CC BY
194
педагогические науки
Капсаргина Светлана Анатольевна, Шмелева Жанна Николаевна ИСПОЛЬЗОВАНИЕ СОВРЕМЕННОГО ПРОГРАММНОГО ...
УДК 378.1
DOI: 10.26140/anip-2019-0801-0036
ИСПОЛЬЗОВАНИЕ СОВРЕМЕННОГО ПРОГРАММНОГО ОБЕСПЕЧЕНИЯ НА LMS MOODLE ПРИ ОБУЧЕНИИ АУДИРОВАНИЮ И ГОВОРЕНИЮ НА ИНОСТРАННОМ ЯЗЫКЕ В НЕЯЗЫКОВОМ УНИВЕРСИТЕТЕ
© 2019
Капсаргина Светлана Анатольевна, кандидат педагогических наук, доцент, заведующая кафедрой «Иностранный язык» ЦМСиБ Шмелева Жанна Николаевна, кандидат философских наук, доцент, доцент кафедры «Иностранный язык» ЦМСиБ Красноярский государственный аграрный университет (660049, Россия, Красноярск, пр. Мира,90, e-mail: shmelevazhanna@mail.ru)
Аннотация. В статье рассматривается возможность применения современного программного обеспечения в процессе обучения студентов иностранному языку в нелингвистическом высшем учебном заведении. Одним из стратегически важных направлений деятельности вуза в настоящее время является наращивание учебных ресурсов и информационного потенциала образовательного учреждения. Неслучайно, информационно-методическое обеспечение образовательного процесса, в том числе, и с использованием электронной образовательной платформы LMS Moodle, является показателем государственной аккредитации Рособрнадзора и признанием эффективности деятельности образовательного учреждения. В связи со значительным сокращением учебных часов, отводимых на аудиторную работу по иностранному языку, возникает необходимость совершенствовать электронные средства учебного назначения. Иностранный язык, в силу своей специфики, подразумевает овладение коммуникативной компетенцией и развитием разных видов речевой деятельности: умения слушать, говорить, читать и писать. Аудирование, при этом, является одним из сложнейших видов деятельности. Авторы статьи предлагают использование нового программного обеспечения на платформе LMS Moodle в целях преодоления многочисленных трудностей аудирования, связанных с восприятием, с формой предъявления текста, с условиями восприятия, со сложностями произношения слов на английском языке. Имплементация данного программного обеспечения успешно проходит в Красноярском государственном агарном университете, о чем свидетельствуют положительные результаты студентов и получение вузом аккредитации Европейского совета по бизнес образованию в 2014 и 2017 годах.
Ключевые слова: иностранный язык, обучение, аудирование, говорение, электронные средства учебного назначения, современное программное обеспечение, Moodle, реализация, неязыковой университет, аакредитация, мультимедийное оборудование, навыки, информационно-коммуникационные технологии, совершенствование, студент, сложность, языковая компетентность.
THE USE OF MODERN SOFTWARE ON LMS MOODLE IN TEACHING LISTENING AND SPEAKING IN A FOREIGN LANGUAGE AT THE NON-LINGUISTIC UNIVERSITY
© 2019
Kapsargina Svetlana Anatolievna, candidate of pedagogical sciences, associate professor,
Head of the department of "Foreign Language" Shmeleva Zhanna Nickolaevna, candidate of philosophical sciences, associate professor, associate professor of the department of "Foreign Language" Krasnoyarsk State Agrarian University (660049, Russia, Krasnoyarsk, pr. Mira 90, e-mail: shmelevazhanna@mail.ru)
Abstract. The article discusses the possibility of using modern software in the process of teaching students the foreign language in a non-linguistic institution of higher education. One of the strategically important activities of the university at the present time is to increase the educational resources and information potential of the educational institution. It is no coincidence that information and methodological support of the educational process, including the use of electronic educational platform LMS Moodle, is an indicator of the state accreditation of Rosobrnadzor and recognition of the effectiveness of the educational institution. In connection with the significant reduction of training hours devoted to classroom work in a foreign language, there is a need to improve the electronic means of educational purpose. Foreign language, because of its specificity, implies the mastery of communicative competence and the development of different types of speech activity: the ability to listen, speak, read and write. Listening, at the same time, is one of the most difficult activities. The authors of the article suggest the use of new software on the LMS Moodle in order to overcome the numerous difficulties of listening resulting from the perception, the form of the text presentation, the conditions of perception, and the difficulties in pronunciation of English words. The implementation of this software is successfully carried out at the Krasnoyarsk State Agrarian University, and the positive results are achieved by the University students in the process of accreditation by the European Council for Business Education in 2014 and 2017.
