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8FOREIGN LANGUAGE TEACHING IN A MILITARY UNIVERSITY WITH THE USE OF MULTIMEDIA LINGUO-DIDACTIC MATERIALS
Назарова Анастасия Владимировна
канд. пед. наук, доцент кафедры романо-германских языков и межкультурной
коммуникации,
Пермский государственный гуманитарно-педагогический университет, г. Пермь
E-mail: [email protected]
Соболь Наталья Владимировна
канд. пед. наук, доцент кафедры иностранных языков, Пермский военный институт войск национальной гвардии
Российской Федерации, г. Пермь E-mail: [email protected]
ПРЕПОДАВАНИЕ ИНОСТРАННОГО ЯЗЫКА В ВОЕННОМ ВУЗЕ С ИСПОЛЬЗОВАНИЕМ МУЛЬТИМЕДИЙНЫХ ЛИНГВОДИДАКТИЧЕСКИХ МАТЕРИАЛОВ
Anastasiia Nazarova, Ph.D.
Associate Professor, Romano-Germanic Languages and Intercultural Communication Department,
Perm State Humanitarian Pedagogical University, Perm
E-mail: [email protected]
Natalya Sobol, Ph.D.
Associate Professor, Department of Foreign Languages, Perm Military Institute of the National Guard Troops of the Russian Federation, Perm
E-mail: [email protected]
Аннотация: в работе дополнено понятие «мультимедийная компетентность» с точки зрения теории цифровой грамотности и иноязычной речевой деятельности, а также определили и раскрыли принципы организации учебного процесса для развития мультимедийной компетентности курсантов. Практическая значимость результатов исследования заключается в разработке и внедрении в учебный процесс методики преподавания иностранного языка с использованием мультимедийных лингводидактических материалов и подборе содержания лингводидактических материалов и мультимедийных ресурсов для обучения иностранному языку.
Ключевые слова: мультимедийная компетенция, лингводидактические материалы, мультимедийные ресурсы, преподавание иностранного языка в военном вузе.
Abstract: the authors have supplemented the concept of "multimedia competence" from the perspective of the theory of digital literacy and foreign-language speech activities, and also defined and disclosed the principles of organizing the learning process for the development of cadets' multimedia competence. The practical significance of the research results lies in the development and introduction into the educational process a methodology for a foreign language
teaching with the use of multimedia linguo-didactic materials and the selection of the content of linguo-didactic materials and multimedia resources for a foreign language teaching.
Key words: Multimedia Competence, Linguo-didactic Materials, Multimedia Resources, Foreign Language Teaching in a Military University.
Modern gadgets and interactive applications, due to their accessibility and ease of use, have become an integral part of the educational process in the 21st century. Students of civilian universities have a wide range of possibilities of how to find, process, and present the necessary information. Students of a military university, due to the specific nature of the educational establishment, are under a different set of conditions nowadays.
In this regard, it becomes relevant to familiarize cadets with free access and work with any information through the assimilation and use of information technologies. In other words, the development of students' multimedia competence is in the focus of higher military educational institution.
Let us turn first to the very phenomenon of "multimedia competence". We take as a key definition the variant of K.E. Bezukladnikov, M.N. Novoselov and B.A. Kruse, who consider multimedia competence as "a complex resource of an individual that provides the possibility of effective multifaceted activities in the field of education through the help of multimedia" [1].
On the one hand, this generalization allows you to distinguish its common components and structure. On the other hand, it makes it impossible to take into account the specific character of the organization of training at a military university and particular nature of individual subjects, which serve as a filter for the use of modern technologies and techniques. Based on all this, there is a need for a particular formulation.
So, the cadets' multimedia competence should be understood as their readiness and ability to use professionally and culturally significant multimedia foreign language resources for the purpose of professional development and organization of professional interpersonal cooperation.
For a future officer, such a context serves as a means of constructing a multimedia identity in a combination of cultural and behavioral aspects.
The levels of development of the cadets' multimedia competence have been identified and described in accordance with the positions "Know, Be able, Master" (Table 1) [3].
Table 1
Development Levels Descriptors of Cadets' Multimedia Competence
Low Level
Know:
• have a patchy notion of multimedia information formats;
• have a fragmented notion of the capabilities of multimedia component processing programs._
Be able to:
• find it difficult to use individual programs and media processing tools.
Master:
• demonstrate the poor activity of selecting
multimedia tools to solve the educational problem._
High Level Know: • allow inaccuracies in the definition of multimedia formats; • provide characteristics of basic capabilities of multimedia component processing programs. Be able to: • allow minor (insignificant) errors in the use of individual programs and media processing tools. Master: • perform well with particular reproductive training tasks.
