The role of television programs in learning foreign languages.

Knowledge of foreign languages ​​today is not only a cultural, but also an economic need.

The need for quick and effective mastery of foreign language communication has given rise to new forms and methods of teaching.

One of the most effective forms of teaching a foreign language is non-traditional forms lessons that are conducted on the basis of role-playing games organized on the basis of television programs. It is very difficult to master communicative competence in English without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various techniques work.

Equally important is the introduction of schoolchildren to the cultural values ​​of native speakers. For these purposes great value have TV shows.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as the comprehension of a living foreign language culture; individualization of training and development and motivation of speech activity of students.

Another advantage of television programs is its emotional impact on students.

The use of television programs also helps to develop various aspects of students’ mental activity, and above all attention and memory.

During the game, organized on the basis of television programs, a cooperative atmosphere arises in the classroom. cognitive activity. Under these conditions, even an inattentive student becomes attentive. Thus, involuntary attention turns into voluntary, its intensity affects the process of memorization.

Interest in television programs increases children's interest in the English language, which confirms their obvious desire to become active participants in conditional speech situations modeled by the teacher, aimed at performing various communicative-oriented grammatical exercises to practice the studied phenomena in students' speech English language.

Thus, psychological characteristics The impact of television programs on students contributes to the intensification of the educational process and creates favorable conditions for the formation of communicative competence of students.

Role-playing games based on television programs help to involve even weak student, since they demonstrate not only knowledge, but also resourcefulness and intelligence. Moreover, a student with weak language training can become the first in the game: resourcefulness and intelligence here sometimes turn out to be more important than knowledge of the subject.

A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this gives students the opportunity to freely use words of a foreign language in their speech, and has a beneficial effect on learning outcomes.

It is these role-playing games that teach the norms of speech communication and ensure mastery of those communicative units that are necessary in communication.

It is in the conditions of the game that much of the involuntary memorization. Lessons using role-playing games are usually held lively, emotionally, with high student activity and in a favorable psychological atmosphere.

Games organized on the basis of television programs have now gained great popularity due to their effectiveness. Using this form of teaching a foreign language, a teacher can at any time monitor students’ knowledge without their knowledge, since fragments of individual television programs can be used at all levels of education as a form of hidden control of students’ knowledge and skills both on one topic and on a block of topics.

Role-playing helps expand the scope foreign language communication, speaking. This, in turn, involves preliminary assimilation of language material in training exercises and the development of appropriate skills that will allow students to focus on the content side of the statement.

In the process of role-playing game, organized on the basis of television programs, there is a simultaneous improvement and development of skills in the use of language material, but at this stage this is a peripheral task, the main thing is communication motivated by the situation and the role. That's why role-playing game place should be allocated at the final stage of work on the topic.

STATE BUDGETARY EDUCATIONAL INSTITUTION OF PRIMARY VOCATIONAL EDUCATION “Vocational School No. 22”

This work is a study of the influence of the media on the formation of motivation for learning a foreign language among students of the State Budgetary Educational Institution NPO “Vocational School No. 22”. The work attempts to highlight problems associated with the difficulties of forming a positive motivational sphere for students.

Today the role of funds mass media It is difficult to underestimate: it is impossible to imagine any sphere of our existence without any information relations. Communication today occurs not only in society itself, as interpersonal conversation, but also through the Internet, television, radio, newspapers, magazines and other means of communication. Today on the Internet you can not only find necessary information and read about the latest events, but also find more useful things for yourself, for example, take an English language test without leaving your workplace.

At the same time, the media significantly influence the formation of people’s consciousness, which is why electronic and print media are a significant part of the cultural and spiritual life of society. From these sources of mass information, people draw knowledge that is always relevant and significant for society.

Today, electronic media are becoming increasingly popular. It is online resources, portals and information services are some of the most responsive forms of media today.

Many studies have also been devoted to the problem of motivation formation (V.G. Aseev, Yu.K. Babansky, L.I. Bozhovich, S.M. Bondarenko, V.K. Vilyunas, L.S. Vygotsky, I.A. Dzhidaryan, B O.I. Dodonov, I.A. Zimnyaya, A.N. Leontiev, A.A. Leontiev, A.K. Markova, A. Maslow, S.I. Rubinstein, D.B. Elkonin, P.M. Yakobson etc.), which emphasize the role of positive motivation, which is one of the most important conditions to achieve good learning results. But, nevertheless, it is important to emphasize that there are few studies that examine the problem of increasing motivation to learn a foreign language under the influence of the media.

The above facts prove the relevance of our research. Therefore, as Ariyan M.A. (3:22) notes, awareness of the need to optimize the teaching of foreign languages ​​leads to the idea of ​​​​the importance of choosing the best combination of teaching methods and techniques and applying them in situations in which they can give the greatest effect.

Object this study is the process of teaching English in a communicative-oriented learning environment.

