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technology. What until recently was considered the latest achievement in science and technology has
become a commonplace, widespread phenomenon. In this regard, changes and requirements for the
modern teacher, the level of qualification of which today is determined not only by the level of
teaching skill and knowledge of the subject, but also by how effectively he/she can use new
technologies in the learning process. Since the beginning of the twenty-first century, information and
communication technologies (ICT) have taken an increasingly significant
place in the process of
teaching a foreign language at school, especially in the upper grades. Accumulated practical
experience of teachers shows that they have many advantages over traditional methods: an increase
in the level of individualization of learning, intensification of independent work of students,
increasing cognitive activity [1]. At the same time, it should be noted that ICT-assisted
instruction is
a constantly evolving phenomenon in need of further study and analysis. Today's students are
becoming more and more involved in the field of information technology every year. "Nowadays, the
computer has firmly entered all spheres of life and activities of society. Modern students perceive it
as naturally as the simplest household appliances. For many of them, it's much easier to work with a
keyboard and a display than with a pen and paper," notes T. V. Kozhevnikova [2, p. 126].
The use of information and communication technologies in education allows a new
perspective on teaching, as it has a significant impact on the content of education and management
of the educational process (planning, organization, monitoring, forecasting, etc.). A wide variety and
versatility of information Internet resources (electronic courses, manuals, textbooks, training Internet
sites, etc.) provides greater freedom of access for all participants in the educational process to rapidly
changing information funds, contributes to the individualization of the educational process, provides
an opportunity for students to enter into a unified educational space. Thus,
the active use of
information Internet resources provides a lot of opportunities for the development of independent
work skills and creative abilities of students, which, in turn, plays a significant role not only in the
development of professionally significant skills and abilities, but also in increasing motivation for
learning a foreign language. The focus of teaching to intensify students' independent cognitive
activity also changes the role of the teacher, he or she becomes a leader, consultant and coordinator
of the learning process. Information resources allow us to use them to teach various types of speech
activities: reading, writing, speaking, listening, as well as to communicate
with native speakers,
which, in turn, contributes to the formation of socio-cultural (country-specific) competence.
The value of such teaching tools is in visibility (they have all the advantages of multimedia),
simplicity of use, compactness of the material provided. The advantages can also include quick
feedback, the ability to work individually, regularly adjust these learning tools with new data. In
addition, it should be noted that informational learning tools are learning materials of a special type
and have a number of inherent characteristics, among which it is necessary to note, first and foremost,
the following: a) interactivity, ie, the ability of the training program to dialogue with the user, respond
to requests and commands. A large role is played by a user-friendly and accessible interface.
Interactive communication helps students to achieve greater autonomy in self-education, motivates
to carry out communication in a foreign language and contributes to the development of professional
communication skills and abilities. b) multisensory, i.e. using a set of tools to provide information -
text, sound, graphics, animation, video, which promotes a better presentation of educational material,
increasing motivation to learn a foreign language, and consequently increasing the effectiveness of
the learning process. c) non-linearity of information provided. Unlike printed manuals, where the
material is presented as a sequence of sections, the full content of the information
resource is hidden
from the user. When he/she opens the program, the user gets only a general idea of its structure. To
get acquainted with the content of the program requires sequential review of training material or
performance of basic operations, which also helps to increase motivation and develop students' skills
of independent cognitive activity. In this case, modern teachers should keep in mind that the new
learning technologies also have a number of drawbacks. First, there is a widening gap between the
rate of progress in new information technology and the rate at which untrained users have mastered
it.
The majority of those wishing to learn a foreign language do not yet have the computer skills
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to easily use the resources offered. Secondly, not all programs have an intuitive interface, a developed
help system, the presence of effective feedback from the user, allowing him to assess the correctness
of the material. A significant disadvantage is also the lack of real consideration of the program
material and the characteristics
of a particular study group, the lack of continuity of the taught
material, which can complicate the learning process. In addition, the creation of Internet information
resources aimed at teaching a foreign language is often done by people who are experts in software
development, but do not know the language and culture of the countries that speak the language well
enough to pass on the knowledge to others. As a result, in their work can be found not only factual
inconsistencies with the phenomena of real life, but also elementary grammatical errors. In this
connection, improving the skills of foreign language teachers themselves in working with computer
programs, the global network and creating their own web sites is of great importance. However,
having access to Internet resources alone is not a guarantee of fast
and high-quality language
education.
There are many descriptions in the scientific literature of how inaccurate [3, p.3], or more
accurately, methodologically illiterate work with Internet resources has contributed to the formation
in students of not false stereotypes and generalizations about the culture of the country of the studied
language. It is also important to take into account the age characteristics of students. Senior students
in foreign language lessons, as well as in other lessons, have a higher level of active thinking, focus
on solving logical problems, the desire for logical systematization and generalization. At this age, it
is important for students not to master individual facts, details, but to understand the essence of the
actions performed, they are interested in the synthesis of the particular and the general, the
relationship of a specific action to the overall scheme of activity [4]. New technologies, corresponding
to the interests of modern high school students and capable of taking into account all of the above
psychological features of this age group with the right methodological approach, are, in our opinion,
the most appropriate way to increase the level of motivation and quality
of teaching a foreign
language. Thus, it is obvious that the modern educational process is already unthinkable without the
use of information and communication technologies. They have a number of advantages. The
computer promotes the development of cognitive activity and the formation of the student as a subject
of educational activity, greatly facilitates the search for new information. At the same time, we must
remember that despite all their positive qualities and great potential, ICTs can be used effectively in
the educational process only when certain methodological principles are followed, in conjunction
with other types of learning and according to a well-designed plan. Otherwise, ICT will not have a
positive impact on learning and can be harmful, provoking a distorted perception of information by
students, causing a negative attitude towards this type of learning. ICT is a relatively recent addition
to the foreign language teaching system, and the methods of its application are constantly evolving.
In this regard, the modern teacher needs to constantly improve their knowledge
and skills in this
important area of pedagogical activity.
Reference links
1. Kobleva S. Ya. Considering age-specific psychological features of high school students //
Bulletin of Adygeya State University. - 2006. - № 1. - P. 180-181.
2. Kozhevnikova T. V. Computer technologies in the study of foreign languages // Modern theories
and methods of teaching foreign languages. - Moscow: Examen, 2006. - P. 126-27.
3. Sysoev P. В. Modern educational Internet-resources in teaching a foreign language // FLS, 2008.
- № 6. - P. 2-9.
4. Tsaturova I. A. Computer technologies in teaching foreign languages. - Moscow: Vyssh. shk.
2004. - 95 p.
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