Tashkent Medical Academy

Номер: 3-5
Год: 2016
Страницы: 62-63
Журнал: Актуальные проблемы гуманитарных и естественных наук

Ключевые слова

intellectual activity, communicative activities, modeling, multimedia learning, paradigm learning, student intensification of independent work, implementation of training, technology, process

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Аннотация к статье

In this article described importance of innovative technology in the foreign language classroom. It also discusses in detail multimedia technology acting as a method for special intellectual activity. The use of innovative learning technology creates the most favorable conditions and contributes significantly to motivation in learning foreign languages.

Текст научной статьи

The 21st century, often called the information age, is bringing about changes to the traditional teaching of language. The use of computer technology in teaching in our time is of great importance, thanks to its new possibilities. The introduction of new information and communication technology expands access to education, forming an open education system, and changes the idea of the qualifications needed by modern graduate students. The most significant group of benefits is teaching the virtues of computer-based training. For example, teachers use the ability of computers to react instantly to input information to create simple training programs in the form of exercises. The technical advantage of teaching English with the help of multimedia technology is that sound cards allow users to record their speech and then compare it with the pronunciation of native speakers. Graphics capabilities of computers can represent any type of activity in the form of pictures or animation. This is particularly important when learning new vocabulary, as images on the monitor allow students to associate English phrases directly with actions, rather than with phrases in their native language. Moreover, the media are an excellent means of interactive communication between different linguistic groups, which is particularly evident in the application of computer networks. This could be a local area network connecting several machines in one school, or the Internet - a global network of millions of users1. These advantages allow us to conclude that multimedia learning has great potential for teaching oral speech in other languages. Through the optimal combination of a number technology (language laboratory, video, television, radio, newspapers, magazines, books, bibliographies, and phones) and having additional features (interactivity, graphics capabilities, etc.), multimedia learning provides almost limitless opportunities for teaching and learning. Features of these programs include interactive dialogues, speech recognition and visualization of pronunciation, animated videos showing articulation of sounds, exercises for development of all kinds of speech skills, videos with translation, and tracking one’s own learning outcomes. So, Internet sources that may come to the aid of foreign language teachers in the organization of independent work, include broadcasting, interacting with and searching in online resources, where cognitive information, training materials and conditions can be found that are conducive to the formation of professional competence for future specialists2. Along with the use of traditional technology learning, opportunities for new information technology can help teachers in the selection of more interesting and varied educational materials to carry out a differentiated approach for each student, and thereby contribute to better assimilation of necessary knowledge and skills.Multimedia technology is considered to be information technology training that integrates audiovisual information in several media (text, video, audio, graphics, animation, etc.). This implements interactive dialogue with user systems and various forms of self-employment3. The use of multimedia technology in the learning process allows for improvements in the process of organic combination of traditional and innovative forms and methods of education; implementation of training, information, games, modeling, design and analysis functions; performance of such general didactic principles as visibility and accessibility; feasibility of systematic transition from education to self-education; a positive emotional background for training; and linking theory to practice4. In addition, multimedia technology is supported by multimedia programs, encyclopedias, dictionaries, and a special information educational environment created for holistic knowledge of the world in the context of computer-aided design and modeling. Multimedia technology acts as a special intellectual activity, which means it has a number of advantages compared with other information technology training: 1. The pedagogy means continuous improvement of content and methods of education in modern conditions. 2. Provides opportunities to identify and support students with linguistic abilities. 4. Provides access to best practices in education and training of the general public through the educational world of the Internet and an extensive communication network. 5. Creates an artificial language environment, allowing the study of foreign languages (FL) at students’ own pace, increasing the independence and responsibility of students when organizing FL training for all age groups. Allows building FL training in accordance with student interests and goals, and allows students to enter into training in the intercultural component of FL. Along with positive aspects, there are some negative trends affecting the mass creation and implementation of multimedia technology in the learning process. These include: 1. Lack of ability of existing education systems to make active use of multimedia technology, and to integrate it into the educational process and its organization; 2. Lack of qualified developers; 3. Lack of a developed methodology of multimedia technology; 4. Lack of financial resources for the creation and widespread adoption of multimedia technology; Currently, most schools and universities in our country are equipped with multimedia rooms for English language learning. These rooms have computers, projectors and interactive whiteboards. Unfortunately, at the present time, the use of multimedia technology to intensify individual work in the study of foreign languages is largely constrained by the high cost of computer equipment, as well as the lack of a sufficient number of theoretically grounded and experimentally tested computer programs intended for independent foreign language learning. The current analysis showed that in pedagogical science, especially in the practice of domestic university teaching, the capabilities of learning software, including multimedia technology, are underestimated. This is due primarily to complexity and insufficient development of a theory of the concept of multimedia technology as a didactic tool.

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