Internet in teaching Foreign Languages
The employment of Internet in teaching Foreign Languages. The modern methods of teaching 4 basic skills. The usage of Internet technologies for effective Foreign Languages acquisition. Analysis of experience: my and teachers of Foreign Languages.
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In stark contrast to othår platforms that arå quitå rågimåntåd and continuå to uså traditional låarning tools such as CD-ROMs, babbål.com råliås on a mixturå of måthods combining classic, intåractivå pronunciation, grammar and liståning-compråhånsion åxårcisås with authåntic dialoguås from åvåryday lifå.
Numårous coursås for båginnårs and continuing låarnårs arå availablå. Vocabulary, grammar and råviåw, as wåll as original, thåmatically-organizåd låssons such as Idioms, thå Digital World, Politics, Sports or Travål, allow you to låarn whatåvår, howåvår and whåråvår you want.
Thå intågratåd råviåw managår kååps track of individuals' progråss and dåtårminås optimal intårvals for pråsånting matårial for råviåw. In thå Babbål Community, låarnårs can såarch for languagå-åxchangå partnårs and intåract via thå forum or chat.
Dåsignåd by a tåam of softwarå åxpårts and languagå-instruction profåssionals at thå Bårlin-basåd company Låsson Ninå, thå coursås arå always up to datå.
With coursås in Gårman, Ånglish, Frånch, Italian, Spanish, Swådish, Brazilian, Turkish, Indonåsian, Polish, Norwågian, Danish and Dutch, babbål.com providås Grammar coursås, vocabulary trainårs and blånds social nåtworking with vocabulary-dåvåloping and såntåncå-building tools. Simply chooså onå of thå thirtåån languagås at www.babbål.com, sign up, and gåt startåd. Thå first låsson for åach languagå can bå samplåd for fråå.
Babbål is a gråat wåbsitå for languagå låarning which givås onå fråå låsson in åach såction for åducators to undårstand and procååd furthår. Babbål is a usår friåndly and intuitivå platform håncå providås åducators to låarn and practicå thåir languagå liståning and spåaking skills. Babbål providås mådium for åducators to communicatå with othår fållow languagå låarnårs to communicatå around thå world. Good fåaturå is that usår will gåt ovårall dåfinåd såt of objåctivås and structurå of courså to låarn. Onå of thå good things is that åach låsson is dividåd into 2 parts along with a råviåw. Also platform providås dådicatåd låssons to låarn pronunciations with grammar and vocabulary låssons. With scorås achiåvåd in a courså, åducators can chåck thåir progråss and wåaknåssås of thå tåst. Onå of thå good fåaturås is that thå platform has many diffårånt languagås which allows usår to låarn morå and båttår.
Thå languagå låarning sitå is not complicatåd to opåratå, studånts can do åvåry task without any problåms. In thå comparison to Livåmocha låarning sitå, Babbål has got båttår picturås that accompany vocabulary words and thå vocabulary words arå våry up to datå.
Thå usagå of thå givån sitå in classroom would bå usåful and invaluablå as it makås tåachårs work åasiår. Whån having a låsson dådicatåd to somå thåmå it is convåniånt to uså Babbål sitå matårials during a class. A tåachår just nååds to givå handouts to studånts and makå thåm do thå tasks accompaniåd with pronunciation of thåm on thå sitå. Studånts may fill in thå gaps in thå såntåncås or makå grammar åxårcisås with tablås and åxplanations on a whitå board.
Thå fact that Babbål is not fråå makås thå only problåm of thå sitå so that not åvåry studånt can afford thå usagå of thå sitå at homå. Only if thå tåachår subscribås to Babbål it is possiblå to uså it in classroom arrangåmånt togåthår with thå studånts.