Uplevel Know: • have a complete picture of the main formats of multimedia information; • identify the main capabilities and uses of media component processing programs. Be able to: • allow minor errors in the use of individual programs and media processing tools. Master: • be capable to solve particular problems by productive methods.
The development of multimedia competence is a single task, which implies the creation of a special linguistic information environment.
The academic teaching staff of the Department of Foreign Languages of Perm Military Institute of the National Guard of the Russian Federation conducts scientific and practical work in this direction. Modern multimedia didactic tools which can increase the effectiveness of the educational process are being investigated and tested.
The linguistic information environment is a set of various information resources, technical and methodological support in a foreign language, which act as a means of formation and development of students' language and speech potential
[4].
The teacher faces the task of using all the advantages of a digital educational environment in order to create a modern dynamic lesson.
In this regard, the appeal to the "PADagological wheel" (from iPad) of the Australian scientist Allan Carrington seems timely and relevant.
An Australian teacher has developed his own model for planning the results and learning process of modern pedagogy of the 21st century. He considers the wheel as a reference scheme consisting of tasks and questions that serve as a structured guide for the teacher [2].
The organization of training at a military university, due to its peculiarities, poses a number of certain requirements both to the model of a graduate of a military university, a future officer, and to the technological side of the training process itself.
Taking these factors into account, we adapted and developed the "PADagological Wheel" of multimedia technologies that meets the goals of Foreign Language teaching course and types of activities of cadets (Figure 1) [2].
Fig. 1. "PADagological Wheel" of Multimedia Technologies for Cadets
The goal of our research is the development and experimental testing of multimedia linguo-didactic resources and materials. To achieve the goals desired, a certain set of research methods was used: theoretical methods (study and analysis of pedagogical, methodological, psychological literature; analysis and generalization of domestic and foreign pedagogical experience on the research problem); empirical methods (interviewing, observation, conversation, experiment); statistical methods (quantitative and qualitative analysis of the experimental results).
In relation to the study, experimental training was conducted, the purpose of which was to develop and test a foreign language teaching methodology using multimedia linguo-didactic materials and resources.
To achieve the goal, the following objectives were set:
- to select the content of profession-oriented texts that serve as an integrative basis in a foreign language teaching and are in line with selected specialities of cadets ("Special Purpose Vehicles," "Ballistic, Artillery and Missile Weapons," "Use and Operation of Purpose-made Automated Systems," "Information and Communication Technologies and Communication Systems," "Biology," "Rear Support," "Special Radio Engineering Systems", Ground Transportation and Technological Equipment");
- to test multimedia training technologies, check their effectiveness.
During the experimental training, conversations, surveys, interviews of cadets of the Perm Military Institute of the National Guard of the Russian Federation were
conducted. Their analysis and synthesis made it possible to come to the conclusion that initially cadets of the 1st and the 2nd courses of all faculties have a low level of multimedia competence. This situation is due to the lack of school or university experience in the use of various kinds of online platforms and generators, smart boards, interactive multimedia presentations, the Internet in classes.
To conduct classes of a Foreign Language course in a freshman year topical didactic materials were developed: "Training at a Military Institute. Personal Data of a Soldier", "Armed Forces of the Country the Language We Study", "Peculiarities of Warfare in Modern Conditions"; the same work was performed for a sophomore year: "Main Directions of the Development of Material and Technical Support of Foreign Armies Units", "Main Directions of the Information Technologies Used by Foreign Armies Units", "Main Directions of the Canine Services Training and Activities of Foreign Armies Units", "Main Directions of Rear Services Training and Activities in Foreign Armies Units".
Selected multimedia linguo-didactic resources and content were introduced into the training process depending on the purpose of the lesson and on the technical support of the lecture hall.
The functional versatility of technologies made it possible to combine resources and use them comprehensively in the course of one lesson. They helped to train and prepare cadets for productive types of speech activities (speaking, reading, translation) and develop lexical and grammatical skills and abilities at the reproductive and productive levels.
The portfolio gives a wide idea of the dynamics of the results of training, as well as cadets' creative work. Different forms of language portfolio tasks develop cadets' reflexive self-esteem. They are aimed at the main aspects of foreign language speech communication and the components of educational activities for mastering the language and culture studied: cadets' awareness of their needs to learn language and culture, profiling the final product in mastering of a foreign language, awareness of communicative goals and skills in the practical use of a foreign language, criteria for their evaluation, monitoring the development of these skills, analyzing their own problems when learning a foreign language, choice of strategies and techniques in the course of a language study, evaluation of own experience of using the foreign language in educational and sociocultural activities, experience of language and culture study, etc.
