teacher.

Secondly, the role of the creator - here the students are given the opportunity to create and, if desired, publish their own podcasts on the Internet for other users. At the same time, students can create podcasts solely for their own use without further publication for the purpose of practicing pronunciation, intonation, etc.). In this case, students can record and re-record the material being mastered until it is fully worked out and the desired results are achieved [5].

Professor P. V Sysoev developed a methodology for working with podcasts based on a three- stage model of learning to listen, which includes three stages: 1. before listening; 2. while listening; 3. after listening [4].

In accordance with each stage, the author also developed examples of exercises.

At the first stage “Before listening”, students are immersed in the context of the next podcast. At this stage, we give the following examples of tasks:

-- read the title of the podcast and express your guesses about the content:

-- look at the illustration (photo) and the title and try to guess what the interview will be about; --discuss the questions in groups. When drafting questions, it is important that they reflect the main ideas and content of the podcast;

-- lexica-grammatical exercises (combine the words with their definitions, open the brackets by choosing the correct form of the verb).

At the second stage "While listening", the direct listening to the podcast is carried out. At this stage of work with podcasts, the following tasks can be used:

-- in order to selectively understand information:

-- answer a general question regarding the main idea of the podcast;

-- put the images in order, according to the order of presentation of the material in the audio text;

-- for the purpose of relatively complete perception:

-- indicate which statement is true/false;

-- complete sentences using information from the podcast;

-- read a sentence fragment and correct factual errors and information that was not contained in the audio text;

-- using the picture, determine which subjects were missing information in the podcast;

-- fill in the table, indicating the required information (names, age, profession, place of residence, hobbies of heroes), etc.

At the third stage "After listening" the analysis of the material being listened to is carried out in: orally or in writing; dialogic or monologic form.

Students may be asked to: express your opinion; develop one of the ideas covered in the podcast. In general, we can conclude that the technology of working with a podcast has many similarities and coincidences with the technology of working on audio text and has a fairly clear sequence in the actions of both teachers and students: preliminary briefing and preliminary task; the process of perception and comprehension of podcast information; tasks that control the understanding of the heard text. Also, when working with a podcast, the teacher is left with the choice of additional illustrative material, in addition to choosing a suitable audio file. The following methodology for working with podcasts was developed in order to develop listening skills, formed on the creation of podcasts by students [2]:

familiarization of students with the rules for posting podcasts;

creation by the teacher of a page of podcasts on a specific topic for students;

creation by students of the text of the podcast;

discussing and amending the text of the podcast;

podcast recording;

watching student podcasts;

discussing podcasts in class;

grade;

self-esteem.

In conclusion, there are a huge number of podcasts for learning English, which are voiced by a native speaker of this language or a teacher with many years of experience. On the Internet, you can find a large number of podcasts, both professional and general. There are such podcasts as, for example, for preparing for international exams, podcasts designed for students with a low level of language proficiency, podcasts with already developed tasks. It is noted that the systematic listening of a text adapted to the student's ability to perceive foreign speech has a systemic effect on all his other skills, including general literacy and the ability not only to perceive, but also to speak in the language being studied.

References

1. Zimnyaya, I.A. (1991). Psikhologiya obucheniya inostrannym yazykam v shkole. Moscow. (in Russian).

2. Kogan, M.S. (2010). Ispol'zovanie podkastov dlya razvitiya kommunikativnykh navykov na zanyatiyakh po biznes-angliiskomu. In Materialy XXXIKh mezhdunarodnoi filologicheskoi konferentsii. Sektsiya delovogo inostrannogoyazyka, (4), 35-38. (in Russian).

3. Kolesnikova, I.L., & Dolgina, O.A. (2001). Anglo-russkii terminologicheskii spravochnik po metodike prepodavaniya inostrannykh yazykov. St. Petersburg. (in Russian).

4. Sysoev, P.V. (2012). Sovremennye informatsionnye i kommunikatsionnye tekhnologii: didakticheskie svoistva i funktsii. Yazyki kul'tura, (1 (17)), 120-133. (in Russian).

5. Lyakhovitskii, M.V., & Koshman, I.M. (1981). Tekhnicheskie sredstva v obuchenii inostrannym yazykam. Moscow. (in Russian).

Список литературы

1. Зимняя И.А. Психология обучения иностранным языкам в школе. М.: Просвещение, 1991. 219 с.

2. Коган М.С. Использование подкастов для развития коммуникативных навыков на занятиях по бизнес-английскому // Материалы XXXK международной филологической конференции. Секция делового иностранного языка. 2010. № 4. С. 35-38.

3. Колесникова И.Л., Долгина О.А. Англо-русский терминологический справочник по методике преподавания иностранных языков. СПб.: БЛИЦ: Cambridge university press, 2001. 223 с.

4. Сысоев П.В. Современные информационные и коммуникационные технологии: дидактические свойства и функции // Язык и культура. 2012. № 1 (17). С. 120-133.

5. Ляховицкий М.В., Кошман И.М. Технические средства в обучении иностранным языкам. М.: Просвещение, 1981. 143 с.

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