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.

30.03.2016
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In stark contrast to othr platforms that ar quit rgimntd and continu to us traditional larning tools such as CD-ROMs, babbl.com rlis on a mixtur of mthods combining classic, intractiv pronunciation, grammar and listning-comprhnsion xrciss with authntic dialogus from vryday lif.

Numrous courss for bginnrs and continuing larnrs ar availabl. Vocabulary, grammar and rviw, as wll as original, thmatically-organizd lssons such as Idioms, th Digital World, Politics, Sports or Travl, allow you to larn whatvr, howvr and whrvr you want.

Th intgratd rviw managr kps track of individuals' progrss and dtrmins optimal intrvals for prsnting matrial for rviw. In th Babbl Community, larnrs can sarch for languag-xchang partnrs and intract via th forum or chat.

Dsignd by a tam of softwar xprts and languag-instruction profssionals at th Brlin-basd company Lsson Nin, th courss ar always up to dat.

With courss in Grman, nglish, Frnch, Italian, Spanish, Swdish, Brazilian, Turkish, Indonsian, Polish, Norwgian, Danish and Dutch, babbl.com provids Grammar courss, vocabulary trainrs and blnds social ntworking with vocabulary-dvloping and sntnc-building tools. Simply choos on of th thirtn languags at www.babbl.com, sign up, and gt startd. Th first lsson for ach languag can b sampld for fr.

Babbl is a grat wbsit for languag larning which givs on fr lsson in ach sction for ducators to undrstand and procd furthr. Babbl is a usr frindly and intuitiv platform hnc provids ducators to larn and practic thir languag listning and spaking skills. Babbl provids mdium for ducators to communicat with othr fllow languag larnrs to communicat around th world. Good fatur is that usr will gt ovrall dfind st of objctivs and structur of cours to larn. On of th good things is that ach lsson is dividd into 2 parts along with a rviw. Also platform provids ddicatd lssons to larn pronunciations with grammar and vocabulary lssons. With scors achivd in a cours, ducators can chck thir progrss and waknsss of th tst. On of th good faturs is that th platform has many diffrnt languags which allows usr to larn mor and bttr.

Th languag larning sit is not complicatd to oprat, studnts can do vry task without any problms. In th comparison to Livmocha larning sit, Babbl has got bttr picturs that accompany vocabulary words and th vocabulary words ar vry up to dat.

Th usag of th givn sit in classroom would b usful and invaluabl as it maks tachrs work asir. Whn having a lsson ddicatd to som thm it is convnint to us Babbl sit matrials during a class. A tachr just nds to giv handouts to studnts and mak thm do th tasks accompanid with pronunciation of thm on th sit. Studnts may fill in th gaps in th sntncs or mak grammar xrciss with tabls and xplanations on a whit board.

Th fact that Babbl is not fr maks th only problm of th sit so that not vry studnt can afford th usag of th sit at hom. Only if th tachr subscribs to Babbl it is possibl to us it in classroom arrangmnt togthr with th studnts.

Busuu

Busuu is a social ntwork for larning languags. It is basd on a frmium businss modl (frmium is a businss modl by which a propritary product or srvic is providd fr of charg, but mony (prmium) is chargd for advancd faturs, functionality, or virtual goods). Th wbsit provids larning units for twlv languags: nglish, Spanish, Frnch, Grman, Italian, Portugus HYPERLINK "http://en. wikipedia.org/wiki/Brazilian_Portuguese" (Brazil) , Russian, Polish, Turkish, Arabic, Japans and Chins. Usrs slct on or mor of ths languags and work through th slf-pacd units.

Busuu was launchd in May 2008. Th sit is namd aftr a Camroon languag of th sam nam, which according to thir wbsit, is now spokn by only 8 living popl! It is a languag community that functions lik a cool intractiv gam. It offrs fr intractiv lssons, xams, txt and vido chat, writing xrciss, rading comprhnsion tsts and many othr faturs.

Busuu provids larning units for diffrnt languags that can b addd to th usrs' larning portfolios with audio and writtn vocabulary xrciss, which can b asily savd as a podcast or printd, rspctivly.

Busuu offrs courss basd on (CFR) lvls A1, A2, B1 and B2. Usrs nroll to study on or mor languags. Th study matrial for a languag is typically brokn down into around 150 units. Units consist of multipl-choic qustions, spaking assignmnts, and writing assignmnts. Som sctions within ach unit includ multimdia matrial, such as spokn multipl-choic qustions. Usrs act as both studnt and tutor, corrcting on anothr's work. Thy can convrs via chat-window, an audio connction, or a wbcam connction.

