Использование инновационных и информационных технологий в иноязычном образовании на современном этапе (ролевая игра, проекты, кейс-стади, компьютерные технологии) и др.

The use of innovative information technology and foreign language education at the present stage (role play, projects, case studies, computer technology), and others.

The main technologies in FLT are games, round table, discussions, debates, project work, case study, video, computer, interactive activities, audio-activities, DVD etc. We consider some of them in this lecture.

Round Table is a form of organization of study through exchange of opinions. In the course of Round Table discussion its participants have a reports, which they thoroughly discuss together. As a rule Round Table has the following procedure: participants reports and then discuss it. Except participants of the Round Table there is also moderator. Moderator pace the time of the reporters and announce the order of presentation of their reports. This method suggests the organization of teaching seminars, discussions, meetings with specialists of different organizations on the principles of cooperative discussion of the problems in the form of the dialogue. Round Table allows each participant to express his or her opinion on the given problem. This method improves students’ abilities in argumentation. Role of the teacher in this process is to coordinate the discussion of the problem without conflicts and provide the positive results in the problem solution.

Discussion. Aim of the discussion: The rise of the interest of participants to the definite topics and problems.; Teaching material leading to controversial opinions can be thoroughly discussed from many sides.;Serve for expression of different points of view. Procedure of the discussion: The introduction of the discussion by the teacher or student:; Explanation of the aim of the lesson and discussed topic. Invitation to the performance; Discussion can be started from presentation of reports;There is a necessity at least for one alternative question;There are 3-5 arguments for the protection of positive,so the negative answers;Participants ask the questions, express their opinions and suggest some business proposals;Then all the solutions are discussed and the conclusion is held. Positive sides of the discussion: Problems can be looked through the different sides;Leader teacher or student coordinate the discussion, he/she can participate in it but isn’t obliged;Leader teacher or student draw a conclusion. Debates. Debates should be held if group is divided into two parts in the course of discussion.

30.1)It gives opportunity to argue with each other, express different points of views and approaches, attempts to persuade the opponents. Necessary conditions for debates: Each participant is supported, who would like to express his/her point of view;All participants should listen to their opponents before they express their point of view.;Every 15 minutes students should stop their debates in order the most convincing arguments are written down.;Respect different points of views and don’t correct them.;Support of the atmosphere of cooperation but not competition.;In conclusion the teacher sum up the arguments suggested in the argues, paying attention to the important issues and logical deductions. Business games and roleplays. Their participants have a deal with the model which is close to real professional activity. The whole complex of industrial relationships is modeled. The participants have an opportunity to become the leader of some company or its department. This gives opportunity to find out more about relationships within the company, the functions of the staff of the company and also the whole result, which can be acquired in the course of the suggested actions. Practical value of business games are as follows:The conditions of study are close to reality in practice;In the process of modeling of real to life situations there happen the development of habits and skills in the sphere of professional activity;Roleplays allows to integrate the acquired knowledge according to chosen speciality;The participants of business games have an opportunity to practice their knowledge, habits and skills in the course of game without risk;In the conditions of credit technologies of teaching, when the role of independent study is increasing, business games is an ideal mean of arising interest to the professional activity and increasing their professional competence.First what should be done before the beginning of business game is to prepare the scenario of the game, to define the rules of the game, accurately to define the functions of the participants and their actions. Business games has several stages: 1-st stage. Preparation to the game. Study of the situation or the problem and collection of necessary information.;

2-nd stage. The process of game organization.;3-rd stage. The analysis the situation, its. discussion, making conclusions and assessment of the results.; In the process of the game the students acquire the following skills and habits: Logical understanding of the game situation;The determination of the content of the necessary information, which is needed for problem solution, its collection and analysis.The establishment of links between different spheres of future professional activity.;The work in groups, collective solution making;Usage of elements of scientific research, processes and phenomena on the base of systematic approach.

