STATE BUDGET EDUCATIONAL INSTITUTION OF PRIMARY VOCATIONAL EDUCATION "Vocational School No. 22"

This work is a study of the influence of the media on the formation of the motivation for learning a foreign language of students of the SBEE NPO "Vocational School No. 22". The paper attempts to highlight the problems associated with the difficulties of forming a positive motivational sphere of students.

Today, the role of the media is difficult to underestimate: it is impossible to imagine any sphere of our existence without any information relations. Communication today takes place not only in society itself, as an interpersonal conversation, but also through the Internet, television, radio, newspapers, magazines and other means of communication. Today, on the Internet, you can not only find the necessary information and read about the latest events, but also find more useful things for yourself, for example, take an English language test without getting up from your workplace.

At the same time, the mass media also significantly influence the formation of people's consciousness, which is why electronic and print media are a significant part of the cultural and spiritual life of society. From these sources of mass information, people draw knowledge that is always relevant and significant for society.

Today, electronic forms of mass media are becoming more and more popular. It is online resources, portals and information services that are among the most responsive types of media today.

Many studies are also devoted to the problem of motivation formation (V.G. Aseev, Yu.K. Babansky, L.I. Bozhovich, S.M. Bondarenko V.K. Vilyunas, L.S. Vygotsky, I.A. .I.Dodonov, I.A.Zimnyaya, A.N.Leontiev, A.A.Leontiev, A.K.Markova, A.Maslow, S.I.Rubinshtein, D.B.Elkonin, P.M.Yakobson etc.), which emphasize the role of positive motivation, which is one of the most important conditions for achieving good learning outcomes. But, nevertheless, it is important to emphasize that there are few studies that consider the problem of increasing the motivation for learning a foreign language under the influence of the media.

These facts prove the relevance of our study. Therefore, as Aryan M.A. (3:22) notes, awareness of the need to optimize teaching foreign languages ​​leads to the idea of ​​the importance of choosing the best combination of teaching methods and techniques and applying them in situations in which they can give the greatest effect.

The object of this study is the process of teaching English in the context of communication-oriented learning.

The purpose of the study is to identify the level of formation of the motivational sphere of students under the influence of the media. In accordance with the general purpose of the study, the following tasks were set:

1. To reveal the essence of the motivation for learning a foreign language as a goal of formation (main features, functions);
2. Reveal the specifics of the motivation for learning a foreign language;
3. To reveal the concept, functions and socio-pedagogical possibilities of the media;

§one. Psychological characteristics of the motivational sphere of learning

Motivation is one of the fundamental problems in Russian pedagogy. Its significance for the development of modern pedagogy is associated with the analysis of the sources of human activity, the motivating forces of his activity, behavior. The answer to the question of what motivates him to activity, what is his motive, why he carries it out, is the basis of its adequate interpretation. “When people communicate with each other ... then, first of all, the question arises about the motives, motives that pushed them to such contact with other people, as well as about the goals that they set for themselves with more or less awareness.” (10:12 - 13) In the most general terms, a motive is that which determines, stimulates, induces a person to perform any action included in the activity determined by this motive.

Understood as a source of activity and at the same time as a system of stimuli for any activity, motivation is studied in various aspects, therefore this concept is interpreted by the authors in different ways. Researchers define motivation as one specific motive, as a single system of motives and as a special area that includes needs, motives, goals, interests in their complex interweaving and interaction. The most complete is the definition proposed by one of the leading researchers of this problem - L.I. Bozhovich. According to L.I. Bozhovich (4:41-42), objects of the external world, ideas, ideas, feelings and experiences, in a word, everything in which the need has found embodiment, can act as motives. Such a definition of the motive removes many contradictions in its interpretation, where the energy, dynamic and content sides are combined. At the same time, we emphasize that the concept of "motive" is already the concept of "motivation", which "acts as that complex mechanism for correlating external and internal factors of behavior by a person, which determines the emergence, direction, and also ways of implementing specific forms of activity." (6:126)

Thus, we can give our own definition of motivation. Motivation is a complex, multi-level, heterogeneous system of psychologically heterogeneous stimuli, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values, etc., which determine human behavior and activities, with the dominant role of motive in their structure.

It is known that educational motivation is defined as a particular type of motivation included in a certain activity - in this case, the activity of learning, educational activity. Like any other kind, learning motivation is determined by a number of factors specific to the activity in which it is included. Learning motivation, like any other type of it, is systemic, characterized by direction, stability and dynamism. In this regard, it is necessary to highlight the signs of motivation. According to O.S. Grebenyuk (7:7), the signs of motivation are its subject selectivity, which reflects what attracts the student in learning activities, and the dynamic properties of motivation. These features of motivation are characterized by intensity (excitability of motives, degree of overcoming difficulties, etc.), stability (degree of desire to learn) and effectiveness of motives (the ability to actualize the motive necessary in a given situation, to make the right decision). It is by signs that one can judge the degree of development of motivation.

Thus, learning motivation, being a special kind of motivation, is characterized by a complex structure, one of the forms of which is the structure of internal (process and result) and external (reward, avoidance) motivation. The signs we have identified allow us to reasonably assess the state of motivation, set goals for its improvement, measure changes in the development of motivation in the course of the pedagogical process.

It is also important to note that the action of external motives for learning, emanating from parents, teachers, class, society, often encounters internal resistance of the individual. That is why the decisive factor in motivating learning is the inner motive power of the student.

Among the essential aspects of motivation are its functions. First, it induces behavior; secondly, it directs and organizes it, and, thirdly, it gives it personal meaning and significance. So, the functions of motivation are:

1. incentive;
2. guide;
3. meaning-forming;
4. increasing learning efficiency.

All of the above indicates the complexity of learning motivation as a psychological phenomenon. In addition, the essence of teaching motivation lies in the content of goals, needs and motives, in the nature of the connections and relationships between them.

§2. The specificity of the motivation for learning a foreign language

Until recently, for many students, the only motive for learning a foreign language was getting a good grade. But today, knowledge of a foreign language is becoming one of the essential components of professional activity and provides a more complete and interesting leisure time. Hence the greater attention to the study of the language.

Managing the motivation for learning a foreign language is one of the central problems of teaching methodology. FL as a subject has a number of specific features, one of which is the mastery of FL by teaching the ability to communicate in FL. Unfortunately, at the moment, teaching a foreign language is mainly of an artificial educational nature due to the lack of a “natural need” for students to communicate in a foreign language. In this regard, the teacher is faced with the task of creating an environment of foreign language speech communication in the process of teaching a language, as close as possible to natural conditions.