The purpose of the study is to identify the level of formation of the motivational sphere of students under the influence of the media. In accordance with the general purpose of the study, the following tasks were set:

1. Reveal the essence of motivation for learning a foreign language as goal formation (main features, functions);
2. Identify the specifics of motivation for learning a foreign language;
3. Reveal the concept, functions and socio-pedagogical capabilities of the media;

§1. Psychological characteristics motivational sphere of teaching

Motivation is one of the fundamental problems in domestic pedagogy. Its significance for the development of modern pedagogy is associated with the analysis of the sources of human activity, the motivating forces of his activity, and behavior. The answer to the question of what prompts him to activity, what is his motive, for the sake of which he carries it out, is the basis for its adequate interpretation. “When people communicate with each other ... then, first of all, the question arises about the motives, motivations that pushed them to such contact with other people, as well as about the goals that they set for themselves with more or less awareness.” (10:12 – 13) In fact in general terms A motive is something that determines, stimulates, and induces a person to perform any action included in the activity determined by this motive.

Understood as a source of activity and at the same time as a system of incentives for any activity, motivation is studied in a variety of aspects, therefore this concept is interpreted by authors in different ways. Researchers define motivation as one specific motive, as a unified system of motives, and as special area, including needs, motives, goals, interests in their complex interweaving and interaction. The most complete definition is proposed by one of the leading researchers of this problem - L.I. Bozhovich. According to L.I. Bozhovich (4:41-42), objects of the external world, ideas, ideas, feelings and experiences, in a word, everything in which the need is embodied, can act as motives. This definition of motive removes many contradictions in its interpretation, where the energetic, dynamic and substantive sides are combined. At the same time, we emphasize that the concept of “motive” is narrower than the concept of “motivation,” which “acts as a complex mechanism for a person to correlate external and internal factors of behavior, which determines the occurrence, direction, and methods of implementing specific forms of activity.” (6:126)

Thus, we can give our definition of motivation. Motivation is a complex, multi-level, heterogeneous system of psychologically heterogeneous incentives, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values, etc., determining human behavior and activity, with the dominant role of motive in their structure.

It is known that educational motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of teaching, educational activity. Like any other type, educational motivation is determined by a number of factors specific to the activity in which it is included. Educational motivation, like any other type, is systemic, characterized by direction, stability and dynamism. In this regard, it is necessary to highlight the signs of motivation. According to O.S. Grebenyuk (7:7), the signs of motivation are its subject selectivity, reflecting what attracts the student to educational activities, and dynamic properties of motivation. These features of motivation are characterized by intensity (excitability of motives, degree of overcoming difficulties, etc.), stability (degree of desire to learn) and effectiveness of motives (ability to actualize the motive necessary in a given situation, make the right decision). It is by these signs that one can judge the degree of development of motivation.

Thus, educational motivation, representing a special type of motivation, is characterized by a complex structure, one of the forms of which is the structure of internal (process and result) and external (reward, avoidance) motivation. The characteristics we have identified allow us to reasonably assess the state of motivation, set goals for its improvement, and measure changes in the development of motivation along the way. pedagogical process.

It is also important to note that the action of external motives for learning, emanating from parents, teachers, class, society, often encounters internal resistance of the individual. That's why decisive factor The motivation for learning is the internal motivating force of the student.

Significant aspects of motivation include its functions. First, it motivates behavior; secondly, it directs and organizes it, and, thirdly, it gives it personal meaning and significance. So, the functions of motivation are:

1. motivating;
2. guide;
3. meaning-forming;
4. increasing the effectiveness of teaching.

Everything discussed above indicates the complexity of educational motivation as a psychological phenomenon. In addition, the essence of learning motivation lies in the content of goals, needs and motives, in the nature of the connections and relationships between them.

§2. Specifics of motivation for learning a foreign language

More recently, for many students, the only motive for learning a foreign language was to get a good grade. But today, knowledge of a foreign language is becoming one of the mandatory components professional activities and provides a more complete and interesting leisure time. Hence the closer attention to language learning.

Managing motivation for learning a foreign language is one of the central problems of teaching methods. A foreign language as a subject has a number of specific features, one of which is mastering a foreign language by teaching the ability to communicate in a foreign language. Unfortunately, on at the moment, teaching a foreign language is mainly of an artificial educational nature due to the lack of a “natural need” among students to communicate in a foreign language. In this regard, the teacher is faced with the task of creating an environment for foreign language speech communication in the process of language learning that is as close as possible to natural conditions.