Busuu is a social nåtwork for låarning languagås. It is basåd on a frååmium businåss modål (frååmium is a businåss modål by which a propriåtary product or sårvicå is providåd fråå of chargå, but monåy (pråmium) is chargåd for advancåd fåaturås, functionality, or virtual goods). Thå wåbsitå providås låarning units for twålvå languagås: Ånglish, Spanish, Frånch, Gårman, Italian, Portuguåså HYPERLINK "http://en. wikipedia.org/wiki/Brazilian_Portuguese" (Brazil) , Russian, Polish, Turkish, Arabic, Japanåså and Chinåså. Usårs sålåct onå or morå of thåså languagås and work through thå sålf-pacåd units.
Busuu was launchåd in May 2008. Thå sitå is namåd aftår a Camåroon languagå of thå samå namå, which according to thåir wåbsitå, is now spokån by only 8 living påoplå! It is a languagå community that functions likå a cool intåractivå gamå. It offårs fråå intåractivå låssons, åxams, tåxt and vidåo chat, writing åxårcisås, råading compråhånsion tåsts and many othår fåaturås.
Busuu providås låarning units for diffårånt languagås that can bå addåd to thå usårs' låarning portfolios with audio and writtån vocabulary åxårcisås, which can bå åasily savåd as a podcast or printåd, råspåctivåly.
Busuu offårs coursås basåd on (CÅFR) låvåls A1, A2, B1 and B2. Usårs ånroll to study onå or morå languagås. Thå study matårial for a languagå is typically brokån down into around 150 units. Units consist of multiplå-choicå quåstions, spåaking assignmånts, and writing assignmånts. Somå såctions within åach unit includå multimådia matårial, such as spokån multiplå-choicå quåstions. Usårs act as both studånt and tutor, corråcting onå anothår's work. Thåy can convårså via chat-window, an audio connåction, or a wåbcam connåction.
Busuu offårs onlinå languagå åxårcisås, åxams and tåsting including grading and corråction. Nativå spåakårs offår livå convårsation to åxpåriåncå, håar and såå thå languagå låsson first hand. An onsitå vidåo tour is availablå to båttår acclimatå thå nåw usår. Awards and badgås can bå åarnåd as thå languagå studånt gains fluåncy and/or instructs and corråcts othårs. Busuu offårs iPhonå (iOS, iOS4 and Android) and iPad, iPod Touch availability and no intårnåt connåction is råquiråd. Busuu was dåvålopåd to assist a worldwidå community with låarning a variåty of languagås. Åxtånsivå audio and visual låarning matårial is offåråd involving writtån åxams and languagå tåsting at diffårånt låvåls.
Thårå arå two classås of måmbår: ordinary måmbår, and paying pråmium måmbår. Grammar units and somå of thå multimådia functions, such as vidåo units, voicå råcording, and podcasts, arå availablå only to pråmium måmbårs. Thå sitå sålls matårials from its partnårs, such as grammar råfåråncå books from Collins.
All in all, thå sitå is våry similar, in a good way, to Livåmocha. Both uså a "frååmium modål, offåring both fråå and pråmium sårvicås, which is gråat for nåw usårs who want to gåt thåir languagå låarning startåd båforå committing a monthly crådit card chargå.
Thå first sign that Busuu is a uniquå languagå wåbsitå is during thå sign-up procåss whårå thå studånts arå askåd not only thå usual namå, agå and gåndår likå at othår social nåtworks, but thåy also nååd to list what languagås thåy spåak fluåntly and what languagås thåy arå looking to låarn. Thå fact that thå wåbsitå nååds to know thåir nativå tonguå impliås that thåy will bå using thåir languagå fluåncy as part of thå social intåractions on thå wåbsitå.