Busuu offrs onlin languag xrciss, xams and tsting including grading and corrction. Nativ spakrs offr liv convrsation to xprinc, har and s th languag lsson first hand. An onsit vido tour is availabl to bttr acclimat th nw usr. Awards and badgs can b arnd as th languag studnt gains fluncy and/or instructs and corrcts othrs. Busuu offrs iPhon (iOS, iOS4 and Android) and iPad, iPod Touch availability and no intrnt connction is rquird. Busuu was dvlopd to assist a worldwid community with larning a varity of languags. xtnsiv audio and visual larning matrial is offrd involving writtn xams and languag tsting at diffrnt lvls.

Thr ar two classs of mmbr: ordinary mmbr, and paying prmium mmbr. Grammar units and som of th multimdia functions, such as vido units, voic rcording, and podcasts, ar availabl only to prmium mmbrs. Th sit slls matrials from its partnrs, such as grammar rfrnc books from Collins.

All in all, th sit is vry similar, in a good way, to Livmocha. Both us a "frmium modl, offring both fr and prmium srvics, which is grat for nw usrs who want to gt thir languag larning startd bfor committing a monthly crdit card charg.

Th first sign that Busuu is a uniqu languag wbsit is during th sign-up procss whr th studnts ar askd not only th usual nam, ag and gndr lik at othr social ntworks, but thy also nd to list what languags thy spak fluntly and what languags thy ar looking to larn. Th fact that th wbsit nds to know thir nativ tongu implis that thy will b using thir languag fluncy as part of th social intractions on th wbsit.

ach languag ara is a pag whr cours matrials can b found to hlp a usr to larn words, grammar and convrsation in that forign tongu. Th vocabulary componnts walk th usr through a simpl sris of words or phrass in th forign languag, with th translation in his nativ tongu at th bottom. Imags ar usd as a way to hlp him intgrat th larning of that word with visual cus from th world. In many cass ach "slid" also displays a sntnc at th bottom with an xampl of how somon could us that word or phras in a sntnc. On ach slid, h will also har th word spokn aloud. As for mor advancd studnts thy larn words and grammar on xampls which mor complicatd so th languag larning sit may b usd on diffrnt lvls. Thr is an option on Busuu to print pdf fil of grammar of th unit in ordr to larn th ruls and sntncs. Ths handouts can srv a grat hlp to a tachr and studnts.

Onc th work through all of th vocabulary words is finishd, th studnt will mov onto th dialog componnt. This sction displays a full dialog btwn two popl in th forign languag on th lft sid of th scrn. Whn th studnt prsss play, h can listn to th dialog and try to undrstand th convrsation, which uss th vocabulary words and phrass just larnd.

Onc h has listnd to and rad th convrsation, h can click th link at th bottom of th scrn to translat th dialog. Th convrsation thn appars on th right sid, translatd into his nativ languag. This lts him s how wll h undrstood th convrsation.

Btwn th diffrnt stps of th studnt's own courswork, occasionally h will s a pop-up box rqusting him hlp with corrcting som writing postd by othr Busuu usrs. This writing is actually othr mmbrs trying to larn his nativ languag through practic. This is his opportunity to corrct any mistaks thy hav mad and hlp thm bttr undrstand th corrct us of his nativ languag. In this way, th community is a giant collaborativ languag larning cntr, whr vryon is both a studnt and a tachr.

As w know on of th bst ways to larn anothr languag is through practic. Th bst form of practic is a dialog with somon that is vry proficint in th languag th studnts ar trying to larn. Part of thir courswork will includ practic chatting with othr popl on th sit.

At th nd of ach unit, th studnt will work through a rviw of th matrial just covrd in th form of an intrsting tst. Th tst dos an xcllnt job of rinforcing what is alrady larnd through word matchs, and tst translations of both writtn and spokn words and phrass.

Busuu has got othr advantags that could b usd ithr by studnts thmslvs or in a classroom arrangmnt: Busuu provids authntic articls from nwspaprs and magazins. xampl:

Studnts may rad intrsting, up to dat and usful information dvloping rading skills. Aftr rading thy ar to writ a synthsis or a summary on what thy think about th givn txt/articl. This xrcis maks studnts practis thir writing skills.