There is extrinsic motivation and several types of intrinsic motivation. External motivation is, as a rule, distant, aiming the student at achieving the final result of the study. The main type of internal motivation is communicative motivation. Students, regardless of age, unanimously formulate their needs as purely communicative, namely: to speak a foreign language with a friend, an adult, to read to broaden their horizons, with professional purpose and for pleasure, write letters. However, despite such a clear desire for communication among students, it is this type of motivation that is most difficult to maintain. The fact is that when mastering a foreign language in the atmosphere native language Foreign language appears as an artificial means of communication. This means that the so-called natural situations used in learning are, in essence, artificial. According to G.V. Rogova (5:182), interest in the learning process in a foreign language is based on internal motives that come from the foreign language activity itself.

Scientists studying the motivation for mastering a foreign language identify a number of types of motivation, taking into account individual development students' needs.

For our research, the following species are of interest, which are identified by G.Yu. Ksenzova (8:174):

1. external motivation, as a rule, aims students to achieve the final result of their studies;
2. Intrinsic motivation has a strong stimulating effect on the learning process. And for this, the teacher needs to structure the learning process in such a way that students at each stage feel progress towards their goal. (see Appendix 1)

Having analyzed existing approaches to the concept of the essence of motivation, we made the following conclusions:

1. Motivation is one of the fundamental means of personal development, a regulator and the main condition for successful learning.

2. Significant aspects of motivation include its functions:

✓ motivating;

✓ guide;

✓ meaning-forming;

✓ stimulating activities thought processes;

✓ increasing the effectiveness of teaching.

3. The essence of learning motivation lies in the content of goals, needs and motives, in the nature of the connections and relationships between them.

4. In learning a foreign language, there are cognitive motivation and communicative motivation. In teaching a foreign language, the leading role belongs to communicative motivation.

5. We have identified the following types of motivation:

a) external motivation;

b) internal motivation.

6. The main features of motivation are its focus, stability, and dynamism.

The theory of the unified consequences of the influence of mass communications. According to this theory, people in modern society perceive media messages in the same way, i.e. they have very similar reactions. In practice, such influence takes place in certain conditions and in relation to a certain audience. The audience's (human) predisposition to aggression may be activated when watching certain programs.

Social learning theory(Albert Bandura and his colleagues). This approach arose in the depths of behaviorist psychology. It is based on the assertion that the assimilation of a person’s behavioral model occurs following the example of the behavior of others. Looking at how they behave in a given situation, a person, imitating them, learns their experience. In this regard, the media provide examples and become a source of learning. In order for human social learning to occur, it is necessary that:

1. presence of an example;
2. remembering behavior patterns;
3. understanding actions;
4. motivation;
5. implementation of the behavior model.

Cultivation theory(gradual formation of a way of thinking) (George Gerbner and his colleagues). The increasing, repeated action of the media (primarily television) over a long period of time contributes to a gradual change in their consumers' ideas about the information phenomenon, process, and social reality. Such influence on the audience contributes to the formation (cultivates the formation) of certain positions and views in it in accordance with the information created on the television screen.

Socialization theory(theory of social development). Due to the continuous influence of the media on consumers, they become a source of knowledge about the world. Modern children often spend 2 to 4 hours watching TV, which makes it an important element of social development. With the help of television, they learn about the world of adults, their behavior, and begin to fulfill the social roles inherent in adults. The focus of television on children and youth audiences using methods, techniques and means focused on their psychology (elements of entertainment, competition, novelty, excitement, etc.) contributes to the greatest influence on them. It is no coincidence that the positive and negative role of the media is most visible in children.

Uses and gratifications theory. The media can only exist if they have their own audience. One of the most important tasks facing them is creating their audience. At the same time, the psychology of a media user is such that a person mostly turns to those media that satisfy their interests, needs, and desires. This fact determines the direction of the activities of producers of information programs, trying to create ones that would captivate the viewer as much as possible with the plot, information, content, form of presentation, make him worry, evoke the need to be in closer interaction, etc. Thus, it forms its own audience, which the channel is aimed at.

The mechanisms of influence of the media on the individual (audience) are determined by a deep knowledge of the psychology of the individual and groups. They actively influence the information interests, needs of the audience, its motivation and thus exert significant pressure on the worldview and manifestation of activity. The viewer's emotional empathy determines the depth of impact of the film's plot (information) on him and contributes to the assimilation of the proposed reaction. The emotional manifestation of the film hero is often unconsciously assimilated by the empathetic viewer at the level of corresponding experience. This impact is called “emotional contagion.” This is based on the fact that a person often unconsciously imitates someone around him in his speech and behavior. The consequence of this imitation is an emotional unity with this person. Heroes of television programs often become objects of imitation. This is especially true for children and adolescents. Often, after watching films, they actively imitate the film characters, repeating their speeches, actions and deeds;

The results of media exposure can be very different. They influence the mental (cognitive), behavioral, attitudinal and physiological spheres, causing certain consequences. In particular:

• behavioral consequences. The image of activity presented by the media is a guide for the viewer. Subsequently, it becomes a guideline or the basis that defines it practical activities in achieving a similar goal, and the corresponding procedure presented by the media;
• installation consequences. Under certain conditions, under the influence of the media, the viewer forms appropriate attitudes. They are quite stable in nature, significantly influencing the relationship of this viewer, his actions and actions;
• cognitive consequences. Under the influence of information presented by the media, the knowledge and worldview of viewers change. This is reflected in their awareness and judgment;

Practical part

In order to identify the level of formation of the motivational sphere of learning English, we conducted a study. A survey was chosen as the form of research, in which 59 first-year students and 53 second-year students of the State Budgetary Educational Institution NPO “Vocational School No. 22” studying English took part.