There is extrinsic motivation and several varieties of intrinsic motivation. External motivation is, as a rule, distant, aiming the student at achieving the final result of the teaching. The main type of internal motivation is communicative motivation. Pupils, regardless of age, unanimously formulate their needs as purely communicative, namely: to speak in FL with a friend, an adult, to read to broaden their horizons, for a professional purpose and for pleasure, to write letters. However, despite such a clear desire of students to communicate, it is this type of motivation that is most difficult to maintain. The fact is that when mastering a foreign language in the atmosphere of the native language, the foreign language appears as an artificial means of communication. This means that the so-called natural situations used in learning are, in essence, artificial. According to G.V. Rogova (5:182), interest in the process of learning in a foreign language is based on internal motives that come from the foreign language activity itself.

Scientists who study the motivation for mastering a foreign language distinguish a number of types of motivation, taking into account the individual development of the needs of students.

For our study, the following species are of interest, which are distinguished by G.Yu.Ksenzova (8:174):

1. external motivation, as a rule, aims students at achieving the final result of learning;
2. intrinsic motivation has a strong stimulating effect on the learning process. And for this, the teacher needs to build the learning process in such a way that students at each stage feel progress towards the goal. (see annex 1)

After analyzing the existing approaches to the concept of the essence of motivation, we made the following conclusions:

1. Motivation is one of the fundamental means of personal development, the regulator and the main condition for successful learning.

2. Among the essential aspects of motivation are its functions:

✓ incentive;

✓ guide;

✓ meaning-forming;

✓ stimulating activity of thought processes;

✓ Increasing the effectiveness of teaching.

3. The essence of the motivation of the doctrine lies in the content of goals, needs and motives, in the nature of the connections and relationships between them.

4. In the study of a foreign language, there are cognitive motivation and communicative motivation. In teaching a foreign language, the leading role belongs to communicative motivation.

5. We have identified the following types of motivation:

a) external motivation;

b) intrinsic motivation.

6. The main features of motivation are its focus, stability, dynamism.

A theory of unified effects of exposure to mass communications. According to this theory, people in modern society perceive media messages in the same way, i.e. they have very similar reactions. In practice, such influence takes place under certain conditions and in relation to a certain audience. The predisposition of the audience (person) to aggression can be activated when watching some programs.

Social learning theory(Albert Bandura and colleagues). This approach originated in the depths of behavioral psychology. It is based on the assertion that the assimilation of a model of human behavior occurs according to the example of the behavior of others. Looking at how they behave in a given situation, a person, imitating them, learns their experience. In this regard, the media provide examples, become a source of learning. In order for human social learning to take place, it is necessary that:

1. the presence of an example;
2. remembering behavior patterns;
3. understanding of actions;
4. motivation;
5. implementation of the behavior model.

Cultivation theory(gradual formation of a way of thinking) (George Gerbner and his colleagues). The increasing, repeated action of the media (primarily television) for a long time contributes to a gradual change in their consumers' ideas about the informed phenomenon, process, social reality. Such an influence on the audience contributes to the formation (cultivates the formation) of certain positions, views in it in accordance with the information created on the television screen.

Theory of socialization(the theory of social development). Due to the continuous exposure of the media to consumers, they become a source of knowledge about the world. Modern children often spend 2 to 4 hours watching TV, which makes it an important element of social development. With the help of television, they learn about the world of adults, their behavior, and begin to fulfill the social roles inherent in adults. The focus of television on children's and youth audiences using methods, techniques and tools focused on their psychology (elements of entertainment, competitiveness, novelty, excitement, etc.) contributes to the greatest influence on them. It is no coincidence that the positive and negative role of the media is more visible on children.

The theory of use and satisfaction. Mass media can exist only when they have their own audience. One of the most important tasks facing them is the creation of their audience. At the same time, the psychology of the media user is such that a person to a greater extent turns to those media that satisfy their interests, needs, desires. This fact determines the direction of the activities of directors of information programs, who try to create those that would capture the viewer as much as possible with the plot, information, content, form of presentation, make him worry, cause the need to be in closer interaction, etc. Thus, its own audience is formed, which the channel focuses on.

The mechanisms of media influence on a person (audience) are due to a deep knowledge of the psychology of an individual and groups. They actively influence the information interests, needs of the audience, its motivation and thus exert significant pressure on the worldview and manifestation of activity. The emotional empathy of the viewer determines the depth of the impact of the plot of the film (information) on him and contributes to the assimilation of the proposed reaction. The emotional manifestation of the hero of the film is often unconsciously assimilated by an empathic viewer at the level of the corresponding experience. This effect is called "emotional infection". This is based on the fact that a person often unconsciously imitates in his speech and behavior someone from those around him. The consequence of this imitation is an emotional unity with this person. The objects of imitation are often the heroes of TV shows. This is especially true for children and adolescents. Often, after watching films, they actively imitate the characters in the film, repeating their speeches, actions and deeds;

The results of media exposure can be very different. They affect the mental (cognitive), behavioral, attitude and physiological spheres, causing certain consequences. In particular:

• behavioral consequences. The image of activity presented by the media is a guide for the viewer. Subsequently, he becomes a guideline or basis that determines his practical activities in achieving a similar goal, and the corresponding procedure presented by the media;
• setting consequences. Under certain conditions, under the influence of the media, the viewer forms appropriate attitudes. They are quite stable in nature, significantly influencing the relationship of this viewer, his actions and deeds;
• cognitive implications. Under the influence of information provided by the media, the knowledge and worldview of the audience change. This is reflected in their awareness, judgments;

Practical part

In order to identify the level of formation of the motivational sphere of learning English, we conducted a study. As a form of research, a survey was chosen, in which 59 first-year students and 53 second-year students of the SBEI NPO "Vocational School No. 22" who study English took part.

The following questions were asked:

1. Are you a regular media user?
2. How often do you see words of English origin in the media?
3. Does the media influence your desire to learn English?

Conclusion

The study of a wide range of literature on the problems of the formation of motivation, as well as the diagnosis of the level of formation of students' motivation, allows us to conclude that in modern conditions it is possible to teach a foreign language using the media and thereby increase the motivation for learning a foreign language, because the correct use of media materials allows us to present the process of language acquisition as comprehension of a living foreign culture, individualize the learning process, introduce adolescents to the cultural values ​​of the native speaker people and, as a result, develop both the skills of speech activity and its motivation.

At present, when the English language has acquired the status of the language of global communication (due to universal computerization), teachers of this discipline face the task of linguo-social adaptation of students to modern living conditions. A person entering the level of international and interethnic communication must fully possess the skills and abilities to express his thoughts in English. Thus, communication comes to the forefront. But communication, in turn, needs motivation.

