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63teaching skills of teachers, and therefore, if special attention is paid to practice, teachers will continue to improve themselves in the workplace. As the ancient Greek materialist and philosopher Democritus said: "Labor is made easier by constant learning.
References
1. Nazarbayev N.A. Nurly zhol is the path to the future. Address to the people of Kazakhstan. November 11, 2014.
2. On the peculiarities of the organization of the educational process in secondary schools of the Republic of Kazakhstan in the 2016-2017 academic year. Methodical manual. Astana: National Academy of Education named after Y. Altynsarin, 2016.
3. Monitoring and mechanisms for testing educational programs and teaching materials with updated content. Methodical manual. Astana: National Academy of Education named after Y. Altynsarin, 2016
SOME PECULIARITIES OF TEACHING ENGLISH TO STUDENTS OF "GENERATION Z"
Matiienko O.
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine, Candidate of Pedagogical Sciences, Associate Professor
ABSTRACT
The article is devoted to the peculiarities of teaching English to modern Generation Z students. The advantages of using digital technologies when teaching foreign language are given. New directions in teaching methodology are described.
Keywords: foreign languages; digital tools; generation Z; language skills, digital technologies, teaching methods.
Introduction. We live in an age of rapid development of information technologies, which have become an integral part of our life and, as a result, a modern means of teaching. In the constant search for improvements in teaching methods and techniques there is also a methodology for teaching a foreign language, including students of higher educational institutions, which must response effectively to the challenges of society [7].
In this sense, foreign language teachers should not stand aside from discussions of the popular Generations Theory (developed by W. Strauss and N. Howe [2]). This theory reveals the characteristics of the generations whose representatives have reached adulthood and formed their life positions under various external circumstances, which has become decisive in their behavior. Based on the influence of political and socioeconomic events in American history, researchers talk about: traditionalists (people born in 1925-1945), baby boomers (1946-1960), generation X (1961-1980), generation Y (millennials, 1981 - 1994) and generation Z (1995 - present). Each of these groups is determined by a certain similarity in their preferences, ideals, and values. It should be noted that giving in various researchers varies within 5-10 years depending on the peculiarities of the socio-economic situation of a certain country and region. The theory of generations was met in scientific circles in different ways: some admired its originality, others - criticized. Thus, E. Hoover [3] draws attention to the lack of accurate empirical data and accuses the authors of embellishing the existing differences between the generations. This is true, but at the same time, it must be recognized that modern technology is actually changing people's lifestyles and needs, and therefore their expectations of the educational process [7].
The current generation of students, according to this classification, is the first fully digital generation.
They are called "Generation Z", "digital natives", "Internet generation", "screensters", or "generation Z", "digital people", because they are interconnected via the Internet, YouTube, mobile phones, SMS and MP3 players. The information environment in which Generation Z lives significantly influences the development of their personality, defining the characteristic features - impatience, focus on short-term goals, Internet addiction, fragmentary figurative thinking, quickly becoming adults, the virtual world in the foreground, technology know better than understand people's feelings, are easily influenced and others [14]. They want the technology to be easy to use, to solve their problems, both in finding the right people and information; find answers to their questions on Google, but they lack critical thinking to evaluate the data obtained; they never had to use a library card catalog to find a particular book; instead of reading the article, they will watch the video; they are characterized by high social activity and the need to constantly exchange information; they are independent in their judgments and do not like strict rules and so on.
The challenge of Generation Z foreign language teaching is to go beyond traditional teaching-learning strategies and find new ways to grasp the imagination, interest, and understanding of this "connected" Generation Z.
Kaylene C. Williams notes that "the role of teachers seems to be shiftingfrom preprogrammed knowledge dispensers to instead managers of student learning and the learning environment" [15, p. 6]. 21st century teachers are in a difficult situation because students (new generation Z students) are better equipped with technology than typical generation X (teachers): they have to change the forms and methods of teaching the new generation of students, creating more comfortable conditions for educational materials by modern students, while the most urgent to master digital tech-
nology, expanding their skills in working with multimedia, gadgets, trying to keep up, and even better to keep up.