The following questions were proposed:

1. Are you a regular media user?
2. How often do you come across the words English origin in the media?
3. Does the media influence your desire to learn English?

Conclusion

Studying a wide range of literature devoted to the problems of forming motivation, as well as diagnosing the level of formation of students’ motivation, allows us to conclude that in modern conditions it is possible to teach a foreign language using the media and thereby increase the motivation to study a foreign language, because correct use Media materials make it possible to present the process of language acquisition as comprehension of a living foreign language culture, to individualize the learning process, to familiarize adolescents with the cultural values ​​of native speakers and, ultimately, to develop both speech skills and motivation.

Currently, when English has acquired the status of a language of global communication (thanks to universal computerization), teachers of this discipline are faced with the task of linguistic and social adaptation of students to modern conditions life. A person reaching the level of international and interethnic communication must fully possess the skills and abilities to express his thoughts in English. This puts communication at the forefront. But communication, in turn, needs motivation.

The problem of increasing motivation requires a new approach from the teacher to solve it, in particular, in the use of more advanced organizational forms and teaching methods, including the use of the media. But it should be noted that materials presented in the media need careful selection.

A comprehensive solution to practical, educational, educational and developmental learning tasks is possible only if it influences not only the consciousness of students, but also penetrates into their emotional sphere. This helps to intensify the interest of students, increase the rating of the English language in comparison with other subjects and, most importantly, increase the language competence of students.

References List

1. http://sociolib.com/sotsialnaya-pedagogika/smi-vidyi-osnovnyie-18766.html
2. http://www.ling-expert.ru/
3. Ariyan, M. A. Taking into account the characteristics of the teacher’s personality when optimizing the learning process [Text] / M. A. Ariyan // Institute of Foreign Languages. – 1988. - No. 3. – P. 19 – 23.
4. Bozhovich, L. I. The problem of development of the child’s motivational sphere: studying the motivation of behavior of children and adolescents [Text] / L. I. Bozhovich. – M.: Education, 1982. – 180 p.
5. Vereshchagina, I. N. Methods of teaching English at the initial stage at school [Text] / N. I. Vereshchagina, G. V. Rogova. – M.: Education, 1988. – 224 p.
6. Dzhidaryan, I. A. On the place of needs, emotions and feelings in personal motivation. Theoretical problems of personality psychology [Text] / I. A. Dzhidaryan. – M.: Education, 1984. – 211 p.
7. Leontyev, A. A. General technique teaching foreign languages: a reader [Text] / A. A. Leontyev. – M.: Russian language, 1991. – 360 p.
8. Ksenzova, G. Yu. Promising school technologies [Text] / G. Yu. Ksenzova. – M.: Academy, 2000. – 265 p.
9. Mardakhaev L.V. Social pedagogy: Textbook. – M.: Gardariki, 2005 – 269 p.
10. Yakobson, P. M. Communication between people as a socio-psychological problem [Text] / P. M. Yakobson. – M.: Education, 1983. – 142 p.

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Ministry of Education and Science Russian Federation

Federal Agency for Education

State educational institution of higher professional education

"Barnaul State Pedagogical University"

Coursework

Modern information and communication technologies and their use in teaching a foreign language

Completed:

Student 235 gr. 5th year of the Faculty of Philology

Golubitskaya Tatiana

Checked:______________

_________________________

___________________

Barnaul-2007

Introduction

Main part:

1. Theoretical part

· Informatization of education

Information society

· The impact of informatization on the field of education

· Stages of informatization of education

· Main tasks of informatization of education

1.2.Use of information and communication technologies in education

1.2.1.Media of information and communication technologies in the education system

1.2.2. Information and communication technologies in scientific activities

2. Practical part

2.1. Telecommunication projects

2.1.1. Typology of foreign language projects

2.1.2. Information and communication technologies in foreign language grammar lessons

Conclusion

References

Application

Introduction

At the end of the twentieth century. Humanity has entered a stage of development called post-industrial or information society. But the statement “We live in the age of information and communications” is not entirely true, since both information and communications have always existed. Throughout its thousand-year history, human society has accumulated knowledge and improved ways of storing and processing information. First, writing spread, then the printing press, telephone, and television. With the entry of society into the century computer technology it became possible to process and present it more efficiently. This made it possible to efficiently store and process large flows of information. But at the present stage of development of the information culture of society, knowledge becomes outdated very quickly, and a person is forced to “learn all his life.” The huge amount of knowledge accumulated by humanity forces us to look for other approaches to organizing the learning process.