The problem of increasing motivation requires the teacher to take a new approach to solving it, in particular, in the use of more advanced organizational forms and teaching methods, including the use of the media. But it should be noted that the materials presented in the media need careful selection.

A comprehensive solution to the practical, educational, educational and developmental tasks of learning is possible only if it influences not only the consciousness of students, but also penetrates into their emotional sphere. This contributes to the activation of students' interest, an increase in the rating of English in comparison with other subjects and, most importantly, an increase in the language competence of students.

Bibliography

1. http://sociolib.com/sotsialnaya-pedagogika/smi-vidyi-osnovnyie-18766.html
2. http://www.ling-expert.ru/
3. Aryan, M.A. Taking into account the characteristics of the teacher's personality when optimizing the learning process [Text] / M.A. Aryan // IYaSh. - 1988. - No. 3. - S. 19 - 23.
4. Bozhovich, L. I. The problem of the development of the motivational sphere of the child: the study of the motivation of the behavior of children and adolescents [Text] / L. I. Bozhovich. - M.: Enlightenment, 1982. - 180s.
5. Vereshchagina, I. N. Methods of teaching English at the initial stage at school [Text] / N. I. Vereshchagina, G. V. Rogova. - M.: Enlightenment, 1988. - 224 p.
6. Dzhidaryan, I. A. On the Place of Needs, Emotions and Feelings in Personal Motivation. Theoretical problems of personality psychology [Text] / I. A. Dzhidaryan. – M.: Enlightenment, 1984. – 211p.
7. Leontiev, A. A. General methods of teaching foreign languages: reader [Text] / A. A. Leontiev. - M.: Russian language, 1991. - 360 p.
8. Ksenzova, G. Yu. Perspective school technologies [Text] / G. Yu. Ksenzova. - M.: Academy, 2000. - 265 p.
9. Mardakhaev L.V. Social Pedagogy: Textbook. - M.: Gardariki, 2005 - 269s.
10. Yakobson, P. M. Communication of people as a socio-psychological problem [Text] / P. M. Yakobson. - M .: Education, 1983. - 142 p.

• Specialty HAC RF13.00.02
• Number of pages 301

Chapter I

1.1. Psychological and pedagogical characteristics of oral foreign language communication. f 1.2. Psycholinguistic foundations of teaching oral foreign language communication.

1.3. Methodical classification of communication.

1.4. Conditions for teaching oral foreign language communication using media materials at the Faculty of Languages.

1.4.1. Psychological and age features of the development of senior students in the context of teaching oral foreign language communication.

1.4.2. The specifics of teaching oral foreign language communication in English as a second foreign language.

1.5. Media as a means of teaching oral foreign language communication.

1.5.1. General characteristics of the English-language media in the field of mass communication and the process of teaching foreign language communication.

1.5.2. Functions of the media and methodological approaches and principles of teaching oral foreign language communication based on media material.

Conclusions on chapter 1.

CHAPTER II. METHODOLOGICAL BASIS FOR TEACHING ORAL

FOREIGN LANGUAGE COMMUNICATION OF SENIOR STUDENTS OF LANGUAGE DEPARTMENTS ON THE MATERIAL OF THE MEDIA (English as a second foreign language)

2.1. Analysis of tutorials on working with media materials.

2.3. A set of exercises and techniques for teaching oral foreign language communication to students of language faculties on the material

2.4. The course and results of experimental training.

Conclusions on chapter II.

Recommended list of dissertations

• Improving the oral-speech skills of senior students in the process of working on authentic materials of periodicals of socio-cultural content: German as a second language specialty 2008, Candidate of Pedagogical Sciences Titova, Olga Alexandrovna

• Training technologies for teaching students of a linguistic university oral foreign language communication: English 2011, candidate of pedagogical sciences Schepetkova, Evgenia Aleksandrovna

• Development of the socio-cultural component of the future teacher's professional competence in the educational process of the university: Based on the material of the integrated course "English language and country studies" 2006, candidate of pedagogical sciences Kostina, Ekaterina Alekseevna

• Teaching foreign language polylogical communication to students of linguistic specialties: English as a second foreign language, language university 2007, candidate of pedagogical sciences Polesyuk, Raisa Samoilovna

• Teaching the subjunctive mood on a communicative basis using authentic auditory means in the 2nd year of the language faculty of a pedagogical university: Based on English. lang. 1998, candidate of pedagogical sciences Lisitsyna, Tatyana Nikolaevna

Introduction to the thesis (part of the abstract) on the topic "Teaching oral foreign language communication to senior students of language faculties on the material of the media: English as a second foreign language"

The natural evolution of the goal of teaching foreign languages ​​dictates the need to teach communication in a foreign language as a specific type of human activity, which implies qualitative changes in the methodology of teaching a foreign language at a university, the search and implementation of innovative forms of education.

The implementation of one of the main functions of higher education - "culture-forming and mentally-forming purpose" (Gershunsky, 1998:28) contributes to the formation of a marginal personality in the modern world. A marginal person is a person who lives and consciously participates in the cultural life and traditions of two different peoples (Erastov, 1994: 256), this is a person who is able to freely contact representatives of a foreign-speaking society, not only due to sufficient language knowledge, but also due to possession of a high culture of communication. Positive processes of mutual influence and interpenetration of cultures put forward the requirement for mastering a foreign language as a means of interethnic communication.

This requirement is confirmed by the practice of teaching a foreign language at a university. The experience of teaching and observing the educational process at the Faculty of Romance-Germanic Philology (Belgorod State University) convinces that university graduates are faced with a paradoxical phenomenon: having a high enough command of two foreign languages, they often do not lack linguistic means, but this makes it difficult to adequately implement communication in a foreign language (in particular, with representatives of English-speaking countries).

The reason for these shortcomings of special education is the fact that students are still taught foreign language speech, often ignoring the specific features of the phenomenon of communication. While the sphere of oral foreign language communication has unique characteristics, without which effective learning is impossible.

It should be noted that in the national methodological school, studies have appeared on the study and search for practical ways to introduce technologies for teaching foreign language communication (I.A. Zimnyaya, E.I. Passov, A.A. Leontiev, B.JI. Skalkin, I.L. Bim, E.A. Maslyko, N.D. Galskova, T.V. Aslamova, S.A. Miloradov, R.F. Fastovets, E.J. Roovet, etc.). However, in the methodological literature, the issues of teaching oral communication at the second FL in the conditions of the language faculty have not yet been developed. Accordingly, the need for progressive changes in modern university education, on the one hand, and the lack of a sufficient theoretical basis for the implementation of productive teaching of oral foreign language communication in the second I, on the other hand, create the prerequisites for a qualitative update of the relevant branch of methodology.

