Казахского государственного женского педагогического университета
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| Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019
158 Using the possibilities of computer graphics and complex animation, we created a small video series allowing a new approach for the development of verbs of motion; one of the most difficult subjects in Russian. The text as the main educational unit when training in a foreign language must, especially during the first stages and for students with weak knowledge, be played and listened to repeatedly in various sections [6]. The complexity of specific distinctions of verbs, a large number of verbal prefixes, questions of compatibility, the variability of grammatical constructions, all of these complicate the free use of prefixed verbs in the speech of foreigners. An accurate system of presenting verbal prefixes and perhaps a larger number of exercises connected with them is necessary for the development of skills in using verbs in practical speech. But, the use of animation simplifies this process by allowing the student to see "visually" a moving subject, to independently create possible types of direction, to choose various situational options, and, as a result, "to draw" and remember this picture a multiple number of times. The video series consists of three main stages to supply grammatical material at the initial level: 1) acquaintance and use of nouns; 2) acquaintance and use of adjectives; 3) acquaintance and use of verbs. At the same time, the algorithmic principle of the evolution of understanding of grammatical constructions is used, creating logical thinking in a step by step approach, from simple to difficult. During the first stage there is the creation of the concept of an object, a noun, and the questions; кто? что? During the second stage we expand the object by determining the object sign; what? And, during the last stage we expand the action of a subject to that of a subject moving. Personal pronouns are given during the first stage. Possessives, along with adjectival conjugation, are given during the second. For example: Это дом. Это мой дом. Это мой красивый дом. Там мой красивый дом. Там стоит мой красивый дом. By the third stage students get acquainted with different types of case forms as well as means for managing verbs. Как? Где? Почему? Зачем? С кем? Откуда? The teacher builds students‘ acquaintance with verbs by exercising case forms. For example: V3 – звонить – позвонить V4 – видеть - увидеть говорить – сказать учить - выучить дарить – подарить и др. покупать – купить и др. V5 – встречаться – встретиться V6 – работать - поработать общаться – пообщаться отдыхать - отдохнуть знакомиться – познакомиться гулять – погулять и др. The use of complex animation and computer graphics help to simplify the process of perception of language by means of visual means considerably. The student sees an object animated out of an inanimate object. And, the students themselves participate in the process of the reconstruction of an object, determining its cases and/or endings, by investing lifeless linguistic objects with the animated properties. Using different animation options, the student can create images, allocating them with distinctive properties at the same time. It brings forth creative opportunities for the reconsideration of reality and the properties of communication in the training process. The subsequent stage consists of the subject‘s symbols. The possibilities of animation allow for modifying a subject‘s symbols to appear visually opposite. And, together with this modification, students may store a subject‘s symbols at a subconscious level. This process is interesting in that it gives students the chance to recreate additional symbols which help them to see a subject from a new angle. Allocating various symbols to a subject, the students automatically remembers their "verbal" form as they began a certain task, for instance, "to draw a beautiful subject," or "to create big forms," etc. It is obviously possible to achieve this goal, and to teach the students during a limited period to speak about problems of their own specialty and to understand the speech of native speakers by means of innovative and traditional methods, but placing resolute emphasis on the principle of communicativeness both in training, and in the creation of the training materials and manuals used [7]. During the third stage, which is the most difficult, there is the movement of a subject. In Russian the definition of the movement directions is complicated by the need to use various prefixes having a contextual value changing depending on the given situation. For the foreigner, the time of the |