Understanding the fundamental role of information in social development and the enormous growth rates of information technology have necessitated the formation of a special information culture of the individual. To use new computer technologies in life, new thinking is required, which should be cultivated in a child with junior classes. For today's schoolchild, who will live in the information society of the future, a computer should become an integral part of his life. Therefore, the use of information and communication technologies (ICT) in the educational process is actual problem modern school education. “World experience shows that solving educational problems begins with vocational training teachers. Without a qualitative increase in pedagogical professionalism, we will be doomed to remain in the past.” That is, training in the field is necessary modern ICT. Teachers of the new generation must be able to skillfully select and apply precisely those technologies that fully correspond to the content and goals of studying a particular discipline, and contribute to the achievement of the goals of the harmonious development of students, taking into account their individual characteristics.

The relevance of this work is due to the insufficient development of the problem of introducing information technologies into the educational process (including in a foreign language). Computerization of educational institutions began relatively recently and teachers experience a number of difficulties caused by objective factors, among which is the insufficiently developed ability of students to use a computer as a means of working with information.

The purpose of the work is to consider the educational capabilities of modern information technologies, as well as the design and creation of an electronic training course aimed at studying English grammar.

Main part

1. Theoretical part

1.1. Informatization of education

Information society

As stated above, distinctive feature The modern era is the accelerating pace of development of new information technologies every year. Society is entering the phase of informatization.

It would be useful to clarify terms such as “information society” and “informatization of society.”

Information society- this is “a society in which socio-economic development depends primarily on the production, processing, storage, and dissemination of information among members of society.”

A society can be called information society if more than 50% of its population is employed in the field of information services. Accordingly, Russia “is only taking the first steps in this direction.” The information society differs from previous ones in that the main factor in it is not material, but ideal factors - knowledge and information. Distinctive Features of such a company are:

· increasing the role of information in the life of society;

· share growth information communications, products and services in people's lives;

· creation of a global information space.

Informatization of society means a set of interconnected political, socio-economic, scientific factors that provide free access to every member of society to any sources of information, except legally secret ones. The goal of informatization of society is to improve the quality of life of people by simultaneously increasing productivity and facilitating working conditions.

The impact of informatization on the field of education

Since education is located between production and science, it must correspond to the level of development social production, and the state of science. In the second half of the twentieth century, production and science developed rapidly, while education evolved very slowly. As a result, very deep contradictions have matured between production and science, on the one hand, and education, on the other.

In the early 70s, an education crisis occurred, which undoubtedly had a global character and was determined by socio-political and economic processes, as well as qualitative changes in the development of science and technology, especially computer science. It became obvious that a completely different direction of development was needed modern system education - a course towards individualization, independent learning.

Democratization, computerization and humanization of education, free choice of curriculum, and the creation of a system of continuous education are gaining increasing momentum.

Stages of informatization of education

The first stage of informatization of education ( electronization) was characterized by the introduction of electronic means and computer technology into the process of preparing students first technical specialties, and then humanitarian (late 60s - early 70s). It was supposed to teach the basics of algorithmization and programming, elements of logic algebra, mathematical modeling on a computer.

This approach provided for the development of an algorithmic thinking style among students, mastering a programming language, and mastering computer skills. But the lack of easy-to-use software that is understandable for the average user has not contributed to the widespread use of computer technology in the field of humanities education.

The second stage of informatization of education ( computerization) lasted from the mid-70s to the 90s and was associated with the advent of more powerful computers and simplified software. Such computer educational technologies have made it possible to study various (chemical, physical, social, pedagogical, etc.) processes and phenomena using modeling. In the field of education, they have increasingly begun to use automated systems training, knowledge control and educational process management.

The third, modern, stage of informatization of education is characterized by the use of powerful personal computers, high-speed high-capacity storage devices, new information and telecommunication technologies, multimedia technologies and virtual reality, as well as an understanding of the ongoing process of informatization and its social consequences, which, of course, is important.

Main tasks of informatization of education

With the advent of such a component as informatization in the education process, it became appropriate to reconsider its tasks. The main ones are:

· improving the quality of training of specialists based on the use of modern information technologies in the educational process;

· application active methods learning and, as a result, increasing the creative and intellectual components of educational activities;

· integration of various types educational activities(educational, research, etc.);

· adaptation of educational information technologies to individual characteristics trainee;

· ensuring continuity and continuity in training;

· information technology development distance learning;

· improvement of software and methodological support for the educational process.

And also the most important task informatization of the education sector should be ahead of the informatization of other sectors of human activity, since the knowledge and skills acquired in the process of education underlie all types of human activity.

1.2. Use of information and communication technologies in education

As at the beginning of the previous one, in this section it is necessary to define some terms.