Keywords: foreign language, teaching, listening, speaking, electronic means of educational purpose, modern software, LMS Moodle, implementation, non-linguistic university, accreditation, multimedia equipment, skills, information and communication technologies, improvement, student, difficulty, language competence.
Statement of the problem in general and its connection with important scientific and practical tasks. There is no doubt that despite the variety of forms of communication functioning in the human society, the dominant role is played by speech messages, the substantive basis of which is language. Moreover, language is the most important area in which human activity is reflected. According to M. Heidegger's figurative expression, "language is the house of being" and logocentrism is a way of human existence and experience, in which there is a transition from individual consciousness to the sphere of interpersonal and social phenomena. The main areas of language application are: the formation of the language picture of the world, the creation
of adequate tools, including the generation of speech acts in the communication process. Language, possessing a certain set of tools, creates the necessary prerequisites for a successful communication process, when the addressee not only adheres to certain traditional rules inherent in a particular language, but also uses international non-normative forms of social space in which the process of communication in the information society is held. Language is the most important means of communication, without which it is impossible to imagine modern human society. The development of all spheres of public life and the expansion of geographical boundaries make foreign languages, in particular English, really popular in the intellectual and practical activities of
Kapsargina Svetlana Anatolievna, Shmeleva Zhanna Nickolaevna
THE USE OF MODERN SOFTWARE ON LMS MOODLE IN TEACHING ..
pedagogical sciences
a man.
Analysis ofrecent studies and publications where aspects of the problem are shown. Nowadays, it is almost impossible to conduct a foreign language lesson without multimedia equipment, which is a good platform for learning practical knowledge of a foreign language. The problem of teaching listening and speaking is increasingly attracting the attention of methodists. Despite the fact that the teaching of foreign language skills was shown in the methodology of teaching a foreign language (I. L. Bim, I. A. Zimnaya, A. A. Leontiev, E. I. Passov, G. V. Rogova, S. K. Folomkina, etc.), there are still a number of issues that encourage the search for ways to improve its effectiveness. Currently, the solution of this problem becomes particularly meaningful in connection with the introduction of information computer technology in the educational process.
The problem of the introduction of information and communication technologies (ICT) remains relevant in recent years. New publication of scientific articles is the proof of this (Avetisyan, D. D., Boldova T. A., Varenna L. P., Zakot-nova P. V., Zimina E. I., Kolesova T. V., Kondakov N. N., Kuvshinov S. V., Plekhanova M. V., Pigareva, E. P., Usakina L. N., Rebikov V. B., Khakimov A. A.).
Researchers (Butenko M. A., Galskova N.D., Gez N.I., Zaharova I.G, Zubova I. I., Karamysheva T. V., Milrud R. P., Petukhov A. A., Polat E. S., Passov E.I., etc.) show that ICT tools will allow for new qualitative changes in the education system, including training skills of speech foreign language activities. In this regard, it is important to understand how and what means of iCt can be integrated into the educational process for the formation and improvement of skills of speech foreign language activities [1,2,3,4,5,6,7,8,9,10].
The purpose of the article is to substantiate and prove the necessity and effectiveness of using modern software while teaching listening and speaking in a foreign language at the non-linguistic university.
The problem of teaching the perception of authentic speech by ear is one of the most urgent, due to the fact that even if a student has a good level of foreign language knowledge, he can face with the difficulties in listening to authentic texts and speech of English-speaking people. It should be noted that in everyday life we are faced with listening as an independent type of speech activity in various situations of real communication. This happens when we listen to foreign songs on the radio, watch You-tube videos, various announcements, radio and television news, stories of the interlocutor, the interlocutor on a telephone conversation, etc.
Listening is a powerful means of learning English. In the process of listening a student learns phonemic and lexical composition of a foreign language, as well as its grammatical structure. In parallel, the listening process helps to master other types of activity: speaking, reading and writing. If the student understands the reproduced speech, it is easier for him to understand the graphical speech, that is, to change what he sees, to how it should sound.
