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structure of the text, its symbolic, emotional and social backgrounds, the author's goals and objectives,
and the language tools used to achieve their goals.[1;22-34]
The speed of reading is closely related to the level of understanding. The speed that can include
the Material will be slow as the depth and clarity of understanding increases, but there are a number
of other factors involved. One of them may be clear text. Another factor is that the content of the text
is familiar to the reader. However, it is possible to develop the speed of reading, and effective learning
involves a high speed of learning with a high level of understanding [3;382-385].
Many believe that reading and slow learning are the same, or at least you need to learn slowly
to learn well. It is very important that trust is interrupted. Training includes several other types of
other skills and may include several different types of learning skills. A good student probably wants
to make a preliminary review of what they are studying, which leads to the formulation of a number
of questions about the subject being studied, after which they partially review, partially read carefully
and find answers to these questions, and when writing an answer, they review the material in the
future.
This sequence of operations describes a well-known research technique, and it is obvious that
this is much more than just a slow read. Every teacher should take care to help improve the overall
learning speed of students. Free silent reading offers, especially, a threat to getting any higher
education, and when fry and many others.
ПАЙДАЛАНЫЛҒАН ӘДЕБИЕТТЕР ТІЗІМІ:
1.
Bradly, L., and Bryant, P.E. Categorising sounds and learning to read- a causal connection
Nature,301,419-521
2.
Goodman, K. Reading. A psycholinguistic guessing game. Journal of theReading Specialist,
126-137Macmillan, 1999.
3.
R. Isaacs, Learning Through Language, Tanzania Publishing
4.
W. F. Mackey, Language Teaching Analysis, Longman, 1999.
5.
M. Macmillan, Efficiency in Reading, British Council, ETIC Occasional
INNOVATIVE TECHNOLOGIES IN TEACHING FOREIGN LANGUAGE IN
HIGHER EDUCATION
Магистр педагогических наук
Дәулетова Айнұр Серікбайқызы
Центрально-Азиатский Инновационный Университет,
Қазахстан, г. Шымкент
.
The article discusses the role of modern information technologies as necessary components of
teaching a foreign language at a university, as well as the role of modern interactive types of
communication generated by scientific and technological progress, such as interactive television and
the Internet.
The current socio-economic situation contributes to the fact that many areas of human activity,
including education, are rapidly developing due to the introduction of various innovations, which has
led to a change in the paradigm of education from traditional to innovative, which requires higher
education to improve the training of a qualified employee of the appropriate level , which necessitates
the formation of foreign language communicative competence, which is the main goal of teaching
foreign language. Linguistic competence is a complex phenomenon that requires the division of the
entire complex of phenomena included in it into separate components. All teachers should build their
work taking into account the real needs, motivation and abilities of students. The use of new
information technologies in teaching a foreign language is not only new technical means, but also
new forms and methods of teaching, a new approach to the learning process. The main tasks of the
teacher are to create conditions for practical mastery of the language, the choice of teaching methods
that would allow each student to show their activity and their creativity, as well as the activation of
the student's cognitive activity in the process of teaching a foreign language. Modern technologies
make it possible to solve a number of pedagogical problems aimed at enhancing educational activities
413
and developing a culture of students' independent work. The need to use innovative technologies is
also due to the continuous increase in the amount of information that needs to be studied and
processed during training. The Internet and information technology are aimed at creating a single
educational space throughout Russia and the European community. The main advantage of using
innovative technologies in teaching a foreign language is the transfer of emphasis from traditional
verbal methods of transmitting information to audiovisual methods. The latest developments are often
presented on the Internet and students have the opportunity to choose them.
Information technology removes the problems of replication and distribution of educational
material, access to it can be obtained both at the educational institution and at home, at a convenient
time for the user. According to new educational standards, more than 50% of the total number of
hours is allocated for independent work of students. At the same time, the role of a personality-
oriented approach and individualization of education is growing. The Internet and the network
community act as an intermediary between students and cultural objects, which underlies the
activities of learning. It largely determines and also reflects the context of students 'life activities,
which allows teachers to construct an educational environment and build training in terms of students'
professional interests, life prospects and abilities. From this it follows that traditional working
methods have a rather limited potential compared to innovative ones. Modern realities pose the
challenge for teachers of higher education to use new advanced educational technologies, teaching
methods, the potential of which is great and must be effectively used. Currently, priority is given to
communicativeness, interactivity, authenticity of communication, language learning in a cultural
context, autonomy and humanization of education. These principles make it possible to develop
intercultural competence as a component of communicative ability. New views on the learning
outcomes have contributed to the emergence of new technologies and the abandonment of obsolete
ones. Today, new techniques using Internet resources are opposed to traditional teaching of foreign
languages. The concept of "traditional" is associated primarily with memorizing the rules and
performing language exercises, in other words, "talking about the language instead of communicating
in the language." Many teachers are convinced that a good vocabulary and proper knowledge, as well
as the correct use of the grammatical structures of a foreign language are the basis of the learning
process. However, such a conviction cannot be considered absolutely true, since the need for the
presence of motivation and the emotional component present in any communication is often not
described in the methodological material. In order to teach communication in a foreign language, you
need to create real, real life situations that stimulate the study of the material and develop adequate
behavior. Innovative technologies are trying to correct this mistake. As you know, what a person
learns, he seeks to use in future activities. It is also known that the use of knowledge, skills and
abilities is based on transference, which depends on the adequacy of the learning conditions to those
conditions in which this knowledge, skills and abilities are supposed to be used. Therefore, it is
necessary to prepare the student for participation in the process of foreign language communication
in the conditions of such communication created in the audience. This determines the essence of
communicative learning, which consists in the fact that the learning process is a model of the
communication process.