Information – all that information that reduces the degree of uncertainty of our knowledge about any object. And, accordingly, information technology – a system of procedures for transforming information for the purpose of its formation, organization, processing, distribution and use.

Educational information technologies – These are all technologies that use special technical means (computers, audio, cinema, video). When computers became widely used in education, the term “new educational information technology” appeared. But some researchers emphasize that we can talk about a new educational information technology only if it satisfies the basic principles educational technology(preliminary design, reproducibility, integrity, etc.), solves problems that have not previously been theoretically or practically solved and if the means of transmitting information to the learner is computer and information technology.

Information and Communication Technologies (ICT) – is “a wide range of digital technologies used to create, transmit and distribute information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable communication networks, multimedia, as well as the Internet)".

1.2.1. Information and communication technologies in the education system

All ICT tools used in the education system can be divided into two types: hardware and software. (For a summary table of ICT tools, see Appendix 1).

Hardware :

Computer - a universal information processing device.

Printer allows you to record on paper information found and

created by students or by a teacher for students. For many school applications, a color printer is desirable.

Projector increases the level of visibility in the teacher’s work, as well as the opportunity for students to present the results of their work to the whole class.

Telecommunications block provides access to Russian and global information resources, allows for distance learning and correspondence with other schools.

Devices for entering text information and manipulating screen objects - keyboard and mouse Special role appropriate devices play for students with motor problems, for example, with cerebral palsy.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera, audio and video recorder) make it possible to directly include information images of the surrounding world into the educational process.

Data Logging Devices (sensors with interfaces) significantly expand the class of physical, chemical, biological, environmental processes included in education while reducing educational time spent on routine data processing.

Computer controlled devices provide an opportunity for students of various ability levels to master the principles and technologies of automatic control.

Intraclassroom and intraschool networks allow more efficient use of available information, technical and time (human) resources, provide general access to the global information network

Audio-video facilities provide an effective communication environment for educational work and public events.

Software:

General purpose and associated with hardware (drivers, etc.) make it possible to work with all types of information.

Sources of information - organized information arrays of encyclopedias on CDs, information sites and search engines Internet, including those specialized for educational applications.

Virtual constructors allow you to create visual and symbolic models of mathematical and physical reality and conduct experiments with these models.

Exercise equipment allow you to practice automatic skills in working with information objects: entering text, operating with graphic objects on the screen, etc.

Test Environments allow the design and use of automated tests in which the student receives a task in whole or in part through a computer, and the result of the task is also fully or partially assessed by the computer.

Comprehensive training packages (electronic textbooks) - combinations of software tools of the types listed above - most automating the educational process in its traditional forms, the most labor-intensive to create, and the most limiting the independence of the teacher and student.

Management Information Systems ensure the passage of information flows between all participants in the educational process: students, teachers, administration, parents, and the public.

Expert systems - software system, using the knowledge of an expert to effectively solve problems in any subject area.

(See also Appendix 2 – ICT used in higher school Russia).

1.2.2. Information and communication technologies in scientific activities

The breakthrough in the field of ICT that is currently taking place forces us to reconsider the organization of information support for scientific research activities. There are several possibilities for using information technology:

1. for literature search

a) in electronic catalog educational institution libraries;

b) on the Internet using browsers such as InternetExplorer, MozillaFirefox, etc., various search engines (Yandex.ru, Rambler.ru, Mail.ru, Aport.ru, Google.ru, Metabot.ru, Search.com, Yahoo.com , Lycos.com, etc.);

2. for working with literature during abstracting, note-taking, annotation, citation, etc.;

3. For automatic translation texts using translator programs (PROMTXT), using electronic dictionaries (AbbyLingvo 7.0.);

4. for storing and accumulating information(CDs, DVDs, external magnetic drives, Flash drives);

5. to plan the research process(Microsoft Outlook management system);

6. to communicate with leading experts(Internet, email);

7. for processing and reproducing graphics and sound(players MicrosoftMediaPlayer, WinAmp, Apollo, WinDVD, zplayer, image viewing programs ACDSee, PhotoShop, CorelDraw, programs for creating diagrams, drawings and graphs Visio), etc.;

8. to promote and implement research results(speeches in video forums, teleconferences, publications in the media, Internet).

Also information Technology can provide assistance in creating, based on the results of the research, educational and educational films, cartoons, programs, public service announcements for television, educational computer programs, games, interactive travel, encyclopedias, etc.

2. Practical part

2.1. Telecommunication projects

We consider it necessary in this work to pay special attention to such an ICT tool as a telecommunications project, since it represents a relatively complete set of activities (educational, cognitive, research, creative or gaming) organized on the basis of computer telecommunications. During this type of work, a complete study of material on a particular topic is assumed using various types of influences.

