Қазақ мемлекеттік қыздар педагогикалық университетінің Хабаршысы № 1 (77), 2019
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By means of animation it is possible to show and explain easily to foreign students on the
distinction between unidirectional and multidirectional movement.
During the formation of the prefixed forms of the verb the main complexity for the student
consists in abundance of verbal prefixes, each of which has its own value. And, often foreigners are
confused in the use of these prefixes and pretexts when determining the direction of movement.
Animation and computer graphics allow for showing these three-dimensional motions in a certain
situation. Subsequently, the students themselves can create the directions of movements necessary by
asking a question and using various verbs and pretexts.
This picture is from the video created by us and used in our lessons. It is visible as an object
which takes an action and changes the direction of movement. This animation allows for displaying the
"reality" of events, the student together with the protagonist participates in animated story.
Subsequently, by working off of the values of each prefix and by using questions of the direction of
actions (for example, to? from where?), it is possible to add this video series with various dialogues. It is
possible to introduce other protagonists as well. In this fragment we use only the verbs идти - ходить,
but subsequently it is possible to create videos using other verbs. For example, плавать - плыть, идти -
ходить, летать - лететь.
Also, the animation and computer graphics help the students to visualize values of some pretexts,
for example ―in,‖ ―on,‖ ―because of,‖ ―from under,‖ ―through,‖ etc. When choosing the volume of
lexical and grammatical material and the sequence of its representation the teacher has to consider the
students‘ levels in perceiving this information.
During the selection of material and the determination of its presentation sequence the teacher
can, considering level of the group, introduce some prefixes with verbs of motion, which can be used
subsequently in either a lower or a higher grade level. In other cases, the teacher may give these prefixes
special attention as important for a particular sphere of communication and necessary for understanding
of certain texts.
Animation and computer graphics are a means of representing the value of prefixed or un-
prefixed verbs of motion containing the necessary visual reference points for the completion of specific
actions.
Animation and computer graphics also promote the prevention of mistakes in the use of verbs of
motion, and allow for fast assimilation of certain grammatical phenomena in a process operated and
controlled by pupils.
Also, the use of complex animation and computer technologies makes available such future
opportunities as:
1. "Free" information navigation and a way into the Internet world network.
2. The use of text fragments, dialogue designs on visual materials, the creation of various videos
and audio-works covering various levels and fields of grammar (in the accompanying image).
3. Work with various applications (text, graphics, and sound editors, as well as cartographic
information).
4. The translation of hard-to-understand information into a simplified form by use of computer
technology.
5. Increasing an image screen size (up to twenty-fold) or focusing on an images most interesting
fragments, while maintaining the quality of the image.
6. The use of various
software for scientific, research, or informative purposes.
7. The use of continuous musical or other audio corresponding to either a static or dynamic video
clip.
8. The use of video fragments from movies, videos, etc., as well as functions for ―freeze frame,‖
―time-lapse,‖ and ―scrolling" of a video.
9. Including image processing techniques in educational programs, as well as complex animation
for the deep study of linguistic forms.
10. The creation of one‘s own ―galleries‖ / selections of information provided in a given product.
11. Automatically viewing individual clips / "slideshow" of a product, as well as creating an
animated "guide" to a product (oral and written user instructions). This includes game components and
information components in the structure of a product. This constitutes the educational tutorial of RAF,
which implements various types of information technologies.
Thus, it is clear that the advantages of using multimedia technologies (the expeditious use of
information, the combination of audio-and visual material, etc.) in the organization of educational
processes are very useful. The use of such technologies significantly makes educational information
―come alive‖ by making it more clearly perceived and more easily assimilated.