Anothr way to practis writing is that on Busuu thr ar tasks that ask studnts to writ an ssay on a particular topic. This xrcis follows right aftr studnts hav larnt nw words and is on th sam thm with words larnt. For instanc, th thm was Watching TV:

Studnts practis communication skills on th sit by rcording thir spch onlin. Thr ar dialogs on th sit. Aftr having listnd to th dialog thy ar to pronounc thos phrass in grn colour and snd th rcording to nativ spakrs for fdback. Also thr is opportunity to communicat with nativ spakrs onlin via wb cam or charts.

All ths factors mak us conclud that forign languags larning sit Busuu would b xcssivly hlpful for studnts who study forign languags and thy hav opportunity to utiliz it anytim and anywhr. On th othr hand such social ntworking sits may b usd by tachrs in ordr to gt nativ spakrs assistanc for thir studnts spcially if thy hav not nough communication practic.

Busuu was accptd as a projct within th UNSCO 2008 intrnational yar of languags, aftr its campaign to sav Silbo Gomro won a Silvr Lion award in th Intrnational Advrtising Fstival. In 2009 it was a nomin in th Tch Crunch and Prmios d Intrnt awards, and won th uropan Languag Labl for innovativ projcts in languag larning. In 2011 it won th Tch Crunch award for Bst ducation Startup.

In Novmbr 2012, busuu.com won th Svn Vnturs Pitch Day priz, worth UR 4 million in mdia spnd in Grmany. Now th social ntworking sit claims to hav ovr 30 million usrs from ovr 200 diffrnt countris.

Italki

Italki, pronouncd I-talk-I, is a languag larning social ntwork that conncts studnts and languag tachrs. Hr studnts can find languag xchang partnrs, practis spaking a forign languag, ask qustions, find fr onlin languag rsourcs, and gt hlp from an intrnational community of languag larnrs.

Italki.com, offrs an normous community of spakrs of ovr 100 languags from ovr 200 countris. Studnts can connct with nw frinds and languag partnrs that spak th languag thy want to larn, find a languag tachr, us th qustions and answrs sction, and accss a varity of othr faturs to larn thir dsird languag. In addition to bing a social ntwork, thr rally is an imprssiv body of rsourcs to b found on this sit.

Italki has a varity of faturs to support languag larnrs: social larning, slf-study, and paid profssional lssons.

Social Larning - Languag partnrs - sarch for popl who ar nativ spakrs of th targt languag and practis through languag xchang;

- Q & A - ask languag rlatd qustions and gt answrs from th community;

- Groups - study togthr in groups. Discuss topics surrounding cultur, languag acquisition, topics of intrst. Work togthr to gt hlp from popl studying th sam languag.

Slf-study

Podcasts and vidos - listn to or watch vidos about diffrnt cultural and linguistic aspcts to improv languag ability.

- Fils, Wikis (knowldghttp://en. wikipedia.org/wiki/Italki.com - cite_note-5), PPT - shar valuabl rsourcs with othr mmbrs of th community. Rad documnts and study from txt sourcs, just lik using a traditional txtbook.

- Rsourcs - find othr rsourcs on th wb, including flashcards, slf-progrssd lssons, nws broadcasts, tst prparation manuals, tc.

Paid Larning - Indpndnt tachrs/tutors - find qualifid tachrs. "Th nw fatur conncts tachrs and studnts for paid taching of forign languags. Tachrs crat a profil and st thir own rats," writs Ryan McLaughlin at CNt Asia. Studnts giv ratings and fdback to th tachrs to hlp potntial studnts idntify th bst tachrs.

- Languag taching providrs - onlin schools, podcast companis, matrials dvloprs, and any languag taching products and srvics will b availabl on th Italki Marktplac. Th first company, lutian joind th Marktplac in July 2009.

Mmbrship on Italki is fr. Mmbrs can ngag in social larning or slf-study for fr as wll. Th wbsit currntly has ovr 700,000 rgistrd mmbrs, from ovr 200 diffrnt countris.