It should be noted that the modern generation of students feels comfortable surrounded by a variety of gadgets: computers, projectors, whiteboards, iPod, MP4, iPhone, etc. That is why the presence of the latest technologies in the classroom is as necessary as chalk and blackboard. The whole life of Generation Z children is connected with learning new technologies. It is difficult to interest them in ordinary books, in which the pictures do not move. They learned about the world through a smartphone camera, tablets or even smart watches. This means that it is easier for them to obtain information through experiments and practical tasks rather than through lectures and reading textbooks [9, p. 5]. The modern Internet generation uses social networks all the time. This means that it is easier for them to work in groups. They are able to quickly spread information among friends, follow the example of celebrities and are concerned about the opinion of peers. Given these features, working in groups will help maintain a healthy atmosphere in the audience, and motivated leaders will be able to influence the positive work of the whole group.
Taking into consideration the peculiarities of current generation, Peregoy & Boyle (2012) and Nomass (2013) prove in their works that the use of special Internet applications for processing texts as well as online dictionaries helps the students master the skills of reading and writing in English quicker and more efficiently [10, 11]. It happens, first of all, because English is the main language of any Internet site.
The creation of a new approach in the West European community of scholars to teaching foreign languages named CALL as abbreviation of Computer Assisted Language Learning, which means language studying with the use of computer is one of such methods. The scholars have emphasized that the students studying foreign languages with the use of CALL programs demonstrate better results than those taught according to traditional programs only (Asoodeh, 1993 [1] and Kolich, 1985 [5]). Besides, the authors note that CALL provides the teachers with a possibility of creating individual instructions, which help the students work at their own pace.
The use of digital technologies when teaching foreign language has the following advantages [12]:
1. The digital tools help actively involve the students into a process of studying subject on the basis of interactive communication with the teacher and the group members. The tasks in digital programs can be arranged so that the students will be able to intuitively study the new lexicon and grammar, while the teacher will complement teaching with classical methods of material presentation, which in general produces a syn-ergizing effect.
2. The use of digital technologies when studying foreign languages helps simultaneously use digital programs and apply the knowledge of foreign language already at the stage of teaching that will simplify the professional activity in specialized programs in future.
3. The digital tools of teaching foreign language open a possibility of interaction with the other groups of students, moreover, even in different regions and countries, with the aim of a deeper submergence into environment and understanding the social and cultural differences. The suchlike experience of interregional communication in the framework of education helps to apply the skills being received in practice.
4. The modern generation of students has got accustomed to use digital technologies universally; therefore, the incorporation of digital tools when teaching humanitarian sciences, foreign language, in particular, is expected by the students and will help them demonstrate their capabilities at higher level.
5. The digital technologies provide a quick feedback between the teacher and the students, which makes the process of training more efficient and goal-oriented to the demands of modern students [12].
The studies prove that the use of digital technologies when teaching a foreign language develops the skills of communication, extends the vocabulary, increases a degree of understanding the text [8].
Teaching a foreign language itself has an advantage over other educational disciplines, because the language provides an opportunity for students to communicate on any topics: everyday, scientific, political and professional. Teaching a foreign language includes, first of all, linguistic competencies, along with which sociolinguistic, intercultural, pragmatic and social competencies are equally important and significant.
With the help of a foreign language, thanks to an axiological approach, a comprehensively developed personality is formed.
Having reviewed features of Generation Z helped us concentrate on new directions to pursue in teaching methodology [8]. For this purpose, Generation Z students can be offered such set of text exercises in first-year English classes in which it is necessary to create person-oriented educational and pedagogical situations [4].
At the pre-text stage of educational and cognitive activity, students' need to perceive information in a visual way and the desire to break out of the framework of their inner isolation are taken into account.
- Look at the pictures and say what people are doing, where they are and what will happen next.
- Read the title of the text "A Dance I'll Never Forget" and say what you think it will be about.
- What event of your life will you never forget and why? [6]
These exercises develop speech competencies, help to think more broadly, formulate a general judgment and set you up for further conversation on the proposed topic of the text. Paying attention to the details, students overcome the "clip-like of thinking" [10], develop concentration.
As text assignments in the class, students learn to answer questions that encourage reflection on the content of the text, argue their opinion, giving arguments and facts, and defend their point of view.
- Express your opinion of the main characters of the story.
- Answer the questions and prove your point of
view.