When typologizing projects, it should be noted that there are several criteria by which projects should be divided:

1. by dominant method(research, creative, adventure, gaming, practice-oriented);

2. according to the dominant content(literary and creative, natural science, environmental, linguistic, cultural, role-playing, sports, geographical, historical, musical);

3. by nature of coordination(direct (rigid, flexible), hidden (implicit));

4. by the nature of contacts(participants of the same school, participants of the same class, participants of the same city, participants of the same region, participants of the same country, participants of different countries);

5. by duration(short-term, long-term, episodic);

6. by number of participants(individual, pair, group).

The description and development of such projects could be devoted to a separate work and even, perhaps, a book. But based on the topic of our work, we will try to create a more detailed typology of telecommunications projects in foreign languages.

2.1.1. Typology of foreign language projects

First of all, it is necessary to formulate the goals of teaching a foreign language, which will form the basis of the typology:

1) practical language acquisition;

2) linguistic and philological development of students;

3) familiarization with cultural (country studies) knowledge;

4) training in situational communication (communicative side).

Based on the above goals, we can propose the following typology of telecommunications projects (see Appendix 3):

Language telecommunication projects:

1. Educational projects, aimed at mastering language material and developing speech skills and abilities;

2. Linguistic projects :

· study of language features;

· study of linguistic realities (neologisms, phraseological units, sayings);

· study of folklore.

3. Philological

· study of the etymology of words;

· literary research.

II . Cultural studies (country studies telecommunications projects:

1. historical

· studying the history of the country, city;

2. geographical

· studying the geography of the country, city;

3. ethnographic

· study of the traditions and life of the people;

· studying folk art;

· studying the national characteristics of the culture of different peoples;

4. political and economic

· familiarization with state structure countries;

· familiarization with public organizations;

· dedicated to the legislation of the country;

· dedicated to financial and monetary systems;

5. art history

· dedicated to the problems of art, literature, architecture, culture of the country of the language being studied.

III . Gaming:

1. Social(students perform various social roles) ;

2. Business(simulation of professional situations) ;

3. Dramatized(studying literary works in game situations where students act as characters) ;

4. Imaginary journeys(teaching speech structures, cliches, specific terms, dialogues, descriptions, reasoning, etc.) .

Thus, all of the above projects (provided that they are conducted in a foreign language) are of interest to the teacher, since they create conditions for a real language environment, on the basis of which the need to communicate in a foreign language and, as a consequence, the need to study a foreign language is formed language.

In our opinion, working with projects is the most successful, optimal option for learning vocabulary and phonetics. The labor-intensive preparation process pays off in the result: schoolchildren are interested in this form of work, and, accordingly, they create motivation to study and learn a foreign language. In addition, there is a huge amount of material that can be used in preparation for a project, from tables and illustrations to films and scripts.

With studying grammar material everything is much more complicated. Therefore, we consider it advisable to turn to this aspect of the issue and study it in more detail.

2.1.2. Information and communication technologies in foreign language grammar lessons

The problem is that with all the variety of ICTs, to maximize the effect when teaching the grammar of a foreign language, it seems possible to use a very small number of them. Namely: educational films, electronic textbooks, diagrams, tables and various types testing. That's probably all.

As for educational films (cartoons), the technology for their creation is quite complex due to the fact that it will not be enough to simply select and systematize the working material; the work of psychologists is necessary, who will determine the parameters, when used, the maximum effect from watching the film will be achieved (color gamut, volume, duration, characters, images, quality, etc.). In addition, the preparation of such a film requires specialists in the field of cinematography (animation). Thus, it is simply impossible to create such material with all the equipment available in the school. This is done by special educational centers. The same is true with electronic textbooks.

But the use of diagrams, tables, graphs, diagrams, drawings and various methods of their projection (smart board, personal computer screens, creation using special programs and subsequent printing on a printer) is quite possible and, to one degree or another, is implemented in ordinary schools.

In addition, testing is extremely common as a method of final or intermediate verification. Depending on the capabilities of the teacher, schoolchildren are offered to take tests on printed forms, on personal computers on the home network or on the Internet. When working on a computer, it is possible to process the material using a special program for creating tests (TestDesigner).

We offer the option of creating a computer-based test using slides (Microsoft PowerPoint presentation program) and test materials (computer version/printout).

Theoretical material on the topic “Personal pronouns. Object case of personal pronouns":

Lesson topic: “Personal pronouns. Object case of personal pronouns."

Pronoun- a part of speech that is used in a sentence instead of nouns or adjectives, less often adverbs.

The pronoun replaces names without naming them and performing all their functions:

o subject,

o predicate,

o the nominal part of the predicate,

o definitions.

Personal pronouns I (I), you (you), he (he), she (she), it (it), we (we), you (you), they (they) are indicators of the person.

The 1st person pronoun I is always capitalized.

There is no 2nd person singular pronoun corresponding to the Russian you in modern English.