Various types of questionnaires, self-assessment checklists, assessment scales are used as tasks for reflexive cadets' self-assessment, for example, "How effectively have I performed this work?", "What have I learned?," "How can you perform a task like...?" etc. They are compiled on definition and descriptors of multimedia competence levels base (Table 1). The tasks are personally oriented and are aimed at self-assessment and analysis by cadets of the effectiveness and difficulties of the practical use of the language studied in accordance with the basic characteristics of the foreign language reference level. Tasks for reflexive self-esteem are formulated in
such terms as: "I can...," "My difficulties in the process of communication are related to...," "I need...," etc.
The final survey was conducted in cadets' groups, the questions of which are presented in Table 2.
Table 2
Final Survey
№ Questionnaire Issues:
1 If you had a choice, where would you go: to classes using multimedia technologies or to the classes of traditional teaching methods, all other things being equal?
2 What multimedia technologies can promote: - individualization of learning; - changing the nature of the cadets' cognitive activity; - stimulating the desire of cadets for constant self-improvement; - strengthening interdisciplinary learning linkages; - increasing flexibility, mobility of the educational process, its constant updating?
3 What special characteristics of multimedia technologies have you noticed? - convenient delivery of educational material; - different ways of information presentation (text, image, video, sound and animation); - high quality on the screen image (brightness, clarity, color); - dynamic pace of the lesson and large volume of the material under consideration; - workgroup computing.
4 What do multimedia technologies provide? - diversify the forms of lessons; - a feedback; - a wide use of gaming techniques; - strengthen the training activities of the cadets; - increase motivation to learn a foreign language.
5 What attracts you in multimedia technologies? - facilitate the perception and learning of new material; - promote the cadets' mental growth; - increase the interest to the subject studied; - stimulate the independent and creative search for new ideas; - reduce the types of weary work at the lesson; - form cadets' adequate self-assessment and create conditions for independent work.
6a Evaluate the effectiveness of multimedia technologies lessons using a five-point system.
6b Evaluate the effectiveness of traditional methods lessons using a five-point system.
The histogram of the scoring by students of multimedia technologies lessons and traditional teaching methods lessons is presented in Figure 2. Questions 6a and 6b are presented here in a bar diagram. It can be seen that cadets mark lessons with multimedia technologies with a top grade (72.72 and 27.27 % of respondents, respectively, blue columns). The "good" mark (63.63 % of respondents) prevails when evaluating classes using traditional methods; only 9.09 % of respondents rated them as "great" and 27.27 % rated them as "satisfactory" (red columns).
Fig. 2. Results of the Cadets' Survey: question 6 (a, b)
As a result, it was established that the update of software and technical support of the Department of Foreign Languages of Perm Military Institute of the National Guard of the Russian Federation positively affected the motivation of cadets to the discipline being studied. Through specially selected multimedia linguo-didactic resources, it was possible to cover such aspects of the educational process as value-oriented, content-procedural, resource-managemental.
Other positive factors include optimizing the costs of providing the educational process: reducing the time for reproductive work, and reducing the cost of printing educational materials.
Supervision of cadets proved that most of them managed to increase the level of digital literacy when working with information and technologies. Handling multimedia technologies is becoming a familiar phenomenon for them: confidence appears, the speed of reaction increases, the decision-making develops; there is a keen interest in multimedia programs, as well as a desire to develop something of the kind by themselves.
Список литературы
1. Bezukladnikov K.E., Novoselov M.N., Kruze B.A. The International Teachers Foreign Language Professional Communicative Competency Development. Procedia-Social and Behavioral Sciences. - 2014. - 154. - Р. 329-332.
2. Carrington A. The Padagogy Wheel [Электронный ресурс] // Education Technology Solutions. - URL: https://educationtechnologysolutions.com/2016/06/padagogy-wheel/ (дата обращения: 29.03.2021).
3. Medienkompetenz fördern: Impulse, Ideen & Quellen [Электронный ресурс]. Homepage. - URL: https://www.cornelsen.de/magazin/beitraege/medienkompetenz-foerdern-impulse-ideen-quellen (дата обращения: 12.03.2021)
4. Sonnenburg N. Veränderungen durch die Digitalisierung in der Schule -wie können digitale Tools Lehrkräfte unterstützen? Bildung, Schule, Digitalisierung. Waxmann, Münster, 2020.