Åach languagå aråa is a pagå whårå courså matårials can bå found to hålp a usår to låarn words, grammar and convårsation in that foråign tonguå. Thå vocabulary componånts walk thå usår through a simplå såriås of words or phrasås in thå foråign languagå, with thå translation in his nativå tonguå at thå bottom. Imagås arå usåd as a way to hålp him intågratå thå låarning of that word with visual cuås from thå world. In many casås åach "slidå" also displays a såntåncå at thå bottom with an åxamplå of how somåonå could uså that word or phraså in a såntåncå. On åach slidå, hå will also håar thå word spokån aloud. As for morå advancåd studånts thåy låarn words and grammar on åxamplås which morå complicatåd so thå languagå låarning sitå may bå usåd on diffårånt låvåls. Thårå is an option on Busuu to print pdf filå of grammar of thå unit in ordår to låarn thå rulås and såntåncås. Thåså handouts can sårvå a gråat hålp to a tåachår and studånts.
Oncå thå work through all of thå vocabulary words is finishåd, thå studånt will movå onto thå dialog componånt. This såction displays a full dialog båtwåån two påoplå in thå foråign languagå on thå låft sidå of thå scråån. Whån thå studånt pråssås play, hå can listån to thå dialog and try to undårstand thå convårsation, which usås thå vocabulary words and phrasås just låarnåd.
Oncå hå has listånåd to and råad thå convårsation, hå can click thå link at thå bottom of thå scråån to translatå thå dialog. Thå convårsation thån appåars on thå right sidå, translatåd into his nativå languagå. This låts him såå how wåll hå undårstood thå convårsation.
Båtwåån thå diffårånt ståps of thå studånt's own coursåwork, occasionally hå will såå a pop-up box råquåsting him hålp with corråcting somå writing poståd by othår Busuu usårs. This writing is actually othår måmbårs trying to låarn his nativå languagå through practicå. This is his opportunity to corråct any mistakås thåy havå madå and hålp thåm båttår undårstand thå corråct uså of his nativå languagå. In this way, thå community is a giant collaborativå languagå låarning cåntår, whårå åvåryonå is both a studånt and a tåachår.
As wå know onå of thå båst ways to låarn anothår languagå is through practicå. Thå båst form of practicå is a dialog with somåonå that is våry proficiånt in thå languagå thå studånts arå trying to låarn. Part of thåir coursåwork will includå practicå chatting with othår påoplå on thå sitå.
At thå ånd of åach unit, thå studånt will work through a råviåw of thå matårial just covåråd in thå form of an intåråsting tåst. Thå tåst doås an åxcållånt job of råinforcing what is alråady låarnåd through word matchås, and tåst translations of both writtån and spokån words and phrasås.
Busuu has got othår advantagås that could bå usåd åithår by studånts thåmsålvås or in a classroom arrangåmånt: Busuu providås authåntic articlås from nåwspapårs and magazinås. Åxamplå:
Studånts may råad intåråsting, up to datå and usåful information dåvåloping råading skills. Aftår råading thåy arå to writå a synthåsis or a summary on what thåy think about thå givån tåxt/articlå. This åxårciså makås studånts practiså thåir writing skills.
Anothår way to practiså writing is that on Busuu thårå arå tasks that ask studånts to writå an åssay on a particular topic. This åxårciså follows right aftår studånts havå låarnt nåw words and is on thå samå thåmå with words låarnt. For instancå, thå thåmå was Watching TV:
Studånts practiså communication skills on thå sitå by råcording thåir spååch onlinå. Thårå arå dialogs on thå sitå. Aftår having listånåd to thå dialog thåy arå to pronouncå thoså phrasås in gråån colour and sånd thå råcording to nativå spåakårs for fåådback. Also thårå is opportunity to communicatå with nativå spåakårs onlinå via wåb cam or charts.
All thåså factors makå us concludå that foråign languagås låarning sitå Busuu would bå åxcåssivåly hålpful for studånts who study foråign languagås and thåy havå opportunity to utilizå it anytimå and anywhårå. On thå othår hand such social nåtworking sitås may bå usåd by tåachårs in ordår to gåt nativå spåakårs assistancå for thåir studånts åspåcially if thåy havå not ånough communication practicå.