Listening, the ability to distinguish and understand what others say, and in relation to educational work in foreign language lessons - is the understanding of foreign language speech by ear during its passage. This involves understanding the speaker's accent, grammatical structures and vocabulary that the speaker has.
The problem of teaching the perception of authentic speech by ear is one of the most important aspects of teaching foreign language communication that for sure has some difficulties. Methodists distinguish the following groups of them:
1. Phonetic difficulties arise because for the listener there are no clear boundaries between the sounds in the word and between words in the flow of speech. There are two aspects of hearing: phonemic (the perception of individual linguistic phenomena at the level of words and structures) and speech, which includes the process of recognizing the whole in the context. Moreover, English is a very specific language where many words are written in such a way that it is very difficult
for students to read and pronounce them correctly. You may read and repeat these words with students during the class but at home they will forget the correct pronunciation and may learn the words in the incorrect form. So, the students need to have the opportunity to listen to these words again and again as many times as they wish.
2. Grammatical difficulties appear because of the presence of such grammatical forms that are not peculiar to the Russian language. Perceiving the phrase, the student must divide it into separate elements, i.e. informative features of the sounding phrase, which are physically expressed by the corresponding speech qualities. There are three physically expressed speech parameters: intonation, presence of pauses and logical stress. That's why, for a successful understanding of a foreign language text, we should give special attention to the development of students' skills of adequate perception of intonation, pauses and logical stress.
3. Lexical difficulties are formed because of the presence of many unfamiliar words in the text.
Consequently, the teacher is faced with the problem of finding good and understandable materials in order to use them in the process of the foreign language teaching. No doubt, these listening materials should be authentic and should also meet the following requirements:
- The compliance with the age characteristics of students and their speech experience in their native and foreign languages.
- The content should be new and contain interesting information for students.
- The representation of different forms of speech.
- The naturalness of the situation, characters, and circumstances.
- The ability of the material to evoke an emotional response.
- The necessity to have educational value.
Authentic materials used in the lessons can be divided into authentic and educational-authentic. Authentic materials are materials taken from original sources, which are characterized by the natural lexical content and grammatical forms, situational adequacy of the language means used, illustrates the cases of authentic word usage, and which, although not intended specifically for educational purposes, but can be used in teaching a foreign language.
Educational-authentic materials are materials specially designed to meet all the parameters of the authentic educational process and the criteria of authenticity and designed to solve specific educational tasks [11, 12, l3, 14]. This is especially true for the course of study of the discipline "English for professional purposes", because there is a different level of language competence among the students.
S.A. Kapsargina mentioned that «Krasnoyarsk State Agrarian University has been implementing effectively a comprehensive program of training and use of electronic educational resources in the educational process. The program includes a set of activities aimed at modern provision of students of all forms of education with modern electronic educational resources, their dynamic modernization and updating» [15].
The students of Krasnoyarsk State Agrarian University in the educational directions 38.03.02 "Management" and 38.03.03 "Human resource management" study English for four years according to their Curricula which includes learning General English, Business English, English for Professional purposes, Country study. It is obvious that to find good authentic listening materials for these students is quite difficult. Original courses in Management in English are sometimes very difficult for understanding and need to be adapted for the level of students. That's where the real problem arises. The teachers of English are not native speakers and don't have the right to produce audio scripts for students. As we are living in Krasnoyarsk, far from Moscow and St. Petersburg, it is almost impossible to find a native speaker who will agree to carry out such kind of activity and record these scripts. The Department of
148
Azimuth of Scientific Research: Pedagogy and Psychology. 2019. X 8. № 1(26)
педагогические науки
Капсаргина Светлана Анатольевна, Шмелева Жанна Николаевна ИСПОЛЬЗОВАНИЕ СОВРЕМЕННОГО ПРОГРАММНОГО ...
"Foreign language" at Krasnoyarsk SAU found the way to solve the problem of recording audio scripts for teaching listening and consequently developing good speaking skills in professional English.