Mastering oral foreign language communication is impossible without the use of effective, high-tech, affordable teaching aids. These are currently traditional media (print, radio, television). Thanks to the media, a global communication space is being formed in the world, borders and distances are being overcome, and information is delivered to a multilingual audience without intermediaries.

The media in the life of a modern person is an objective reality that entails unique opportunities in the field of education and, in particular, in the field of teaching foreign language teaching at a university. The indisputable advantages of the media in the process of teaching foreign language communication lie in their authenticity, relevance, informative saturation, communicative orientation, high potential for the development of worldview and general culture. The creation of practical models for teaching a foreign language using media materials is also relevant due to the fact that, at the initiative of the Russian Government, many universities are supplied with modern equipment that provides radio and television satellite communications.

Many studies confirm the positive effect of media involvement in foreign language teaching. However, the use of the media in the educational process at the Faculty of Languages ​​has not yet been carried out in connection with the teaching of oral foreign language communication. Most of the works in this area cover the problems of mastering various types of speech activity: mainly, by reading on the material of a foreign language press (N.V. Baryshnikov, G.V. Voronina, A.V. Ulyanov, D.V. Malyavin, N.A. Vasilevich, R.S. Baibutryan, E.N. Starikova) or listening based on radio materials (O.N. Gordienko, M.V. Khorunzhaya), or speaking (oral speech) based on video materials (O.E. Mikhailova, A N. Shchukin, M. V. Baranova, I. B. Platonova).

At present, taking into account the priority goal in the conditions of the language faculty, there is a need to use traditional media as a means of teaching foreign language communication. In methodological terms, the integrated use of three media channels opens up wide opportunities for improving the knowledge, skills and abilities of students in communicative practice, prospects for a variable combination of techniques, modes, forms of work on interpreting information in oral foreign language communication, which, in turn, requires the creation of new models of teaching a foreign language on the material of the media.

In our opinion, teaching oral foreign language communication in English as a second foreign language using media materials is optimally carried out at the senior courses of the language faculty. The psychological and age characteristics of students at this stage of development favor the achievement of the highest possible results in the practice of oral communication in the second FL.

Thus, the relevance of this study is determined by:

The need for theoretical development of issues of teaching oral foreign language communication, in particular, in a second foreign language in the conditions of the language faculty;

The need to create and implement new productive models of teaching communication in a second foreign language in a language university, taking into account the various characteristics of the "oral communication" phenomenon;

The need to find and use effective means of teaching oral foreign language communication, to which we include complex traditional media.

The object of the research is the process of teaching oral communication in English as a second foreign language using media materials in senior courses of language faculties.

The subject of the research is a methodical model of teaching oral foreign language communication on the basis of mass media in given conditions.

The aim of the work is to create an effective, theoretically substantiated and experimentally tested model for teaching senior students of a language university oral communication in a second foreign language using media materials.

In accordance with the goal set, the following research hypothesis is put forward: teaching oral foreign language communication (in English as a second foreign language) to senior students of language faculties will be more effective,

1) if the specificity of the phenomenon of "communication" is taken into account in the learning process, considered from the standpoint of various basic sciences for the methodology, and the mastery of communication will be carried out in the course of the formation and improvement of the complex communicative skills of students;

2) if traditional authentic English-language media (print, radio and TV channels) are used as a learning tool, providing an information-content plan of oral communication;

3) if the training will be carried out on the basis of a specially developed model that involves the use of a set of exercises and techniques aimed at developing the communicative skills of trainees and the practical mastery of oral foreign language communication.

In accordance with the proposed goal and hypothesis of the study, it is required to solve the following tasks:

1) to explore the psychological and pedagogical features of communication in order to clarify its structure and determine the complex of communicative skills of trainees;

2) consider the psycholinguistic specifics of oral foreign language communication as an activity;

3) develop a methodological classification of communication by types, types and additional features;

4) to analyze the learning conditions: psychological and age features of the development of senior students in the context of teaching oral foreign language communication and the specifics of the process of mastering oral communication in the second foreign language;

5) study and systematize data on the media in the field of mass communication and the educational process in a language university, describe adequate methodological approaches and principles in teaching oral communication based on media material;

6) to analyze teaching aids for working with foreign-language media used in the practice of teaching at the Faculty of Languages;

7) to develop a model for teaching oral foreign language communication in the second foreign language using the media, to determine the content of learning in the conditions under study;

8) based on the proposed training model, develop a theoretically substantiated set of exercises and techniques aimed at improving the communicative skills of trainees;

9) experimentally test the effectiveness of the proposed set of exercises and techniques.

To solve the tasks, the following research methods were used:

Study and analysis of scientific literature in the field of psychology, pedagogy, linguistics, psycholinguistics, communication theory and methods of teaching foreign languages ​​in general and on the problem under study in particular;

Analysis and generalization of the experience of teaching communication at the second foreign language in a pedagogical university at the Faculty of Languages;

Organized observation of the practical implementation of oral foreign language communication in the second foreign language by senior students of language faculties;

The study and systematization of various materials (English-language media, speech etiquette, etc.) necessary for the selection of the content of teaching oral communication;

Questioning students and quantitative analysis of the results;

Conducting experimental training, including pre-experimental ascertaining and diagnosing sections, actual experimental training and post-experimental final section;

Statistical and mathematical methods for processing quantitative data.

The following provisions are put forward for defense:

1. In teaching oral foreign language communication to senior students of language faculties on the material of the media, it is necessary to take into account the unity of three sides in the structure of the phenomenon of communication - communicative, interactive, perceptual. At the same time, practical mastery of oral communication can occur in the process of formation and development of complex communication skills (expressive / productive, interactive, receptive-perceptual) and the improvement of various types of competencies that ensure the implementation of oral communication in a foreign language - linguistic, sociolinguistic, discursive, strategic, sociocultural , social - which are the structural components of communicative competence.

2. Mastering oral communication in the second FL in the conditions of the language faculty should be carried out with the maximum allowance for the psycholinguistic features of the phenomenon of "oral foreign language communication" - specific goals, motives, means, methods, units and products of activity that are different from the features inherent in the phenomenon of "speech activity" on IA.

3. Methodical classification of oral foreign language communication into types (educational-imitative, natural-authentic) and types (individual, group, public, official, unofficial, etc.), made taking into account additional features (symmetry - asymmetry, afferentity - efference, etc.), should be the basis for a rational and consistent organization of the process of learning to communicate.