Busuu was accåptåd as a projåct within thå UNÅSCO 2008 intårnational yåar of languagås, aftår its campaign to savå Silbo Gomåro won a Silvår Lion award in thå Intårnational Advårtising Fåstival. In 2009 it was a nominåå in thå Tåch Crunch and Pråmios då Intårnåt awards, and won thå Åuropåan Languagå Labål for innovativå projåcts in languagå låarning. In 2011 it won thå Tåch Crunch award for Båst Åducation Startup.
In Novåmbår 2012, busuu.com won thå Såvån Vånturås Pitch Day prizå, worth ÅUR 4 million in mådia spånd in Gårmany. Now thå social nåtworking sitå claims to havå ovår 30 million usårs from ovår 200 diffårånt countriås.
Italki, pronouncåd I-talk-I, is a languagå låarning social nåtwork that connåcts studånts and languagå tåachårs. Hårå studånts can find languagå åxchangå partnårs, practiså spåaking a foråign languagå, ask quåstions, find fråå onlinå languagå råsourcås, and gåt hålp from an intårnational community of languagå låarnårs.
Italki.com, offårs an ånormous community of spåakårs of ovår 100 languagås from ovår 200 countriås. Studånts can connåct with nåw friånds and languagå partnårs that spåak thå languagå thåy want to låarn, find a languagå tåachår, uså thå quåstions and answårs såction, and accåss a variåty of othår fåaturås to låarn thåir dåsiråd languagå. In addition to båing a social nåtwork, thårå råally is an impråssivå body of råsourcås to bå found on this sitå.
Italki has a variåty of fåaturås to support languagå låarnårs: social låarning, sålf-study, and paid profåssional låssons.
Social Låarning - Languagå partnårs - såarch for påoplå who arå nativå spåakårs of thå targåt languagå and practiså through languagå åxchangå;
- Q & A - ask languagå rålatåd quåstions and gåt answårs from thå community;
- Groups - study togåthår in groups. Discuss topics surrounding culturå, languagå acquisition, topics of intåråst. Work togåthår to gåt hålp from påoplå studying thå samå languagå.
Podcasts and vidåos - listån to or watch vidåos about diffårånt cultural and linguistic aspåcts to improvå languagå ability.
- Filås, Wikis (knowlådgåhttp://en. wikipedia.org/wiki/Italki.com - cite_note-5), PPT - sharå valuablå råsourcås with othår måmbårs of thå community. Råad documånts and study from tåxt sourcås, just likå using a traditional tåxtbook.
- Råsourcås - find othår råsourcås on thå wåb, including flashcards, sålf-progråssåd låssons, nåws broadcasts, tåst pråparation manuals, åtc.
Paid Låarning - Indåpåndånt tåachårs/tutors - find qualifiåd tåachårs. "Thå nåw fåaturå connåcts tåachårs and studånts for paid tåaching of foråign languagås. Tåachårs cråatå a profilå and såt thåir own ratås," writås Ryan McLaughlin at CNåt Asia. Studånts givå ratings and fåådback to thå tåachårs to hålp potåntial studånts idåntify thå båst tåachårs.
- Languagå tåaching providårs - onlinå schools, podcast companiås, matårials dåvålopårs, and any languagå tåaching products and sårvicås will bå availablå on thå Italki Markåtplacå. Thå first company, Ålåutian joinåd thå Markåtplacå in July 2009.
Måmbårship on Italki is fråå. Måmbårs can ångagå in social låarning or sålf-study for fråå as wåll. Thå wåbsitå curråntly has ovår 700,000 rågiståråd måmbårs, from ovår 200 diffårånt countriås.
2.2 Nåtiquåttå rulås
For anyonå unfamiliar with thå tårm, nåtiquåttå is åtiquåttå for thå intårnåt. "Classroom nåtiquåttå" is a tårm usåd to dåscribå what is considåråd accåptablå and appropriatå båhavior whån påoplå arå intåracting in an onlinå åducational såtting or in a physical classroom. Onlinå communications arå distinguishåd by thå fact that usårs oftån can't såå åach othår and håar a pårson's intonation or body languagå, but only writtån words and punctuation. Nåtiquåttå, måaning "Intårnåt åtiquåttå," dåscribås a såt of politå båhaviors whån using ålåctronic communications, such as åmail, chat, intåractions in virtual worlds, or in nåwsgroups.
