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exhibit greater intercultural awareness and competency, as well as more accepting views towards
diverse cultures [5; 370].
An argument for why CLIL tends to yield so many beneficial learning outcomes is provided by
Muñoz [6; 35].
The main causes are as follows:
1. Students gain from more effective instruction as well as from relevant and intelligible input.
2. CLIL may improve learners' capacity for input processing, enhancing cognitive growth and
preparing them for higher order thinking abilities.
3. The first language is used to foster literacy in CLIL, which is advantageous for the child's
cognitive development. Literacy abilities will eventually translate to the other languages.
4. Because CLIL learning occurs in a setting that is comparatively anxiety-free, learners may
have a lower affective filter than they would in other circumstances.
5. The desire of students to acquire material in a foreign language may encourage and maintain
their desire to learn.
In conclusion, although the advantages of CLIL are frequently highlighted for students, it is
equally critical to acknowledge the benefits for educators. Subject content can be incorporated into
language courses to help students learn critical language and life skills relevant to the subject matter,
as well as to improve teaching enjoyment, topic knowledge, and language teaching abilities.
REFERENCES
1.
Alberta Education. Focus on inquiry: A teacher’s guide to implementing inquiry-based
learning. Edmonton, Canada: Learning Resources Centre. Reproduced with permission. Alberta
Ministry of Education. (2010). Handbook for French immersion administrators. Edmonton, Canada:
Author. (2004).
2.
Coyle, D., Hood, P., & Marsh, D. CLIL: Content and language integrated learning.
Cambridge, England: Cambridge University Press. 2010
3.
Cummins, J. Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49(2), (1979). 222-251.
4.
Dalton-Puffer, C. Outcomes and processes in content and language integrated learning
(CLIL): Current research from Europe. In W. Delanoy& L. Volkmann (Eds.), Future perspectives for
English language teaching(2008). (pp. 139-157). Heidelberg, Germany: Carl Winter.
5.
Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More
differences than similarities. ELT Journal, 64(4), 367-375.
6.
Muñoz, C. Relevance and potential of CLIL. In D. Marsh (Ed.), CLIL/EMILE: The
European dimension – action, trends and foresight potential(2002). (pp. 35-36)
USING MEDIATECHNOLOGY IN LANGUAGE LEARNING: A TANDEM
METHOD APPROACH TO ENHANCE LISTENING AND SPEAKING SKILLS
Turegaliyeva Nurjanar –
Doctoral student of NSPI
Language learning is a dynamic process that requires active engagement and meaningful
interaction. With the advent of mediatechnology, opportunities for language learners to practice
listening and speaking skills have expanded exponentially. Among the innovative approaches to
language learning facilitated by mediatechnology is the Tandem method, which pairs language
learners with native speakers or proficient speakers of the target language for reciprocal language
exchange. This thesis explores the utilization of the Tandem method in conjunction with
mediatechnology to enhance listening and speaking skills in language learners.
Theoretical Framework:
Tandem (from English "tandem" - a bicycle for two or three) is one of the contemporary methods
for learning a foreign language, and it is gaining popularity worldwide. The tandem method involves
self-directed language learning between two partners with different native languages, who work
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together [1; 39]. During sessions, each partner takes turns acting as both the "learner," studying the
foreign language, and the "teacher," serving as an expert in their native language.
The idea of learning foreign languages in tandem emerged in Germany in the late 1960s from
projects involving German-French youth exchanges. In the early 1970s, the "Working Group for
Applied Linguistics of the French Language" was founded, which, upon the request of DFJG
(German-French Youth Office), developed a program for learning French in pairs. It was during this
time that the term "tandem" was coined, referring to meetings in the mornings and during free time,
based on pre-prepared materials [2; 34].
In the 1980s, tandem learning gained traction in many European universities. From 1994
onwards, numerous European Union projects conducted research on this method of language
learning, and it was successfully implemented in practice in over 30 European universities, schools,
and other educational institutions. Between 1992 and 1994, the International Email Tandem Network
began creating remote tandems (particularly written tandem learning, utilizing email and other
internet resources), leading to the development of new didactic materials for language learners and
teachers.