4. The learning conditions under consideration (psychological and age characteristics of students' development, the status of English as a second foreign language, etc.) provide, on the one hand, the specifics of the model of teaching oral foreign language communication (goals, principles, content, selection and special organization of materials, a set of exercises and techniques ), on the other hand, the effectiveness of its implementation due to the high intellectual capabilities of the contingent of students, their readiness to form an optimal style of communication in a foreign language, and also due to their experience in communicative practice in their native language, the first foreign language and the ability to analyze intercultural differences in the normative communication in three languages, including a second foreign language.

5. Authentic foreign-language traditional media have a high communicative potential and provide ample opportunities for the productive development of selected and organized learning content in the field of oral communication, that is, they are an effective means of teaching communication. In methodological terms, the use of the media is conditioned by a scientific integrative approach to learning (including communicative, cognitive, personal-activity, socio-cultural, differentiated approaches) and a number of relevant principles of teaching communication (consciousness, visibility, verbal and mental activity, functionality, etc.).

6. The use of a special teaching model based on the material of the English-language media, focused on the development of communicative skills of students in the field of oral communication in the second foreign language, contributes to the achievement of better results in teaching at the language faculty, as it provides a consistent organization of the practice of oral communication in accordance with the three stages : preparatory and indicative, communicative, control and evaluation.

The scientific novelty of the research is:

In the study and description of the psychological, pedagogical, psycholinguistic features of oral foreign language communication;

In identifying the specifics of teaching senior students of language faculties oral communication in English as a second foreign language;

In creating a methodological classification of oral foreign language communication into types and types, taking into account a number of additional features;

In the study of the socio-psychological functions of the media (epistemological, cultural, etc.) and the related possibilities of using English-language media in the process of teaching oral foreign language communication in the conditions of the language faculty (comparative linguistic analysis of the forms of the journalistic genre, the media as a means of visibility, etc.);

In determining the content of training and substantiating the criteria for selecting and organizing the necessary materials in order to form and develop the communicative skills of students in the field of oral communication in English as a second foreign language using the media;

In creating a theoretically substantiated and experimentally tested model of teaching oral communication in the second foreign language of senior students of language faculties on the material of the English-language media and determining the three stages and corresponding stages of the formation of students' communicative skills.

The theoretical significance of the work is:

In clarifying the theoretical provisions on the structure of oral foreign language communication, determining the specific role of various types of competencies in the implementation of the three aspects of communication, in developing a theory of complex communication skills and their component composition;

In conducting a psycholinguistic analysis of oral communication as a type of activity according to a range of parameters, in clarifying the content of the term "communication activity" in a foreign language, in considering three stages of the implementation of communication: pre-communicative, communicative, post-communicative;

In a study of the influence of communicative experience in the native language and the first foreign language on the process of learning oral communication in the second FL;

In substantiating the effectiveness of the media as a means of teaching oral foreign language communication and describing adequate methodological approaches and principles that determine the learning process;

In the theoretical substantiation of the practical aspects of the methodology for teaching oral communication in English as a second foreign language using media materials.

The practical significance of the study lies in the development of a set of exercises and techniques based on the proposed model of teaching oral foreign language communication in the second foreign language using media materials. The proposed set of exercises and techniques can be used in addition to the existing sets of exercises of a communicative nature in teaching students of both language and other faculties of pedagogical universities. The results of the study can be used in the course of lectures on the methodology of teaching foreign language at a university, in practical and seminar classes, as well as in the creation of educational and teaching aids on the use of foreign-language media and teaching oral communication in English.

Approbation of the results of the study was carried out in presentations at international scientific and practical conferences: "Concepts of university education in the new millennium" in May 2001 and "Actual issues of modern university education" in May 2002, held in St. Petersburg at the Russian State Pedagogical University. A.I. Herzen; at the interuniversity conference "Global Peace and Dialogue of Cultures" in March 2003 in St. Petersburg (SPbGIEU); at the Herzen Readings at the Russian State Pedagogical University. A.I. Herzen in April 2003. The research materials are reflected in 7 publications. The set of exercises and techniques developed in this study was tested in the 5th year of the Faculty of Foreign Languages ​​of the Russian State Pedagogical University. A.I. Herzen.

The content of the work is presented on 216 pages of the main text and includes an introduction, two chapters, conclusions for each chapter, conclusion, list of references and applications. The appendices contain auxiliary research materials (communicative skills as a subject of mastery in the process of teaching oral foreign language communication); materials of the training experiment, including tasks of pre-experimental and post-experimental sections with a detailed description of their evaluation; tables with data of statistical processing of results; samples of training sessions with a developed set of exercises and techniques, fragments of a special database.

Similar theses in the specialty "Theory and Methods of Training and Education (by Regions and Levels of Education)", 13.00.02 VAK code

• Authentic assignments as a means of teaching oral foreign language communication in a language university: English, the initial stage of education 2005, candidate of pedagogical sciences Kuznetsova, Svetlana Vladislavovna

• Formation of key competencies among 1st year students of the Faculty of Languages ​​in the process of teaching foreign language communication: Based on the material of the English language 2005, candidate of pedagogical sciences Volkova, Anastasia Nikolaevna

• Teaching oral foreign language based on the project approach of high school students: Based on the material of the English language 2000, candidate of pedagogical sciences Denginina, Nina Olegovna

• The influence of communication in a student group on the process and result of educational activities in the study of a foreign language 2002, candidate of pedagogical sciences Usacheva, Elena Alekseevna

• The use of synthetic and analytical visualization in teaching English to children of senior preschool age 1999, Candidate of Pedagogical Sciences Vorontsova, Ekaterina Anatolyevna

Dissertation conclusion on the topic "Theory and methods of training and education (by areas and levels of education)", Linchenko, Elena Viktorovna

Conclusions on Chapter II

1. The analysis of domestic and foreign teaching aids and methodological developments for working with English-language media materials showed that most of them are focused on teaching reading and, as a rule, do not provide for practical access to communication, which, in our opinion, does not correspond to the priority goals of modern methodology teaching foreign language. The negative and positive aspects identified during the analysis are taken into account by us in the future in building a training model, determining the content of training, selecting and organizing media materials and developing a set of exercises and techniques.