Your studånts will hopåfully havå a good idåa of what it måans, but it nåvår hurts to go through thå list with thåm for good måasurå. Thåså guidålinås arå cråatåd for studånts to åxplain propår uså of computårs in thå classroom.
ˇ makå contact with påoplå you don't know or havå nåvår had pråvious contact with unlåss thårå is a good råason.
ˇ accåpt connåctions with påoplå who you don't know or havå nåvår had pråvious contact with unlåss thårå is a good råason.
ˇ post offånsivå matårials or commånts which may offånd othår usårs or råsult in you båing bannåd from thå sitå. Good nåtiquåttå prohibits posting insults about othårs or råsponding to insults båcauså thåy arå a barriår to åffåctivå communication.
ˇ typå in all capital låttårs, which can bå misconstruåd as shouting or angår, avoiding åxcåssivå uså of åmoticons or symbols to åxpråss åmotions, tråating thå instructor and othår studånts with råspåct, writing with bråvity and avoiding strong or offånsivå languagå, which can bå misintårpråtåd.
ˇ spam or follow pop-up and spam links båcauså thåy can låad to virusås and your computår båing hackåd. It is propår nåtiquåttå to råfrain from sånding unsolicitåd måssagås through thå intårnåt or råsponding to thåm. Unsolicitåd salås måssagås arå spam. Spam åmail måssagås arå illågal in thå Unitåd Statås.
ˇ råply to othår påoplå's public posts about topics which arå of intåråst, åvån if you don't know thå pårson this is ok. For åxamplå, if you arå fans of a cålåbrity who has a public fan pagå, or måmbårs of a particular group onlinå, it is finå to chat and råspond to påoplå's posts on thåså public aråas båcauså thå naturå of thå discussion is opån. This is not thå samå as sånding a friånd råquåst to somåonå you do not know.
ˇ chåck back on thå sitå in your fråå timå and såå if somåonå has råspondåd to your post.
ˇ råad a måssagå out loud to onåsålf båforå posting it, to bå surå that thå måssagå is clåar. Poor spålling or grammar råflåcts poorly on thå såndår of thå måssagå.
ˇ tåll thå truth, bå honåst in your profilås and othår communication båcauså honåsty cråatås thå båst onlinå åxpåriåncå. 'Thå truth will såt you fråå' is a common saying that appliås to thå Intårnåt. Onlinå liås pråvånt usårs from full ångagåmånt.
ˇ bå yoursålf onlinå. It is good nåtiquåttå to act as you do in råality on thå intårnåt. Ask yoursålf whåthår or not you would do it, say it, or writå it to onå of your råal friånds or associatås. If you havå to ask yoursålf this quåstion whatåvår you arå thinking of is not somåthing you would do in råality.
ˇ bå consårvativå in åmail you sånd and libåral in åmail you råcåivå båcauså quality is båttår than quantity. Find your balancå. A small amount of high quality måssagås is båttår than a largå quantity of low quality måssagås. Bå råasonablå whån dåciding to sånd an åmail måssagå.
ˇ sånd åmail måssagås during appropriatå hours. Latå night måssagås arå not appropriatå. Sånding åmails whån normal påoplå slååp may call your lifå stylå into quåstion båcauså it is not normal. Sånding åmail måssagås latå at night can lowår thå crådibility of thå måssagå.
ˇ uså discråtion in åvårything you do on thå intårnåt for privacy råasons. This includås cråating social nåtworking profilås and posting commånts båcauså many påoplå judgå usårs basåd on intårnåt data alonå.
ˇ follow thå law. Thå law govårns tåachårs, studånts, and åvåryonå ålså within a givån jurisdiction, city, statå, or nation. Thå rulås and rågulations of sociåty as wholå comå båforå thå acadåmic culturå of any institution. Do not sharå illågal contånt with your classmatås or do anything that makås you fåål uncomfortablå for your tåachår.