Everyone, when addressing each other, says you, so you can be translated both you and you, depending on who is being addressed.

For the 3rd person singular, as in Russian, there are three pronouns (he, she, it), and in the plural there is one, common to the three genders - they.

The personal pronoun it replaces a noun denoting an inanimate object or animal if we do not know and are not interested in its gender, and also replaces the noun child if we do not know or do not want to emphasize whether it is a boy or a girl.

The book is on the shelf. Book on the shelf.

It is on the shelf. She's on the shelf.

Personal pronouns in the nominative and objective cases.

Personal pronouns have two cases: nominative and objective.

Personal pronouns in nominative case ( Nominative Case )

HE, SHE, IT - HE, SHE, IT,

Personal pronouns in the nominative case perform the following functions:

1. subject: I see that picture. I see this picture.

2. nominal part compound predicate: It is I (he, she) This is me (he, she).
Forms of English pronouns in objective case correspond to the forms of Russian pronouns in all cases except the nominative, i.e. one form English pronouns conveys in translation the meanings of several Russian forms (for example: me => me/me/by me/...).

Forms of pronouns in the nominative case:

We - We like Ann.

You - You like Ann.

He - He likes Ann.

She - She likes Ann.

They - They like Ann.

Forms of pronouns in the objective case:

Practical task (test) on the topic “Personal pronouns. Object case of personal pronouns":

1. Finish offers .

Use I /me /we /us /you /he /him/she /her/they /them.

1. I want to see her, but she doesn’t want to see me.

2. They want to see me but ............... don’t want to see ..........

3. We want to see them but ...............don’t want to see ..........

4. She wants to see him but ............... don’t want to see ........

5. I want to see him but .................... doesn’t want to see .........

6. They want to see her but ............... doesn’t want to see .........

7. I want to see them but ...................don’t want to see ............

8. He wants to see us but ...................don’t want to see ..........

9. You want to see her but ................. doesn’t want to see .........

2. Finish offers , using me /us /him /her /it /them.

1. Who is that woman? Why are you looking at……….

2. Do you know that man? Yes, I work with ..........

3. I'm talking to you. Please listen to .........

4. These photographs are nice. Do you want to look at ...............

5. I like this camera. I'm going to buy ................

6. Where are the tickets? I can't find ...................

8. I don’t like dogs. I'm afraid of ......................

9. Where is she? I want to talk to........................

10. Those apples are bad. Don't eat...................

Thus, we see that the use of ICT in a grammar lesson is possible when studying almost any topic. With the correct location, good color design, use of diagrams and tables, voice accompaniment (pronunciation of examples in a foreign language), the material will be perceived easier and faster by schoolchildren, since most of the receptors will be involved. The time spent in class will also be reduced - the need to write down material on the board will disappear. And provided that all students have home personal computers, the material can be saved on digital media (floppy disks, CDs, DVDs, flash cards, etc.) and transferred to a PC - time will be reduced due to the absence of the need for students to record the material . Quite often the problem of “not knowing the spelling” of a word arises. A student may be embarrassed to ask for his spelling, but when using ICT tools, this problem completely disappears.

Conclusion

Modern society dictates its own rules; it requires that education, if it wants to remain a quality education, improves in the same way as the world around us improves. Moreover, informatization should have been the first to enter the education system. But for a number of reasons (the main one being insufficient funding for educational institutions), the use of ICT in the educational process in the peripheral parts of the Russian Federation has only just begun to spread. This leads to another problem - most teachers in our schools were not brought up in such an information-rich environment as it is now. Not everyone knows how and considers it necessary to use any innovations. Meanwhile, the modern schoolchild is no longer the same as he was before. And without accepting the thought that modern education impossible without the use of ICT, the teacher will not be able to give the student the knowledge that he will need in “adult” life. By refusing to use ICT tools in the classroom, the teacher loses the ability to accurately record facts, store and transmit a large amount of information, group and statistically process data. The use of computers and other ICTs in the classroom will optimize learning management, increase the efficiency and objectivity of the educational process while significantly saving teacher time, and motivate students to gain knowledge.

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Appendix 1.

ICT tools in education

Appendix 2.

ICT used in higher education in Russia

№	IT name	English name	Abbreviated name
1	Electronic textbook	electronic textbook	c-tbook
2	Multimedia system	multimedia system	CD-sys
3	Expert system	experts system	ex.sys
4	Electronic library catalog	electronic library	e-libr
5	Database	database	db
6	E-mail	electronic mail	e-mail
7	Voice email	voice mail	v-mail
8	Electronic bulletin board	bulletin system	B.S.
9	Teleconferencing system	teleconference	t-conf
10	Automated research management system	Computer research system	aided car
11	Automated organizational management system	Management information system	M.I.S.
12	Desktop electronic typography	dest-top publishing	d.t.-publ

Appendix 3.

Typology of foreign language projects