A communicative approach is a strategy that models communication, creating a psychological
and linguistic readiness for communication, for consciously understanding the material and methods
of working with it, as well as for understanding the requirements for the effectiveness of the utterance.
For the user, the implementation of a communicative approach on the Internet is not particularly
difficult. The communicative task should offer students a problem or question for discussion, and
they should not only share information, but also evaluate it. It is important that such a task makes
possible the flexible use of all knowledge and skills. The main criterion that allows us to distinguish
this approach from other types of educational activity is that students independently choose language
units for the design of their thoughts. They have the opportunity to express themselves and their
experience through a foreign language. The communicative approach is largely aimed at the student,
which meets the main criterion of modern didactics. The use of the Internet and other innovative
technologies in a communicative approach is as motivated as possible: its goal is to interest students
414
in learning a foreign language by accumulating and expanding their knowledge and experience. They
should be prepared to use the language for real communication outside the classroom, for example,
during visits to the country of the language being studied, during correspondence, etc. Moreover, the
term communicativeness should not be understood narrowly, purely pragmatically.
Communicativeness cannot be reduced only to the establishment of social contacts through speech.
This familiarization of a person with the spiritual values of other cultures - through personal
communication and reading books. Communicative language teaching through information
technology emphasizes the importance of developing students' ability and their desire to use the
studied foreign language precisely and locally for effective communication. Priority is given to
understanding, conveying content and expressing meaning, and studying the structure and vocabulary
of a foreign language serves this purpose. In addition to communicative needs, students need to learn
how to work with innovative technologies in order to be more responsible for their own learning.
They need to develop the ability to cope with a situation where their language resources are not
adequate; have good training skills; the ability to evaluate one’s own speech and progress, and the
ability to identify and solve learning problems. Developing learner independence through a global
network is a gradual process that should be continuously encouraged. Perhaps the most important
task facing the teacher is to find the best ways to lead students to gradually increasing independence.
One of the new requirements for teaching foreign languages using Internet resources and multimedia
equipment is the creation of interaction in the lesson, which is commonly called interactivity in the
methodology. This principle is not new, but so far it does not have a single and universally accepted
definition. R.P. Millrud defines interactivity as the unification, coordination and complementarity of
the efforts of a communicative goal and result by speech means [4;19]. According to this definition,
it can be concluded that an interactive approach in the virtual space is one of the means to achieve a
communicative goal in class. It differs from the principle of communicativeness in the presence of
true cooperation, where the main emphasis is on the development of communication skills and group
work, while for a communicative task this is not an obligatory goal. Interactivity not only creates real
life situations, but also makes you adequately respond to them through a foreign language. And when
it starts to work out, we can talk about language competence. Even if there are errors. The main ability
is to spontaneously, harmoniously respond to the statements of others, expressing their feelings of
emotion, adjusting and rebuilding on the go. Thus, we can consider interactivity as a way of self-
development through the Internet: the ability to observe and copy the use of the language, skills,
behavior patterns of partners; to extract new meanings of problems during their joint discussion. As
a result of the widespread use of interactive multimedia tools and Internet technologies in language
teaching and intercultural communication, the term Computer-mediated Communication (CMC) has
appeared in international scientific literature, which means using the interactive capabilities of a
computer and the Internet, as well as differentiating real language discourse from computerized
interaction [1;26 ]. In conclusion, I would like to note that the potential for using information
technologies in the field of teaching a foreign language is huge and its capabilities have not yet been
fully explored. The development of an innovative methodology of teaching a foreign language at a
university is a priority in modern linguistic and methodological sciences and requires further study.
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1. Geykhman L. K. Interactive learning to communicate as a model of intercultural
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2. Dmitrieva E. I. The main methodological problem of distance learning foreign languages
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3. Kushnirenko A. G. What is the Internet? Information and communication technologies in
education. / A. G. Kushnirenko, A. G. Leonov, M. A. Kuzmenko // Computer Science and Education.
- 1998. - No. 5-7.
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