30.2) The important factor of the successful organization of games and roleplays is informational support, the constituent parts of which are: - the official description of information for the modeling of game situation;- the criteria of game results ‘ assessment;- the filling forms and tables for completion, instructive materials, documents of planning and organization of game. Case Study is one of the main technologies of business education. It appeared in the beginning of the 20^th c.in the School of Business in Harvard University. American cases are a little bit different from European.They are more in volume (20 - 25 pages of text). In Europe Cases is shorter in 1,5-2 times and doesn’t have the only one solution. While using this method it is necessary to escape extra arguments, to dominate in the discussion The work out of the Case is evaluated very highly. There are two types of Cases: ‘Field’ (based on real factual material) and ‘ artificial’. The following method is based on the analysis of real and hypothetical situations, concrete events, containing one or the range of problems from business practice. Students are suggested to find the effective algorithm of business-structure organization in the given situation, leading to the problem solution. The more Cases are discussed the more experiences students gain to cope with similar situations. Students task – analyze the situation, formulate the problem, suggest the solutions and choose the best one. The aim of Case Study – to learn student to analyze the information, formulate the problems, choose the alternative ways of solution, evaluate them, find the suitable variant and make programme of actions. Case Study has two stages: Stage 1. Participants are given Case and time for reading and acquisition of the material. Teacher can give some questions to the participants for stimulation of the discussion

Stage2. Teacher suggests to the participants s to discuss the case.Students should answer the questions of the teacher or express their opinions about the best solution. Answers and conclusions should be thoroughly grounded by the participants. At the end of the discussion the teacher suggests to draw conclusions from facts and arguments of the Case. Advantages of Case Study: 1) Demonstrate the existence of alternative solutions; 2) Demonstrate how the same facts can be differently interpreted by the range of people with the similar aims; 3) Teach students to evaluate the consequences of the taken solutions. Case Study is an instrument with the help of which the theoretical knowledge are applied to the solution of the concrete practical tasks. It assists to the development of the critical thinking, links the theory with practice. Analysis of the Case allows students to formulate the model of problem solution, which can arise during their professional activity.

30.3) Nowadays Case Study is one of the popular methods for better qualification of leading staff. The Case is often used as a mean of selecting the best business qualities in the course of job interview. This method is widely known for the education not only Marketing, Management but Foreign Language as well. Project work Project work offering the student an opportunity to put into practice what has been learnt through formal teaching. For a project to succeed, a good working relationship needs to be established. The students must be able to co-operate not only with each other but also with a teacher. Groups who are accustomed to student-centred activities will find project work an extension of a familiar approach, rather than an innovation.Project work has been described by a number of language educators, including Carter and Thomas (1986), Ferragatti and Carminati (1984), Fried-Booth (1982, 1986), Haines (1989), Legutke (1984, 1985), Legutke and Theiel (1983), Papandreou (1994), Sheppard and Stoller (1995), and Ward (1988). Although each of these educators has approached project work from a different perspective, project work, in its various configurations, shares the following features:Project work focuses on content learning rather than on specific language targets. Real world subject matter and topics of interest to students can become central to projects.;Project work is student centered, though the teacher plays a major role in offering support and guidance throughout the process.;Project work is cooperative rather than competitive. Students can work on their own, in small groups, or as class to complete a project, sharing resources, ideas, and expertise along the way.;Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks.;Project work culminates in an end product (e.g., an oral presentation, a poster session, a bulletin-board display, a report, or a stage performance) that can be shared with others giving the project a real purpose. The value of the project, however, lies not just in the final product but in the process of working toward the end point. Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stages.;Project work is potentially motivating, stimulating, empowering, and challenging. It usually results in building student confidence, self-esteem, and autonomy as well as improving students’ language skills, content learning, and cognitive abilities. The length of time spent on a project work will, clearly, depend on the amount of time available and on the nature of the project work. But, however, long or short the project may be, it will pass through certain stages of development these are: Stimulus. Initial discussion of the idea – comment and suggestion. The main language skills involved: speaking and listening, with possible reference to prior reading.; Definition of the project objective. Discussion, negotiation, suggestion, and argument.

