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METHODS AND TECHNIQUES TO FORM FUTURE FOREIGN
LANGUAGE TEACHERS' INTERCULTURAL-COMMUNICATIVE
COMPETENCE THROUGH INFORMATION TECHNOLOGIES
1 2 Sayfutdinova A.S. , Kanayeva TA.
Email: Sayfutdinova663@scientifictext.ru
1Sayfutdinova Aigul Saidislamovna - Candidate of philological science; 2Kanayeva Tansholpan Akzhankyzy - Master Student, SPECIALTY: FOREIGN LANGUAGE: TWO FOREIGN LANGUAGES (ENGLISH AND TURKISH), ENGLISH PHILOLOGY DEPARTMENT, PHILOLOGY FACULTY, INTERNATIONAL KAZAKH-TURKISH UNIVERSITY NAMED AFTER AKHMET YASSAWI, TURKESTAN, REPUBLIC OF KAZAKHSTAN
Abstract: this article discusses the approaches of scientists to the concept of intercultural communicative competence and the main criteria of the formation the intercultural- communicative competence of future foreign language teachers on the basis of information technologies. One of the main principles of Kazakhstan public policy in the sphere of education is spreading of information technologies in educational system. Due to this fact one of the main objectives of educational system of KR is introduction of new educational technologies, informatization of education, access to international global communication chains.
Keywords: competence, intercultural competence, communicative competence, formation of intercultural communicative competence.
МЕТОДЫ И МЕТОДИКИ ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНО-
КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ БУДУЩИХ
УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА С ПОМОЩЬЮ
ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ
12 Сайфутдинова А.С. , Канаева Т.А.
1Сайфутдинова Айгуль Сайдисламовна - кандидат филологических наук; 2Канаева Таншолпан Акжанкызы - магистрант, Специальность: иностранный язык: два иностранных языка (английский — турецкий), кафедра английской филологии, факультет филологии, Международный казахско-турецкий университет им. Ходжи Ахмета Ясави, г. Туркестан, Республика Казахстан
Аннотация: в этой статье рассматриваются подходы ученых к понятию межкультурно-коммуникативной компетенции и основные критерии формирования межкультурно-коммуникативной компетенции у будущих учителей иностранного языка на основе информационных технологий. Одним из основных принципов государственной политики Республики Казахстан в сфере образования является распространение информационных технологий в системе образования. В связи с этим одной из основных задач образовательной системы РК является внедрение новых образовательных технологий, информатизация образования, доступ к международным глобальным коммуникационным цепочкам.
Ключевые слова: компетенция, межкультурная компетенция, коммуникативная компетенция, формирование межкультурно-коммуникативной компетенции.
UDC 1751-81
Some information and communication technologies and methods through which, one can implement an interactive model of learning within the lesson.
There are different types of interactive communication. Below in Figure 1 methods of interactive communication are shown.
• Brainstorming - the flow of questions and answers, or suggestions and ideas on a given topic, in which the analysis of the correctness / incorrectness is made after the storming itself.
Brainstorming is used in deadlock or problem situations.
The essence of the method is that the process of nominating ideas is separated from the process of their critical evaluation and selection.
The optimal composition of the group is from 6 to 12 people.
Brainstorming is:
- maximum of ideas for a short period of time;
- absence of any criticism (any evaluation of the idea is postponed to a later period);
- it is development, combination and modification of one's own and others' ideas.
To activate the process of generating ideas during the "assault", it is recommended to use some techniques:
- inversion (do the opposite),
- analogy (do it the way it was done in another solution),
- empathy (consider yourself a part of the task, find out your feelings, feelings).
The goal of brainstorming is to create new ideas, get a better idea or a better solution, and also search for the widest possible range of solutions to the problem [1].
The main task of the brainstorming method is the generation of as many as possible and the most diverse in quality ideas, suitable for solving the problem posed. To get a large number of ideas in a short period of time, a whole group of people are involved in the decision, which, as a single brain, storms the problem posed. They are usually collected in one room for one or two hours. The optimal groups are 7-11 people.
The method includes the following steps [2]:
1) an object (subject) is selected;
2) a list of the main characteristics or parts of the object is drawn up;
3) for each characteristic or part, its possible performances are listed;
4) select the most interesting combinations of possible performances of all parts of the object.
Clusters, comparative diagrams, puzzles Brainstorming
\ /
\ _____ /
XHtfethoclsof--/
Round table (discussion, debate) /organization of\ / interactive \/ ICT
communication
Business games (including role-playing, imitation, well) V / Aquarium
Project method
/ \
BarCamp, or an anticonference / \
/ \ PEIC formula
Fig. 1. Methods of organization of interactive communication
• Interactive lesson with audio and video materials, IT. For example, tests online, work with electronic textbooks, training programs, training sites.
• The round table is a method of active learning, one of the organizational forms of cognitive activity of learners, which allows one to consolidate their previous knowledge, fill in the missing information, create skills to solve problems, strengthen positions, and teach
the culture of discussion. A characteristic feature of the round table is the combination of a thematic discussion with a group consultation [3]. The main purpose of the "round table" is to develop the students' professional skills in expressing thoughts, reasoning their arguments, justifying the proposed solutions and upholding their convictions. At the same time, the information and independent work with the additional material are consolidated, as well as the identification of problems and issues for discussion.