- Agree or disagree with the statements.
- Find words and phrases to introduce the argument.
- What new things for your personal experience have you learnt from this text?
By doing these tasks, students learn to analyze and compare facts, pay attention to details and build a logical statement of their own.
The most valuable in means of personal development, in our opinion, are post-text creative tasks aimed not only at the formation and development of communicative competencies, but also at the formation of the correct moral qualities manifested in the behavior of students. Educational situation gives the teacher the opportunity to put the student in the position of any of the characters of the studied work of fiction and to observe his attitude towards other characters, his reaction to the occurring events. Observing the behavior of students in the given situations allows the teacher to better know the students and to predict their subsequent behavior. For the students the educational-pedagogical situation is an opportunity to reveal their knowledge, share thoughts, to feel himself at the place of another person. Educational-pedagogical situations allow to simulate real life situations and model of behavior in them [6].
For example:
- Generate your utterances on the following topics.
- What do you have in common with your friend?
- What don't you like in your friend?
- What would you feel if you found negative information about your friend on a networking site?
- Do you believe in friendship between a man and a woman?
- How would you expect the article/text would continue?
- Does friendship change with time and age?
- Can a person live without friends?
- Can you live without friends? Why?
- Can people of different age be friends?[6]
However, as noted earlier, the tendency of modern
students to multitask has its drawbacks, namely, the dispersion of attention.
Therefore, if the teacher wants students to better absorb information, it should be presented in small portions, and one activity can be quickly changed to another. Thus, it is possible to hold the attention of students, which will help maintain discipline in the classroom and avoid unwanted noise caused by disinterested students [13]. Researchers claim that Generation Z thinks more globally and openly, they are programmed for self-development and self-sufficiency. Their success and productive work in the classroom depends entirely on motivation and interest. That is why the teacher must explain to students the development of which skills are focused on a particular exercise, and how they can be applied in the future [9, p. 92]. And, finally, since we all live in the information age, and students draw all their information from Internet sources, it is worth teaching students how to properly search for information, which sources are reliable and which are
not. They must be clearly aware of the threats posed by unverified or deliberately distorted information and value copyright.
Conclusions. Summing up the above, we would like to express our opinion that in the process of teaching students English, teachers should not completely reject or "throw away" all traditional methods in favor of new technological training strategies, but introduce innovative technologies within the reasonable limits. Traditional training methods are still effective, only requiring little modernization and renewal. After all, as the saying says: "The players have changed but the game is still the same."
References
1. Asoodeh M. M. Static Visuals vs. Computer Animation Used in the Development of Spatial Visualization. Unpublished doctoral dissertation, Texas A&M University, TX, 1993.
2. Harmanto B. Teaching English to Generation Z students (New concept of young learners) [Electronic resource] / Bambang Harmanto. 2014. 10 p. http://eprints.umpo.ac.id/1752/2/6.0/o20Teaching%20E ng%20Generazion%20Z.pdf
3. Hoover E. The Millennial Muddle: How stereotyping students became a thriving industry and a bundle of contradictions [Electronic resource] / Eric Hoover // The Chronicle of Higher Education - 2009. -Retrieved 9 March 2018 from: https://www.chronicle.com/article/The-Millennial-Muddle-How/48772
4. Khomiakovska T.O., Matiienko O.S. Implementation of the person-oriented approach to teaching foreign languages by means of contextual learning / T.O Khomiakovska., O.S. Matiienko // Scientific notes of Vinnitsa Mikhail Kotsyubinsky State Pedagogical University. Series: Pedagogy and Psychology. № 58. pp. 161-167. DOI: 10.31652/24157872-2019-58-161-166
5. Kolich E. M. The Effects of Computer-Assisted Vocabulary Training on the Vocabulary Achievement of Secondary School Students. Unpublished doctoral dissertation. The Pennsylvania State University, 1985.
6. Leontieva T.I., Kotenko S.N. Peculiarities of teaching english to "generation z" / T.I. Leontieva T.I., S.N. Kotenko // The Territory Of New Opportunities. The Herald of Vladivostok State University of Economics and Service. 2017. Vol. 9. № 1. pp. 152158.