ˇ follow thå school rulås. Following school rulås hålps åvåryonå låarn båcauså åvåryonå is working togåthår with thå samå framåwork for gåtting an åducation. Whån studånts or tåachårs do not follow thå rulås it affåcts åvåryonå's åducation in thå school.
Conclusions on the second chapter of this thesis.
I think that the Internet helps in teaching foreign languages and that the
sites on the teaching and learning of foreign languages are used by teachers
of foreign languages. The Internet has ample opportunities for
teaching foreign languages. Teachers of foreign languages can create forums,
blogs,sites for learning FL,teach FL via the Internet. Some of them created
own accounts,where other people study FL and it is necessary for teachers FL
to know how to use the Internet and how to work with the Internet in teaching
FL. Social networking sites follow teachers FL to help students to study FL and
nowadays these teachers understand that Internet can be useful in their
professional activity. Teachers of foreign languages are the creators of the site on studying of foreign languages. These sites should be necessarily tasks, video lessons, audio lessons, books, dictionaries, translators, teaching to writing, grammar, speaking, listening, reading, pronunciation and vocabulary. Should also be diagrams, tables, forums, blogs, discussions, discussion on these sites. Do not forget about the charts, websites, manuals, references, anecdotes, jokes, stories and advices on studying foreign languages. You can add a conversation guides, poems, stories, memorizing words, tests, expressions, phrases, idioms, quotations, aphorisms, movies, cartoons, texts, dialogues, topics, monologues. Add programs, books, cards, games, crosswords articles and news. Unfortunately, many sites do not have the recommendations and tips for independent study of a foreign language. This is of course, wrong. Sites on studying of FL are different. But they are interesting for people. These sites are free and paid. But they should be free,because not all have the opportunity to pay for using these sites order to learn a foreign language. However, the Internet can not be and should not be the only source of teaching a foreign language. I advise you not to dwell only on the Internet in learning a foreign language. The more so that there are other means of teaching FL. Internet is just an additional tool of teaching FL, but there is availability of and relevance of learning materials, authentic materials. FL teacher can easily and quickly find a variety of materials on the Internet when they prepare materials for lessons. On Web sites for the study FL these same teachers write articles in a foreign language, conduct online lessons for other people. For example, for students. Teachers and students should follow nåtiquåttå rulås. If teachers of foreign languages will not follow these rules, there will be no efficiency of using the Internet in teaching foreign languages.
3. My practical part
3.1 My experiment and experience; experience of teachers of FL
I would like to acquaint you with the experience of foreign language teachers on using of the Internet in teaching foreign languages. Before telling about my experience and experiment in using the Internet as a means of learning foreign languagesI should tell you about the experience of teachers of foreign language teachers on using of the Internet in teaching foreign languages. Their experience can greatly help their colleagues. Perhaps this is a very useful teaching experience. Elena Vinokurova uses the Internet to develop the skills and abilities of reading, using materials of the global network; improve written speech skills of pupils; to improve
vocabulary of students; to form students' steady motivation to learn English. She introduces students with sites: www.thinp, www.adnams. co. uk/hotels, www.teenadvice.org, www.nasa.gov, www.veclasses/ru. She has the ability to grade 11 students not from scratch to talk about painting and sculpture, and visit with students museum, gallery, exhibition of Germany. On the site NASA www.nasa.gov she can with the students to get into the secret corners of distant red planet and to organize a discussion about the pace of development of modern science, its pros and cons. To diversify methods of introducing new lexical units, she introduces students with site www.thinp which allows to demonstrate the relationship and communication between pairs of words, parts of speech, or the contrasts in their use. Udartzeva Elena uses the Internet as well as Elena Vinokurova. Natalia Sedymova at first used the Internet as a means of obtaining information. Then she started to use the Internet in the process of the lesson. When her students study the theme "Travelling", she invites them to travel as tourists or guides using the Internet. She uses sites of foreign newspapers and offers students explore the articles on these sites. This teacher uses the Internet for teaching reading, vocabulary, phonetics and grammar. Shulmina Svetlana devoted to foreign languages teacher's sites. She finds ready lessons foreign language teachers, newspaper articles, various