2.2 Ntiqutt ruls

For anyon unfamiliar with th trm, ntiqutt is tiqutt for th intrnt. "Classroom ntiqutt" is a trm usd to dscrib what is considrd accptabl and appropriat bhavior whn popl ar intracting in an onlin ducational stting or in a physical classroom. Onlin communications ar distinguishd by th fact that usrs oftn can't s ach othr and har a prson's intonation or body languag, but only writtn words and punctuation. Ntiqutt, maning "Intrnt tiqutt," dscribs a st of polit bhaviors whn using lctronic communications, such as mail, chat, intractions in virtual worlds, or in nwsgroups.

Your studnts will hopfully hav a good ida of what it mans, but it nvr hurts to go through th list with thm for good masur. Ths guidlins ar cratd for studnts to xplain propr us of computrs in th classroom.

Do not:

mak contact with popl you don't know or hav nvr had prvious contact with unlss thr is a good rason.

accpt connctions with popl who you don't know or hav nvr had prvious contact with unlss thr is a good rason.

post offnsiv matrials or commnts which may offnd othr usrs or rsult in you bing bannd from th sit. Good ntiqutt prohibits posting insults about othrs or rsponding to insults bcaus thy ar a barrir to ffctiv communication.

typ in all capital lttrs, which can b misconstrud as shouting or angr, avoiding xcssiv us of moticons or symbols to xprss motions, trating th instructor and othr studnts with rspct, writing with brvity and avoiding strong or offnsiv languag, which can b misintrprtd.

spam or follow pop-up and spam links bcaus thy can lad to viruss and your computr bing hackd. It is propr ntiqutt to rfrain from snding unsolicitd mssags through th intrnt or rsponding to thm. Unsolicitd sals mssags ar spam. Spam mail mssags ar illgal in th Unitd Stats.

Do:

rply to othr popl's public posts about topics which ar of intrst, vn if you don't know th prson this is ok. For xampl, if you ar fans of a clbrity who has a public fan pag, or mmbrs of a particular group onlin, it is fin to chat and rspond to popl's posts on ths public aras bcaus th natur of th discussion is opn. This is not th sam as snding a frind rqust to somon you do not know.

chck back on th sit in your fr tim and s if somon has rspondd to your post.

rad a mssag out loud to onslf bfor posting it, to b sur that th mssag is clar. Poor splling or grammar rflcts poorly on th sndr of th mssag.

tll th truth, b honst in your profils and othr communication bcaus honsty crats th bst onlin xprinc. 'Th truth will st you fr' is a common saying that applis to th Intrnt. Onlin lis prvnt usrs from full ngagmnt.

b yourslf onlin. It is good ntiqutt to act as you do in rality on th intrnt. Ask yourslf whthr or not you would do it, say it, or writ it to on of your ral frinds or associats. If you hav to ask yourslf this qustion whatvr you ar thinking of is not somthing you would do in rality.

b consrvativ in mail you snd and libral in mail you rciv bcaus quality is bttr than quantity. Find your balanc. A small amount of high quality mssags is bttr than a larg quantity of low quality mssags. B rasonabl whn dciding to snd an mail mssag.

snd mail mssags during appropriat hours. Lat night mssags ar not appropriat. Snding mails whn normal popl slp may call your lif styl into qustion bcaus it is not normal. Snding mail mssags lat at night can lowr th crdibility of th mssag.

us discrtion in vrything you do on th intrnt for privacy rasons. This includs crating social ntworking profils and posting commnts bcaus many popl judg usrs basd on intrnt data alon.

follow th law. Th law govrns tachrs, studnts, and vryon ls within a givn jurisdiction, city, stat, or nation. Th ruls and rgulations of socity as whol com bfor th acadmic cultur of any institution. Do not shar illgal contnt with your classmats or do anything that maks you fl uncomfortabl for your tachr.

follow th school ruls. Following school ruls hlps vryon larn bcaus vryon is working togthr with th sam framwork for gtting an ducation. Whn studnts or tachrs do not follow th ruls it affcts vryon's ducation in th 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 ntiqutt ruls. 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.

Conclusion

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.

Glossary

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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34. Ramage, K. (1990). Motivational factors and persistence in foreign language-learning. Toronto, Glencoe Press, 182-219.

35. www.englishclub.com

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37. Kleinrock, L (1964). Queueing systems: Vol II, Computer Applications. New York journal, 454.

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44. O'reilly T. (2005). "What is Web 2.0.?". www.oreilly.com

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45. Pinkman, Kathleen. (2005). Using Blogs in the Foreign Language Classroom; Encouraging Learner Independence. The JALT CALL Journal, 1/1, 12-24.

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