7. Mikhnenko H.E. Generation Z: challenge to foreign language teachers. http://www.kamts1.kpi.ua/sites/default/files/mIkhnenk o_pokolinnia.pdf
8. Misiura Ya. Yu. Teaching english to generation Z / Ya. Yu. Misiura // Scientific Journal of the National Pedagogical University named after M.P. Dragomanov. Series 5: Pedagogical Sciences: Realities and Prospects. Kiev: Publishing House of the NPU named after M.P. Dragomanov, 2018. Issue. 61. pp. 184-187.
9. Mohr K. A. Understanding Generation Z Students to Promote a Contemporary Learning Environment / K. A. Mohr, E. S. Mohr. // Journal on Empowering Teaching Excellence. 2017. pp. 84-94.
10. Nomass B. The impact of using technology in teaching English as a second language. English Language and Literature Studies / B. Nomass, 3(1), 2013, pp. 111-116.
11. Perego S, Boyle O. Reading, writing and learning in ESL: A resource book for teachers / S. Peregoy, O. Boyle. New York: Allyn & Bacon, 2012.
Reilly P. Understanding and Teaching Generation Y. English Teaching Forum / Peter Reilly., 2012.
12. Remizantseva K., Ablyazov T. Generation Z and Digital Tools in Teaching Foreign Languages
https://www.atlantis-press.com/proceedings/icdtli-19/125918531
13. Reilly P. Understanding and Teaching Generation Y. English Teaching Forum / Peter Reilly., 2012.
13. Sapa A.V. Cana A.B. Generation Z -generation of the GEF era / A.V. Sapa // Innovative Projects and Programs in Education. 2014. №2. pp. 2430.
15. Williams K. & Williams C. (2011). Five Key Ingredients for Improving Motivation. Research in Higher Education Journal, 11. Retrieved from https://goo.gl/9ASw7y
ПЕДАГОГИЧЕСКИЕ ИННОВАЦИИ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ СТУДЕНТОВ
Мусина Ж.А.
магистр педагогических наук, старший преподаватель Университет «Туран-Астана», Казахстан
Каримова Г.С. старший преподаватель Университет «Туран-Астана, Казахстан Махметова Д.О.
Преподаватель Университет «Туран-Астана», Казахстан PEDAGOGICAL INNOVATIONS IN THE TRAINING OF STUDENTS
Mussina Z.
master of pedagogical sciences, Senior Lecturer «Turan-Astana» University, Kazakhstan Karimova G.
Senior Lecturer «Turan-Astana» University, Kazakhstan
Makhmetova D.
Lecturer «Turan-Astana» University, Kazakhstan
АННОТАЦИЯ
В статье подчёркивается роль инновационных педагогических технологий в учебно-воспитательном процессе университета как одного из факторов профессиональной подготовки студентов, а также формирования ключевых компетенций будущих специалистов.
ABSTRACT
The role of innovative pedagogical technologies is accentuated in educational process as one of the ways of attainment of foundation crisis.
Ключевые слова: личность; ценность; модернизации образования; образовательные стандарты; новые технологии; инновации.
Keywords: personality; value; modernization of education; educational standards; new technologies; innovations.
Целью стратегии развития высшего образования в республике Казахстан является ориентация на синтез науки, культуры и образовательного процесса в контексте мировой истории, истории тюркских народов, кочевых цивилизаций, стран Центральной Азии. Она основывается на положениях Конституции Республики Казахстан, Стратегии «Казахстан-2030», Концепции развития системы образования Республики Казахстан, на материалах ЮНЕСКО.
В последние десятилетия значительно возросли требования к качеству университетского образования. В практику входят международная аккредитация, рейтинги вузов, приближающие наши стандарты к стандартам западной трехуровневой системы образования.
Стратегическим направлением модернизации образования является переход от репродуктивного образования, при котором в качестве критерия и цели выдвигаются реальные знания, к продуктивному, творчески-развивающему, ставящему главной целью овладение умениями, навыками и приёмами учебно-образовательной деятельности [1].
Сегодня особую роль играют функциональные знания, возрастает роль новаторства управления, способность быстро реагировать на перемены, создавать новые технологии и заменять их новейшими. Развитие современного общества создаёт потребность в новой системе образования, в людях, способных ответить на вызов возрастающего ускорения развития всех сфер общественного бытия.