For effective learning in the modern educational paradigm, the participants of the educational process need to use new methods, technologies, techniques, new tools. E-learning complex on LMS Moodle is an electronic resource for educational purposes, integrating the potential of technology and human, which allows to learn and teach at a qualitatively and technologically different, higher levels of complexity, providing students with the opportunity to learn and assimilate didactic material, using all the new that is created in the framework of informatization and technologization of education [16]. The purpose of joint activities of teachers and students in the application of Electronic learning complex is the formation and development of foreign language communicative competence of the latter. Thus, the E-learning complex on LMS Moodle is a non-linear system of didactic and software and hardware training developed in accordance with a certain methodological concept (scientific and pedagogical approaches and principles), due to the state educational standard and the educational program of the discipline. Teachers of the Department of "Foreign language" at Krasnoyarsk SAU have developed more than 50 E-complexes on LMS Moodle. "English for professional purposes" is among them. This course includes materials and topics on Management, Categories of management, System of motivation, Systems of pay and reward, Strategies for improving career, Types, levels, functions of management and many others. As Krasnoyarsk SAU is a non-linguistic university the necessity to adapt the original texts for better comprehension by students arose. For this reason, we found special free on-line software which is called "From text to speech" (http://www.fromtexttospeech.com/) and helps to convert any text into MP3 audio file with natural sounding human voices. It takes from one to two minutes to convert any text on any topic into audio track and download it into LMS Moodle. Our teachers convert not only the texts but also vocabularies to make it possible to learn the correct pronunciation of lexical material. After the students have learned the vocabulary and the texts for retelling on their specific special topics, the teacher can create any audio-file and present this text for students during contact work using all the necessary types of exercises for listening that are widely described in the methodical literature (pre-text, text and after-text exercises) [17-24].
The Department of "Foreign language" at Krasnoyarsk SAU has been using this software for almost four years and can prove that it helps students to develop their listening skills, decreases the difficulties in perceiving foreign language, allows to listen to audio-scripts at home as much as they wish and consequently results in developing other types of speech activity.
In conclusion, it should be mentioned that the use of electronic means of educational purpose by teachers of the department had a positive impact on the formation of students' communicative competence and listening skills. Krasnoyarsk SAU was getting the accreditation by the European Council for Business Education in 2014 and the re-accreditation in 2017. The obligatory requirement of ECBE was to have the face-to-face interview in English with the students studying management without translators and teachers. For this reason, the students had to have listening and speaking skills of a very high level. The interview lasted for 1,5 hours. In 2014, 70% of the students that took part in the face-to-face interview with ECBE members had full understanding of the speech; in 2017 it was 90%. We can also mention student's scientific conferences with international participation held in the framework of the University activity, the results of survey showed: in 2014, the percentage of students who understood the speakers and asked questions was about 75% in 2015, it was 80% in 2016, it was 83%, in 2017 - 87%, in 2018 - 88%. The percentage
of students who understood the lectures of foreign lecturers also increased: in 2014 - 65%, in 2015 - 68%, in 2016 -74%, in 2017 - 77%, in 2018 - 82%. The re-accreditation was received for the period of 5 years till 2022 (which is the maximum possible period).
Having summarized all the above mentioned, we can say that listening is an indispensable receptive activity. Its mastering is a prerequisite for the development of productive skills and above all speaking. The use of modern software on LMS Moodle has proved to be reliable, efficient and productive in the process of teaching listening and speaking in the non-linguistic university. REFERENCES:
1. Бовтенко М.А. Компьютерная лингводидактика: Учебное пособие /М. А. Бовтенко. — М.: Флинта: Наука, 2005. — 216 с.: ил.
2. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам: Лингводидактика и методика: Учеб. пособие для студентов лингв. ун-тов и фак. ин. яз. высш. пед. учеб. заведений. — М.: «Академия», 2004. — 336 с.
3. Захарова И.Г. Информационные технологии в образовании: Учеб. пособие для студ. высш. пед. учеб. заведений. — М.: Издательский центр «Академия», 2003. — 192 с.
4. Зубова И.И. Информационные технологии в лингвистике. — Минск: МГЛУ, 2001.
5. Карамышева Т.В. Изучение иностранных языков с помощью компьютера. — СПб.: «Союз», 2001. — 192 с.
6. Клобукова Л.П., Михалкина И.В. Проблемы обучения аудированию в зеркале реальной коммуникации //Мир русского слова. — 2001. — № 3.
7. Новые педагогические и информационные технологии в системе образования / под ред. Е.С. Полат. — М.: Академия, 2002. — 224 с.
8. Пассов Е.И. Коммуникативный метод обучения иноязычному говорению: Пособие для учителей иностр. яз. — М.: Просвещение, 1985. — 208 с.