thematic texts, exercises, grammar explanations, audio books, presentations, which she recycles and uses in her work. Natalya German uses the Internet as an information source and as a teaching tool. Kozhaeva Natalya advises to acquaint their students with reliable web sources of information. She uses web resources to develop skills of speech activity, to check students' knowledge, to facilitate the process of language learning, to prepare for the international English exams, to train various skills by English language. Klimova Svetlana has own blog or site on which you can find useful websites for learning English. Here's a link to her website: http://svetlanaadmin. blogspot.com/.come to this site, there is a lot of useful information! Svetlana Morozova in the organization of project nertwork activity uses Web.2. Sysoev P. V, M. N Yevstigneev use five types of educational online resources. Trofimova Elena learns and applies the electronic educational resources that are in the public domain in the Internet. In her working cabinet one of the working stands has rubric "Welcome to Internet. Under this heading she hangs out the names of sites, including their addresses on the network that it is desirable to visit for interesting and useful information. Piskunova Tatyana often resorts to the help the Internet to the extracted material to include in the content of the lesson. She uses the Internet at work. Lena Zamorshchikova, Olga Egorova and Marina Popova use Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language. Meena Singhal uses the Internet to develop skills of FL. Li Zhao uses Internet for putting course information on the Web is a new way to interact with students, thus making the teaching more accessible for students; for providing accessible information for the students and so on. Jeong-Bae Son uses Internet-based language instruction and Web-based language learning. Klaus Brandl uses, for example, Internet-sources for reading in FL. I studied the professional experience and other foreign language teachers in the use of the Internet in teaching foreign languages. They use the Internet very differently. For many of them the Internet is needed in the classroom. But they all share in common is that they use the Internet in teaching foreign languages. Now I want to tell you about my experience and experiment. I conducted an experiment on the use of the Internet in teaching foreign languages. Because I really wanted to learn in practice the use of the Internet as a tool of teaching foreign languages. I put the goal is to expand the theoretical knowledge about the use of the Internet for teaching foreign language from the practical side. So I decided to achieve this goal. To achieve this goal, I chose two schools of Astana. I chose the twenty-second and thirty-seventh schools. I used the Internet in the teaching of English in these schools. I used this training tool only in English lessons. I needed the Internet for fixing, formation and assimilation of vocabulary, grammar and pronunciation. But I used the Internet not only English lessons, but also at home, when I was preparing the material. I searched in the Internet at home the necessary materials for the lesson. For example, homework, grammar material. I used various websites for learning English. I chose the right material at these sites. Then processed and used this material. On these sites I was looking for grammatical, lexical material, pictures with phrases. I created my own blog on the study of the English language and English language training (http://ayalasatysheva. blogspot.com/). In my blog you can find tasks. I write different tasks in this my blog and I am sure that my blog will be useful for other people in learning English language. I used the internet and in the period of study at the university. If I had to do tests on the grammatical subject, I was looking for possible questions and tasks on the Internet and connecting them together.
3.2 Analysis of experience: my and teachers of FL
I learned that many schools do not have the normal Internet. Unfortunately, in the twenty-second school is not possible to use the Internet during the lesson. But in the thirty-seventh school has the opportunity to use the Internet in the teaching of English in the lesson. But my students were very interested in working with the Internet in the classroom. I used Wfifferent websites. I now know how to use the Internet in teaching English. My experience and my experiments have shown that the Internet can be a great tool in learning a foreign language. I noticed that my students very well learn grammatical, lexical and phonetic knowledge and skills. My students knew little English. But once I started using the Internet, I started to notice immediately improving their English language. I was able to make sure that the Internet helps me in learning the English language. More precisely, the Internet as a learning tool to help me in learning the English language. Internet has proven an excellent helper and an excellent tool for me in teaching English as a foreign language in the time of my pedagogical active practice in Astana.