2. Considering the content of training in the given conditions, we single out the following components: language knowledge and skills, special knowledge about communication in the framework of intercultural communication, speech skills and abilities in all types of RD, complex communication skills in the field of oral foreign language communication, text materials in English Mass media, as well as spheres, topics, situations, functional models of communication. Analyzing the components of the training content, we determine the principles for selecting and organizing media materials, the qualimetric parameters of texts in three different forms of presentation (press, TV, radio), the sequence of working with them, the areas and topics of communication. Since the content of teaching oral foreign language communication includes functional models of communication from the communicative practice of native speakers, we clarify this concept and determine the principles of selection and methods of their organization.

3. Having determined a number of requirements for a set of exercises and techniques, we specified the principles of its construction. A set of exercises was developed in accordance with the three stages of the formation of communicative skills in the process of teaching oral communication using media materials. These are preparatory and orientational, communicative (with a successive passage of two stages: from educational and imitative to naturally authentic) and control and evaluation stages. Taking into account the above stages and types of communication in a foreign language lesson, we suggest using the following exercises and techniques: pre-communicative exercises related to working on media materials; conditionally communicative exercises that provide educational and imitative communication; communicative exercises (preparatory, basic, final), organizing natural-authentic communication; as well as a number of techniques based on a specially created database, illustrating variable examples from the practice of oral English communication.

4. Experimental verification confirmed the effectiveness of the proposed model of teaching oral foreign language communication to senior students of the Faculty of Languages ​​using media materials. According to the results of the experiment, using statistical data, we recorded the following: the level of formation of communicative skills in oral foreign language communication in the experimental group significantly exceeds the same level in the control group in all respects. At the same time, the difference between the data of pre- and post-experimental sections in the experimental group is significant. In the control group, there was a slight improvement in indicators in the field of practical use of media materials in communication in the second IY. The most obvious gap is observed between the indicators of the level of formed communication skills among students in the experimental and control groups, which indicates the effectiveness of the proposed practical training model and the developed set of exercises and tricks.

CONCLUSION

As a result of the study, from various positions, theoretical provisions are scientifically substantiated that reveal the specifics of the process of teaching oral foreign language communication to senior students of language faculties using media materials in English as a second foreign language. The need for a comprehensive consideration of the phenomenon of communication is dictated by its unique complex structure and a number of features studied by many basic sciences of methodology. In this regard, the extensive topic of communication was presented by us in the focus of psychological, pedagogical, psycholinguistic, and methodological research. Particular attention in this work is paid to the study of foreign-language media, which we have proposed as an effective means of teaching oral communication in the second FL.

Of fundamental importance for this study was the psychological and pedagogical characteristics of communication, as a result of which three aspects of communication (communicative, interactive, perceptual), types of competencies necessary for the implementation of each of these aspects, namely: linguistic, sociolinguistic, discursive, social, strategic (compensatory), sociocultural. Comprehensive communication skills ensure the practical implementation of oral foreign language communication in the unity of the three parties. The study presents the definition of communicative skills and specifies the structural components of the complex of these skills. In accordance with the three indicated aspects of communication, communicative expressive / productive, interactive, receptive-perceptual skills were studied. Thus, the process of mastering oral foreign language communication is the process of formation and development of a complex of communicative skills and improvement of various types of competencies - components of communicative competence.

The psycholinguistic foundations of communication as a unique type of human activity are considered in order to emphasize the specific characteristics of this type of activity. The paper proposes a refined definition of the activity of communication from the standpoint of psycholinguistics. We also structured and analyzed speech activity and communication activity (oral verbal) according to a number of parameters. As a result, fundamentally important features of communication activity (motives, goals, means, units, products, etc.) that are different from speech activity are revealed. The latter in its various forms is a functional realizing link in the implementation of communication at three stages - pre-communicative, communicative, post-communicative - which indicates the interdependence and interpenetration of the two types of activity.

Practical expediency in the process of teaching oral foreign language communication requires a clear methodological classification of this phenomenon. In the framework of this study, we systematized the experience of domestic methodologists accumulated in this area and developed a classification of communication, according to which the following are distinguished: types of communication (educational-imitative and natural-authentic), types (individual / group / public, official / unofficial, dialogical, contact / distant, etc.), as well as signs of communication (symmetry, representativeness, dynamism, productivity, etc.). The proposed methodological classification of communication allows, on the one hand, to comprehensively characterize the various options for oral communication in the classroom, and on the other hand, to competently organize the learning process.

Efficiency in achieving the set goal largely depends on a thorough analysis of the specific learning conditions. Having considered the psychological-age features of the development of the contingent of trainees (senior students), we came to the conclusion that communication for this age category acts as an organic element of life. The sphere of oral foreign language communication is also an area for further improvement. High intellectual abilities of students contribute to the productive mastery of communication, as a result of which the general culture increases and an individual optimal style of communication is formed in the second foreign language.

The specifics of teaching oral communication in English as a second foreign language dictates the need to take into account a number of positively and negatively influencing factors. Among the analyzed factors, we highlight the following: the dominant influence in communication in the second foreign language is exerted by stereotypes of communicative behavior, fixed by the practice of communication in the native language and, partially, in the first foreign language. Accordingly, a certain correction is required both in the field of speech and non-verbal behavior, which in practice is carried out with the help of a special set of exercises and techniques. A number of principles (intercultural and cognitive-intellectual orientation, taking into account artificial subordinative trilingualism, etc.), considered in the study, determine the main directions in teaching oral foreign language communication in the second FL.

We consider traditional authentic media represented by three channels (print, radio, television) to be one of the effective means of teaching oral foreign language communication in senior courses of language faculties. The sphere of mass communication optimally corresponds to the tasks of organizing and activating oral communication in the classroom. The presented characteristics of the functional and stylistic directions of the journalistic genre, as well as the distinctive linguistic features of the two forms (oral and written) within this genre, indicate the wide possibilities of using the media in the educational process. The use of media materials in teaching oral foreign language communication at the Faculty of Languages ​​provides for taking into account a number of functions performed by the media in society. Various functions of the media are considered by us in the context of scientific methodological approaches to learning. As a result of a comprehensive analysis of multi-channel media and methodological aspects of their use in teaching oral foreign language communication, we came to the conclusion that the learning process on the basis of the media is due to an integrative approach that combines: a cognitive approach (in connection with the epistemological function), a communicative approach (based on the contact function). ), personal-activity (in accordance with the function of the socio-psychological impact of the media), socio-cultural (determined by the cultural function), differentiated (associated with the presence of three technical media channels) approaches. At the same time, each of the approaches involves taking into account the relevant principles of learning: awareness in learning, visibility; speech-thinking activity, novelty, functionality, situationality; individualization; dialogue of cultures and civilizations; interconnected learning of all types of communication.