The round table should be organized as follows [4]:
1) the teacher formulates (it is recommended to involve the students themselves), the issues that will be discussed in a comprehensive manner;
2) questions are divided into subgroups and distributed to participants for targeted training;
3) experts can be invited to cover specific issues (for example: lawyer, sociologist, psychologist, economist);
4) during the session questions are revealed in a certain sequence.
Speeches of specially prepared students are discussed and supplemented. Questions are asked, students express their opinions, argue, justify their point of view. The main part of the "round table" on any topic is the discussion and debate.
Discussion (from the Latin discussio-research, consideration) is a comprehensive discussion of a contentious issue. In other words, the discussion consists in a collective discussion of a question, a problem or a comparison of information, ideas, opinions, proposals. The objectives of the discussion can be very diverse: training, training, diagnostics, transformation, modification of facilities, etc.
Business games (including role-playing, imitation) is quite a popular method that can be used even in primary school [5]. During the game, students play the roles of participants in a given situation, trying on different professions.
In the discussion, it is preferable to use simple questions, since they do not carry ambiguity, they are easy to give a clear and precise answer. If a student asks complex questions, it is advisable to ask him to divide his question into several simple ones.
At the heart of the "round table" in the form of a debate is a free statement, an exchange of views on the thematic thesis proposed by students. The procedure of the debate does not allow for personal evaluations, emotional manifestations. The topic is discussed, not the attitude of individual participants to it.
The main difference between the debates and the discussions is this: this form of the "round table" is devoted to an unambiguous answer to the question posed - yes or no. And one group (approver) is a proponent of a positive response, and the other group (those who deny) are supporters of a negative response. Within each group, two subgroups can be formed, one subgroup - selects arguments, and the second - develops counter-arguments.
The debate is formed by:
• the ability to form and defend one's position;
• oratory skills and the ability to conduct a dialogue;
• team spirit and leadership qualities.
In the debate, two teams participate (one approves the thesis, and the other denies it). Teams, depending on the format of the debate, consist of two or three players (speakers). The essence of the game is to convince the neutral third party, the judges, that your arguments are better (more convincing) than the arguments of your opponent [6].
Each stage of the debate has its own structure and system of methods and methods used.
• Aquarium - one of the varieties of a business game, reminiscent of a reality show. In this case, the given situation is played by 2-3 participants. The others observe from the side and analyze not only the actions of the participants, but also the variants and ideas they proposed.
• Project method - independent development of the project by the students on the topic and its protection.
• BarCamp, or an anti-conference. The method was suggested by the web-master TimO'Reilly. The essence of it is that everyone becomes not only a participant, but also
organizer of the conference. All participants come up with new ideas, presentations, suggestions on a given topic. Then there is a search for the most interesting ideas and their general discussion.
• Business game is a form of recreating the subject and social content of professional activity, modeling of systems of relations, various conditions of professional activity.
In a business game, the training of participants takes place in the process of joint activity. In this case, each solves its own particular task in accordance with its role and function. Communication in a business game is not just communication in the process of joint mastering of knowledge, but the first thing is communication, imitating, reproducing communication of people in the process of real activity being studied. Business game - this is not just a joint training, it is the training of joint activities, skills and skills of cooperation.
Types of business games by type of human practice, recreated in the game and goals are divided into educational, research, management, attestation, etc.
The interactive methods of teaching in the class can also include master classes, the construction of a scale of opinions, a PEIC-formula, a decision tree.
Some interactive technologies and methods through which one can implement an interactive model of teaching within the lesson:
- creative tasks;
- interactive excursion;
- socio-psychological training;
- focus group;
- Portfolio method;
- work in small groups - in pairs, rotational triplets, "two, four, together";
- Carousel method;
- lectures with problematic exposition;
- heuristic conversation;
- lessons seminars (in the form of discussions, debates);
- conferences;
- business games;
- use of multimedia (IT);
- technology of full-fledged cooperation;
Modeling technology, or the project method (rather like extracurricular activities); One of the main principles of Kazakhstan public policy in the sphere of education is spreading of information technologies in educational system. Due to this fact one of the main objectives of educational system of KR is introduction of new educational technologies, informatization of education, access to international global communication chains. That's why the strategies of education in KR nowadays are mostly computer-oriented.
The President of Kazakhstan suggests all educational establishments to provide usage of computers not only as isolated science, but also in combination with other school subjects.
References / Список литературы
1. Maksimov V.G. Formation of the professional and creative personality of the teacher / V.G. Maksimov. Cheboksary: ChGPU them. I. Ya. Yakovlev, 1996. 227 p.
2. Leech G. Computers in English Language Teaching and Research. London: Longman, 1986 P. 87.
3. National Research Council (2007): Polar Icebreakers in a Changing World: An Assessment of U.S, The National Academies Press, Washington D.C., 2007. P. 79.
4. Riska K. "Design of Ice Breaking Ships". Encyclopedia of life Support Systems, 2012. P. 93.
5. Frunham A., 2000. "The brainstorming myth". Bussiness Strategy Rewiev. P. 153.
6. Kuhn D. Thinking as argument, 1992. P. 233.