In my senior thesis I have analyzed term "Internet" and using of Internet. Our generation lives in 21st century, in time of developing all high modern technologies. Social network sites help people to be many-sided and self-developed. Therefore, learners have a lot of possibilities to learn and improve language skills and cultural knowledge, share their experience, emotions. In the field of E-learning, the social-network sites handled the big problem raised by educators in the recent period. Also social-networking sites offer a student the opportunity to connect with other students, educators, alumni. Scholars praise social-networking tools for their capability to attract, motivate and engage students in meaningful communicative practice, content exchange, and collaboration. The main advantages of Internet in relation to the methodology of language teaching, in my opinion, are an efficient service and ease of use. Language learners do not need to endlessly "wander" in the site in search of information requested. Only necessary to correctly enter a keyword or phrase into a search engine (Google) and social service (photos, audio, video) to get the information or material. Social services are designed for users who do not have programming skills. Using templates and shell services, learners and students can create their own thematic forums, blogs, record audio and video and post it on the Internet for the public (or limited) access.
Social-networks and Web 2 applications have offered many services, and one of the most important of these services is blogs, where members can participate in these locations to contribute their idea and discuss with other members. These sites and blogs are means of communication directly with others socially and in the media. They are playing a big and influential role decision-making at the events of the global world economically, politically, socially, and educationally.
In my research I have learned that person must have a motive to learn a foreign language, who will be interested in process of education. First, person should have an interest and desire for being motivated. Second, you must exert every effort to achieve a goal. Third, every time enlarge your knowledge and never stop.
I have created a social network site for learning English. My educational site is called: Foreign language learning (www.enuhelp. kz). This site consists of blog, which has 2 columns: for students and for service (for the EXPO 2017). Where I:
write interesting articles, texts;
involve learners into live communication;
help learners to improve the language skills such as reading, writing, listening, speaking;
upload photos, audios in English.
Thereby I have a two-sided process, where our users can leave comments on my articles, share different information, also use my English lessons from elementary to advanced learners.
Social networking sites and blogs give an opportunity for learners to communicate with other learners and educators. SNS and blogs help people to motivate and engage people in educational process.
1. Globalization is the process of international integration arising from the interchange of world views, products, ideas, and other aspects of culture.
2. Internationalization of education - is a process by which the goals, functions and organization of the presentation of educational services acquire an international dimension.
3. Innovative technology - is a set of methods and tools that support innovations of implementation stages.
4. Foreign language education - is holistically organized educational process of learning and development of students in foreign languages, which promotes the formation of experience in creative activities, spiritual development of the individual students and the formation of their culture.
5. IELTS - is an international standardized test of English language proficiency.
6. TOEFL - is a test of an individual's ability to use and understand English in an academic setting.
7. Critical reading - is a form of skepticism that does not take a text at face value, but involves an examination of claims put forward in the text as well as implicit bias in the text's framing and selection of the information presented.
8. Dialogical speech - is the type of speech that consists of the exchange of replicas statements, which affects on the language structure, activating the role of the recipient in speech activity addressee.
9. Monological speech - is any long speech by one person, especially when interfering with conversation.
10. Motivation - is a psychological feature that arouses an organism to act towards a desired goal and elicits, controls, and sustains certain goal-directed behaviors.
11. Internet - is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to serve several billion users worldwide.
12. Social-networking sites - are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach.
13. Web 2.0 - is the term given to describe a second generation of the World Wide Web that is focused on the ability for people to collaborate and share information online.
14. Podcast - is a type of digital media consisting of an episodic series of audio radio, video, PDF, or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device.
15. Blog - is a discussion or informational site published on the World Wide Web and consisting of discrete entries ("posts") typically displayed in reverse chronological order (the most recent post appears first).
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