The demand for media in teaching foreign language is also confirmed by the already existing practice of their use in higher education, in connection with which, in our study, we analyzed a number of well-known domestic and foreign textbooks, teaching aids, involving the use of media materials in a class on foreign language. In the course of a thorough analysis, some negative aspects were found (the use of only print media in teaching, a preponderance in favor of reading, etc.) along with positive ones (communication-oriented, creative exercises). The experience of the compilers of the considered manuals was taken into account by us in the development of the practical part of the training model.

In accordance with the goal - teaching oral foreign language communication in the second FL using the media - we have defined the content of training, theoretically substantiated the principles for selecting and organizing media materials, the sequence of working with them, indicated the qualimetric parameters of texts in three forms of presentation, and also defined multifunctional models communication, the selection and organization of which was carried out in accordance with the principles proposed in the study. The paper also presents and describes three stages (preparatory-orientational, communicative, control-evaluative) of the formation of students' communicative skills in the course of teaching oral communication, developed the principles for constructing a set of exercises and techniques, and built such a complex. The complex proposed by us reflects the position on mastering communication in the unity of its three sides through the formation and development of complex communicative skills of students and the improvement of various types of competencies in communicative practice on the material of the media.

The effectiveness of the developed theoretical provisions was confirmed in the course of experimental training. The results of the experimental verification testify to the legitimacy of the proposed hypothesis and the correctness of the approach to solving problems aimed at realizing the goal.

Thus, as a result of the study, a theoretically substantiated and experimentally tested model of teaching oral communication to senior students of language faculties was created on the basis of media in English as a second foreign language.

There are further prospects for research in the field of teaching communication in the second FL in the conditions of the language faculties of universities. These, in our opinion, include the further study of modern effective means of teaching oral communication (for example, the Internet), the study of the problem of teaching written communication in the second FL at the university or the problem of the continuity of teaching communication between the main school and the university.

List of references for dissertation research candidate of pedagogical sciences Linchenko, Elena Viktorovna, 2003

1. Azimov E.G., Shchukin A.N. Dictionary of methodical terms. - St. Petersburg: Zlatoust, 1999. - 472 p.

2. Ananiev B.G. The development of mental functions of adults / Selected psychological works: vol. 1 / Under. ed. A.A. Bodaleva and others. M .: Pedagogy, 1980. - 343 p.

3. Andreeva G.M. Social Psychology. M.: Aspect Press, 1996. - 376s.

4. Andreeva G.M., Bogomolova N.N., Petrovskaya L.A. Foreign social psychology of the XX century: Theoretical approaches: Textbook for universities. M.: Aspect Press, 2001. - 288s.

5. Arakin V.D. Practical English course for the third year: Proc. for pedagogical universities. M.: Higher. school, 1989. - 447p.

6. Artemov V.A. Psychology of teaching foreign languages. M.: Enlightenment, 1969. - 279p.

7. Arutyunov A.R., Kostina I.S. Communicative Methodology of the Russian Language as a Foreign Language: Lecture Notes. M.: Nauka, 1989.- 148s.

8. Arutyunova N.D. The sentence and its meaning. M.: Nauka, 1976. - 383 p.

9. Aslamova T.V. Methodology for organizing the interaction of students in the process of teaching oral communication. Candidate's abstract ped. Sciences. M., 2001.

10. Bagramova N.V. Linguo-methodological foundations for teaching the lexical side of oral speech in English as a second foreign language in a teacher training university. dis.doc. ped. Sciences. SPb., 1993. - 504p.

11. Bazhenova N.G. Non-verbal means of communication in teaching French. IYASH No. 3, 1998. - P.8-11.

12. Bayburtyan R.S., Voevoda E.V. Textbook on socio-political vocabulary of English (as a second language) for 4th year students of the faculties of German and French. M.: B.I., 1980. -68s.

13. Baranova M.V. Improving the grammatical side of the dialogical speech of fifth-year students of the Faculty of Foreign Languages ​​in the process of working on a video film. Candidate's abstract ped. Sciences. -SPb., 2001.

14. Baryshnikov N.V. Methods of teaching a second foreign language at school. M.: Enlightenment, 2003. - 159p.

15. Baryshnikov N.V. Theoretical foundations of learning to read authentic texts with imperfect knowledge of a foreign language (French as a second foreign language, high school). dis.doc. ped. Sciences. SPb., 1999.

16. Berdichevsky A.JI. Optimization of the system of teaching a foreign language in a pedagogical university. M.: Higher. school, 1989. - 103p.

17. Bim I.L. The concept of teaching a second foreign language (German based on English): Textbook. Obninsk: Title, 2001. - 48s.

18. Bim I.L. Methods of teaching foreign languages ​​as a science and problems of a school textbook. M.: Rus. lang., 1977. - 288s.

19. Bim I.L. Approach to the problem of exercises from the standpoint of goals and objectives / General methods of teaching foreign languages: Reader / Comp. Leontiev A.A. M.: Rus. yaz., 1991. - S.99-111.

20. Bim I.L., Markova T.V. On one of the possible approaches to compiling a program in a foreign language. IYASH No. 1, 1992. - S.Z-5.

21. Bogomolova N.N. Mass communication and communication. M.: Knowledge, 1988. -78s.

22. Bogomolova N.N. Social psychology of press, radio and television. -M.: MGU, 1991.- 127p.

23. Brudny A.A. Psychological hermeneutics. Tutorial. M.: Labyrinth, 1998. - 336s.

24. TSB Great Soviet Encyclopedia. - M.: Soviet encyclopedia, 1975. -t. 21, p.214.

25. Bukhbinder V.A. About the system of exercises / General methods of teaching foreign languages: Reader / Comp. Leontiev A.A. M.: Rus. lang., 1991. - S.92-98.

26. Weisburd M.L. The use of educational and speech situations in teaching oral speech in a foreign language: A textbook for conducting a special course on teaching foreign language communication in the system of advanced training for teachers. Obninsk: Title, 2001. - 128s.

27. Vasilevich M.A. Socio-political vocabulary of the English language: Anglo-Russian dictionary at least, texts and assignments. Minsk: Highest. school, 1985. - 174s.

28. Vasilyeva M.M. Age features of the student's personality and their consideration in teaching a foreign language. IYAVSH No. 20, 1987. - S. 17-22.

29. Developmental and educational psychology / Ed. Petrovsky A.V. M.: Enlightenment, 1973.-288s.

30. Voronina G.I. Methods of teaching reading authentic texts of youth mass media to students of the final stage of general secondary education with in-depth study of a foreign language. Candidate's abstract ped. Sciences. M., 1994.

31. Vygotsky L.S. The history of the development of higher mental functions./Coll. op. v.Z. M.: Pedagogy, 1985. - S.6-328.