Today, tandem is an alternative form of language learning widely used in many European and
non-European countries, in schools, language courses, and even universities. Tandem is conducted in
a minimum of 22 languages: Albanian, Arabic, Basque, Bulgarian, Danish, German, English, French,
Galician, Greek, Italian, Japanese, Catalan, Latvian, Polish, Portuguese, Serbo-Croatian, Slovenian,
Spanish, Czech, Turkish, and Hungarian. [2; 41]
But the two most studied languages using this method are German and English. This is because
the tandem method originated and developed in Germany, making it most developed for the German
language, as well as because the majority of language learners aim to learn English as an international
language.
Here are some activities to develop listening skills:
1. Jigsaw listening and viewing:
Divide the class into two groups. Ask one group to leave the
classroom while the other group watches a segment with the sound turned off. The first group returns,
and the second one leaves the room. Replay the segment, this time with sound but without visuals.
Then, reunite the groups, pair them up, and have them discuss what happened on the screen and who
said what.
2. What are they thinking?
This exercise is based on the idea that people don't always say
what they're thinking. Pause the film at key moments and ask students to speculate on the speaker's
true thoughts.
3. Character role-play:
Assign each student a character to study. Instruct them to pay close
attention to how the role is portrayed during the viewing. Then, have the students perform their roles
from memory. They don't need to reproduce the text verbatim, just play according to the character. If
the selected segment is very short, they can memorize the roles. Then, turn off the sound, and have
the students voice their characters during the viewing.
4. Character study:
Working in groups, students write down words they associate with each
of the story's characters and explain why they believe these words suit the character.
5. Deducing dialogue from pictures:
Choose a scenario consisting of a dialogue between two
people. Write down only one role on paper, leaving gaps instead of the other – a gapped dialogue.
Prepare enough gaps for each pair of students.
Here are some games and activities to develop speaking skills by means of mediatechnology.
1. Online Debate Forums:
Engage in structured online debates on platforms like Reddit or
specialized debate forums. This encourages participants to articulate their thoughts clearly and
persuasively.
2. Virtual Language Exchanges:
Connect with language learners from around the world
through language exchange apps or websites. This allows for real-time conversations in different
languages, helping to improve speaking skills.
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3. Voice Messaging Apps:
Use voice messaging features on messaging apps like WhatsApp
or Telegram to practice speaking. Send voice messages discussing various topics or engage in voice
chats with friends or language partners.
4. Speech Recognition Software:
Utilize speech recognition software like Google's Speech-
to-Text or Apple's Dictation to transcribe spoken language. This can be used for dictation exercises
or pronunciation practice.
5. Online Public Speaking Platforms:
Join online public speaking platforms like Toastmasters
or platforms that host virtual speaking events. Participating in public speaking events virtually
provides opportunities to practice speaking in front of an audience.
6. Podcast Hosting:
Start a podcast or participate as a guest on existing podcasts. Hosting or
guesting on podcasts allows individuals to practice speaking in a conversational and engaging
manner.
7. Language Learning Apps with Speaking Exercises:
Use language learning apps like
Duolingo or Rosetta Stone, which include speaking exercises where users repeat phrases or engage
in conversations with virtual characters.
8. Video Blogging (Vlogging):
Start a video blog on platforms like YouTube or TikTok where
you discuss various topics. Vlogging requires speaking confidently and clearly to engage viewers.
9. Voice Acting:
Practice voice acting by dubbing videos or cartoons. This helps improve vocal
expression, intonation, and articulation.
10. Virtual Reality (VR) Conversation Simulations:
Engage in virtual reality simulations
designed for language learning, where users interact with virtual characters in simulated real-life
scenarios, such as ordering food at a restaurant or asking for directions.
These activities leverage media technology to provide engaging and interactive opportunities
for developing speaking skills.
In conclusion, the integration of mediatechnology in language learning through the Tandem
method offers promising opportunities for enhancing listening and speaking skills. By providing
learners with authentic, interactive, and personalized language practice opportunities,
mediatechnology-mediated tandem exchanges contribute to meaningful language learning
experiences. However, to fully harness the potential of this approach, it is essential to address
technological challenges, promote intercultural competence, and provide ongoing support for learners
and tandem partners. Further research is warranted to explore the long-term impact of
mediatechnology-enhanced tandem exchanges on language proficiency development and to identify
best practices for implementation in diverse language learning contexts.
REFERENCES:
1. Beißwenger, M., & Stein, D. "Tandem Learning." In J. Stockinger, S. Schramm, & E.
Schiewer (Eds.), Handbuch Sprache im multimodalen Kontext (2019). (pp. 591-610). Springer.