30.4The longer the total time available for the project, the more detailed this phase will be. Main language skills: speaking and listening, probably with some more note-taking. Practice of language skills. This includes the language the students fell is needed for the initial of the project, e. g. for a data collection. It is also introduces a variety of language functions, e. g. introductions, suggestions asking for information, etc., and may involve many or all of the four skills (particularly writing, in the form of note-taking). Design of the written materials. Questionnaires, maps, grids, etc., required for data collection. Reading and writing skills will be prominent here. Croup activities. Designed to gather information. Students may work individually, in pairs or in small groups, inside or outside the classroom. Their tasks will include conducting interviewers or surveys, and gathering facts. All four skills are likely to be needed. Collecting information. Probably in groups, in the classroom. Reading of notes, explanation of visual material, e. g. graphs. Emphasis on discussion. Organization of materials. Developing the end-product pf the project. Discussion, negotiation, reading for cross-reference and verification. The main skill practiced, however, will be writing. Final presentation. The manner of presentation will depend largely on the form of the end product – chart, booklet, video display or oral presentation and on the manner of demonstration. The main skill required is likely to be speaking, but could be backed up by other skills.Projects can also differ in data collection techniques and sources of information as demonstrated by these project types: Research projects necessitate the gathering of information through library research. Similarly, text projects involve encounters with ‘texts’ (e.g., literature, reports, news media, video and audio material, or computer-based information) rather than people. Correspondence projects require communication with individuals (or, business, governmental agencies, schools, or chambers of commerce) to solicit information by means of letters, faxes, phone calls, or electronic mail. Survey projects entail creating a survey instrument and then collecting and analyzing data from ‘informants’. Encounter projects result in face-to-face contact with guest speakers or individuals outside the classroom. Projects may also differ in the ways that information is ‘reported’ as part of a culminating activity. Production products involve the creation of bulletin-board displays, videos, radio programs, poster sessions, written reports, photo essays, letters, handbooks, brochures and so forth. Performance projects can take shape as staged debates, oral presentations, theatrical performances, food fairs or fashion shows. Organizational projects entail the planning and formation of a club, conversation table, or conversation-partner program.

30.5)Whatever the configuration, Projects can be carried out intensively over a short period of time or extended over a few weeks, or a full semester; they can be completed by students individually, in small groups, or as a class; and they can take place entirely within the confines of the classroom or can extend beyond the walls of the classroom into the community or with other via different forms of correspondence.

Requirements for Project work:; •Active attendance to all lecture and seminar sessions (compulsory)

•Write their names to the participant list, ask questions, give comments;•Choose a new topic;•Carry out project successfully in a team of 2-4 persons;•Project plan;•Project plan presentation;•Project results;•Final report.

Computer started to be used in teaching foreign languages from 1954. The first research concerning usage of computer in teaching foreign languages appeared since this time. CALL- Computer -Assisted Language Learning. Theoretical problems of implementing computer in teaching process became the subject of a new area in science such as Computer Linguadidactics. It is an independent trend of Didactics and Methodology.

The development of computer technologies in teaching foreign languages made the usage of computer programs widely spread. Computer programs fastened the teaching process and initially had a drilling character. The rising requirements to the computer programs increased their qualities and made possible to improve not only language habits but speech skills. According to the definition of the notion of ‘the computer program’ given by Sadikova A.K. computer program is a mean of teaching, which has the features of communicative model of teaching, corresponds the aims of teaching and formed types of speech activities, oriented to the definite level of knowledge and skills of students, satisfies students’ intellectual and emotional needs, stimulates different types of cognitive activities. Computer program can help every pupil to find the most comfortable way of learning foreign language.

The psychological aspects of using computer programs in teaching foreign languages are as follows:

- Interactive means of teaching helps to keep interest for learning foreign languages (game like character of learning foreign languages, comfortable way of work with the computer, etc.)- Usage of computer helps to overcome fear of public speaking to shy and not confident pupils- Computer programs give an additional material to those pupils who are coping with the learning material faster than other pupils. And on the contrary they help weak pupils to revise the material if it is not clear.The methodological aspects of using computer programs in teaching foreign languages are as follows:Usage of computer programs allows pupils to plan and organize learning process individually;To have immediate correction of mistakes, which is sometimes impossible due to the lack of time;

30.6)Correction of spelling;Opportunity to revise exercise and get explanations to it the necessary quantity of times;Assessment of your language work.; There are following types of computer programs in teaching foreign languages:

1) Multimedia computer programs for integrated learning of foreign languages and development of the main speech skills; E.g.Английский язык. «Путь к совершенству» (English Language. Way to Success.)