9. Зимина М.В., Люляева Н.А. Использование информационно-коммуникационных технологий в преподавании иностранных языков // Современные проблемы науки и образования. — 2017. — № 4.; URL: http://www.science-education.ru/ru/article/view?id=26678 (дата обращения: 24.01.2019).
10. Лопатин М.А. К вопросу обучения навыкам аудирования на занятиях по иностранному языку // Современные научные исследования и инновации. 2015. № 1. Ч. 3 [Электронный ресурс]. URL: http://web. snauka.ru/issues/2015/01/43281 (дата обращения: 23.09.2018).
11. Лопатин М.А. Теоретико-педагогический аспект организации процесса обучения эффективному аудированию студентов транспортного вуза // Гуманитарные научные исследования. 2015. № 11 [Электронный ресурс]. URL: http://human.snauka. ru/2015/11/13003 (дата обращения: 24.01.2019).
12. Сысоев П.В., Евстигнеев М.Н. Современные учебные интернет-ресурсы в обучении иностранному языку // Иностранные языки в школе. 2008. № 6.
13. Говорун С. В. Стратегии учебного аудирования // Филологические науки. Вопросы теории и практики. 2015. № 5-1(47). С. 76 — 81.
14. Kapsargina S.A. The use of LMS Moodle to intensify the independent work of students in teaching a foreign language in a non-linguistic university /Азимут научных исследований: педагогика и психология. 2018. Том 7, №4(25). С.120-123.
15. Khudoley N.V., Olentsova J.A. "New use ofMOODLE tools for distance English language learning (experience of Krasnoyarsk state agrarian university)". 18th International Multidisciplinary Scientific GeoConference SGEM 2018, www.sgem.org, SGEM2018 Conference Proceedings, ISBN 78-619-7408-49-2 /ISSN 1314-2704, 2 July - 8 July, 2018, Vol. 18, Issue 5.4, 225-232 pp.
16. Семенов А. А. Обучение студентов аудированию на иностранном языке с использованием интернет-ресурсов в неязыковом вузе // Вестник Российского университета кооперации. 2013. № 4(14). С. 107 —109.
17. Лопатина А.Я. Проблемы обучения аудированию на занятиях по иностранному языку в неязыковом вузе // Сборник научных трудов по материалам Международной научно-практической конференции в 2 частях: Наука, образование, общество: тенденции и перспективы. 2018. С. 25-29.
18. Морозова А.Е. Способы преодоления трудностей при обучении аудированию студентов-международников исторического факультета Томского государтсвенного университета (английский язык) // Балтийский гуманитарный журнал. 2018. Т. 7. № 2 (23). С. 297-300.
19. Чиркова В.М. Формирование аудитивных навыков у студентов-медиков, изучающих русский язык как иностранный //Карельский научный журнал. 2018. Т. 7. № 1 (22). С. 80-83.
20. Елисеева И.А. Влияние аудирования на формирование коммуникативной компетенции //Балтийский гуманитарный журнал. 2018. Т. 7. № 3 (24). С. 35-37.
21. Шалагинова Е.А. Как контролировать аудирование на неязыковых факультетах университета // Сборник научных статей по итогам V Международной научно-практической конференции: Вопросы современной филологии и проблемы методики обучения языкам. Под редакцией В.С. Артемовой, Н.А. Сальниковой, Е.А. Цыганковой. 2017. С. 223-226.
Kapsargina Svetlana Anatolievna, Shmeleva Zhanna Nickolaevna
THE USE OF MODERN SOFTWARE ON LMS MOODLE IN TEACHING ..
pedagogical sciences
22. Емелина М.В. Принципы разработки учебно-методических пособий при обучении иностранному языку студентов неязыковых направлений подготовки // Карельский научный журнал. 2018. Т. 7. № 1 (22). С. 34-36.
23. Девдариани Н.В., Рубцова Е.В. Проблема формирования ау-дитивных навыков у студентов-иностранцев при обучении русскому языку // Балтийский гуманитарный журнал. 2018. Т. 7. № 4 (25). С. 243-245.
24. Хачатурова Э.Г., Гусева Н.П. Обучение аудированию инженерно-технических работников в целях повышения мастерства и интернационализации образования // Интернет-журнал Науковедение. 2015. Т. 7. № 2 (27). С. 156.
Статья поступила в редакцию 29.01.2019 Статья принята к публикации 27.02.2019
150
Azimuth of Scientific Research: Pedagogy and Psychology. 2019. Т. 8. № 1(26)