2. Bygate, M. Speaking. Oxford University Press. (2001).
3. Dafouz-Milne, E., & Guerrini, M. (Eds.). Online Language Learning: Enhancing
Participation and Collaboration. Routledge. (2020).
4. De Bot, K., Lowie, W., & Verspoor, M. "A Dynamic Systems Theory Approach to Second
Language Acquisition." Bilingualism: Language and Cognition, 10(1), (2007). 7-21.
5. Gass, S. M., & Mackey, A. The Routledge Handbook of Second Language Acquisition.
Routledge. (2012).
6. Krashen, S. D. Principles and Practice in Second Language Acquisition. Pergamon Press.
(1982).
7. Littlewood, W. "Communication-Oriented Language Teaching: Where Are We Now?" In C.
Gitsaki & S. Balasubramanian (Eds.), Language Learning with Technology: Ideas for Integrating
Technology in the Classroom (pp. 3-19). Bloomsbury Academic. (2013).
8. Thorne, S. L., & Reinhardt, J. "Bridging Activities, New Media Literacies, and Advanced
Foreign Language Proficiency." CALICO Journal, 25(3), (2008). 558-572.
9. Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes.
Harvard University Press. (1978).
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10. Warschauer, M., & Kern, R. (2000). Network-Based Language Teaching: Concepts and
Practice. Cambridge University Press.
BENEFITS OF COMPUTER-BASED TECHNOLOGY IN ENGLISH CLASSES
Manzura Tuxsonova
–
4
th
year student
Aliya Narshabaeva – scientific adviser
Nukus SPI named after Ajiniyaz, Nukus
In today's rapidly evolving educational landscape, the integration of computer-based
technology has revolutionized teaching and learning practices, particularly in the realm of language
education. This article delves into the multifaceted advantages of incorporating computer-based
technology into English language classes, highlighting its transformative impact on student
engagement, personalized learning, access to authentic materials, collaboration and communication,
and the provision of immediate feedback.
Methodology:
a. Enhanced Engagement:
Engagement lies at the heart of effective learning. By harnessing the power of computer-based
tools such as interactive educational software, gamified learning platforms, and virtual reality
simulations, educators can create dynamic and immersive learning experiences that captivate
students' attention and foster active participation. Interactive activities, such as online quizzes,
language games, and multimedia presentations, not only make learning more enjoyable but also serve
to reinforce language concepts in a memorable and engaging manner.
b. Personalized Learning:
One size does not fit all when it comes to education. Every student has unique learning
preferences, strengths, and areas for improvement. Computer-based technology enables educators to
tailor instruction to meet individual student needs through adaptive learning platforms, personalized
learning paths, and differentiated instruction. By leveraging algorithms and data analytics, these
platforms can dynamically adjust the difficulty level of exercises, provide targeted remediation, and
offer personalized feedback, thereby optimizing the learning experience for each student.
c. Access to Authentic Materials:
Language learning extends beyond the confines of the classroom. The internet serves as a
treasure trove of authentic English materials, including articles, videos, podcasts, social media posts,
and online forums. By integrating these authentic resources into English classes, educators can expose
students to real-world English usage in diverse contexts, ranging from formal academic discourse to
informal colloquial speech. Engaging with authentic materials not only enhances students' language
proficiency but also cultivates cultural awareness, critical thinking skills, and digital literacy.
d. Collaboration and Communication:
Language learning is inherently social. Computer-based technology facilitates collaboration
and communication among students, both within the classroom and beyond. Online collaboration
tools, such as discussion forums, collaborative writing platforms, and video conferencing software,
enable students to interact with peers locally and globally, fostering cross-cultural exchanges and
intercultural communication skills. Collaborative projects, virtual language exchanges, and online
debates provide opportunities for students to practice English in authentic communicative contexts,
thereby enhancing their fluency and confidence in using the language.
e. Immediate Feedback:
Feedback is a cornerstone of the learning process. Computer-based tools offer the advantage of
providing immediate and actionable feedback to students on their language proficiency, grammar
accuracy, pronunciation, and vocabulary usage. Automated feedback mechanisms, such as error
correction algorithms, language analysis tools, and speech recognition software, allow students to
receive instant feedback on their performance, enabling them to identify and correct errors in real-
time. This timely feedback loop promotes self-directed learning, facilitates continuous improvement,
and empowers students to take ownership of their learning journey.