32. Gailit M.V. Improving the teaching of dialogical communication of students in order to develop the skills of unprepared speech. Candidate's abstract ped. Sciences. Vladimir, 2001.

33. Galskova N.D. Modern methods of teaching foreign languages. A guide for the teacher. M.: ARKTI, 2000. - 165s.

34. Gershunsky B.S. Philosophy of Education for the 21st Century. M.: Perfection, 1998. - 607p.

35. Gozman L.Ya. Psychology of emotional relations. M.: MSU, 1987. -175p.

36. Goikhman O.Ya., Nadeina T.M. Fundamentals of speech communication. M.: Infra-M, 1997.-269s.

37. Gordienko O.N. Methods of using the texts of informational radio programs in teaching auditory perception to students of a technical university. Candidate's abstract ped. Sciences. Taganrog, 2001.

38. Gorelov I.N., Sedov K.F. Fundamentals of psycholinguistics. Tutorial. -M.: Labyrinth, 2001. 304 p.

39. Grushin B.A. The effectiveness of mass communication and propaganda: concepts and problems of measurement. M.: Knowledge, 1979. - 64p.

40. Draganova G.V. On the classification of situations in foreign literature / Scientific works of the Moscow State Pedagogical Institute. M. Torez. Issue. 149. M., 1979.

41. Dridze T.M. Organization and methods of linguo-psycho-sociological research of mass communication. M.: Publishing House of Moscow. un-ta, 1979. -281s.

42. Dridze T.M. Text activity in the structure of social communication. M.: Nauka, 1984. - 267p.

43. Druyanova E.A., Karaseva S.E., Motova V.L. Methodological developments on socio-political topics in English. Kyiv: Kyiv, Order of Lenin state. un-t im. T.G. Shevchenko, 1975. - 220p.

44. Elizarova G.V. Formation of intercultural competence of students in the process of teaching foreign language communication. St. Petersburg: ADD, 2001. - 350p.

45. Elizarova G.V. Cultural Linguistics. St. Petersburg: Belvedere Publishing House, 2000.-140p.

46. ​​Elukhina N.V. Oral communication in the classroom, means and methods of its organization. IYASH №2, 1995 S.4-7; No. 4 C.3-6.

47. Erastov B.S. Social cultural studies. 4.1. M.: Enlightenment, 1994. -265s.

48. Zhinkin N.I. Mechanisms of speech. M.: Publishing House of the Academy of Pedagogical Sciences, 1958. - 285p.

49. Zhinkin N.I. Speech as a conductor of information. M.: Nauka, 1982. 155p.

50. Zalevskaya A.A. Introduction to psycholinguistics. M.: Russian. state humanit. un-t, 2000. - 382p.

51. Zimnyaya I.A. Pedagogical psychology: Textbook. Rostov n / a.: Phoenix, 1997.-480s.

52. Zimnyaya I.A. Psychological aspects of teaching speaking in a foreign language: A book for teachers. 2nd ed. M.: Enlightenment, 1985.- 160s.

53. Zimnyaya I.A. Psychology of teaching foreign languages ​​at school. M.: Enlightenment, 1991. - 222p.

54. Zimnyaya I.A. Psychology of teaching a non-native language. M.: Rus. Yaz., 1989. -219s.

55. Zrazhevskaya T.A., Kozlovskaya I.M. Reading the newspaper: A guide to socio-political vocabulary. M.: Intern. relations, 1981. -248s.

56. Ivanov A.O., Povey D. English conversational formulas: Proc. allowance for students ped. in-t on spec. "Foreign Yaz." M.: Enlightenment, 1989.- 128s.

57. Ilyitskaya L.I., Meerovich Yu.A., Razumovskaya R.N., Chernova I.M. A manual on the socio-political vocabulary of the modern English language.- M .: Vyssh. school, 1970. 168s.

58. Kolesnikova I.L., Dolgina O.A. English-Russian terminological reference book on the methodology of teaching foreign languages ​​St. Petersburg: Publishing House of the Russian-Baltic Information Center "BLITZ", Cambridge University Press, 2001. - 224p.

59. Korobeinikov B.C. Public opinion and the media and propaganda under socialism / Mass communication in a socialist society. JL: Science, 1979. - P.33-43.

60. Korolkova V.A., Lebedeva A.P., Sizova L.M. Learn to read newspapers. Manual on socio-political vocabulary in English: Proc. allowance. 2nd ed., revised. and additional - M.: Higher. school, 1989. - 176s.

61. Krupnik V.A. Manual for teaching listening comprehension of popular science texts in English (for students). Moscow: MGPII them. M. Torez, 1973.- 18s.

62. Krupnov V.N. A guide to socio-political and official business vocabulary. M.: Higher. school, 1984. - 224p.

63. Kuvshinov V.I. Teaching schoolchildren socio-political vocabulary in the process of receptive speech practice. IYASH No. 4, 2002. -S.32-36.

64. Kucherenko O.I. Formation of discursive competence in the field of oral communication. Abstract cand. ped sciences. M., 2000.

65. Kunitsyna V.N. Man in the world of information / Social psychology of personality. L .: Knowledge, 1974. - S.154-163.

66. Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. Textbook for high schools. St. Petersburg: Peter, 2001. - 544 p.

67. Lapidus B.A. Teaching a second foreign language as a specialty. M.: Higher. school, 1980. - 173p.

68. Lapidus B.A. Problems of the content of language teaching in a language university. M.: Higher. school, 1986. 144p.69. a) Leontiev A.A. Psychology of communication. M.: Meaning, 1999. - 365p.70. b) Leontiev A.A. Fundamentals of psycholinguistics. M.: Meaning, 1999. - 287p.

69. Leontiev A.A. Speech and communication. IYASH No. 2, 1995. - P.80-85.72

Please note that the scientific texts presented above are posted for review and obtained through original dissertation text recognition (OCR). In this connection, they may contain errors related to the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

Ministry of Education and Science of the Russian Federation

Federal Agency for Education

State educational institution of higher professional education

"Barnaul State Pedagogical University"

Course work

Modern information and communication technologies and their use in teaching a foreign language

Performed:

Student 235 gr. 5th year of the Faculty of Philology

Golubitskaya Tatiana

Checked by:______________

_________________________

___________________

Barnaul-2007

Introduction

Main part:

1. Theoretical part

Informatization of education

· Information society

Influence of informatization on education

Stages of informatization of education

The main tasks of informatization of education

1.2 Use of information and communication technologies in education

1.2.1.Means of information and communication technologies in the education system

1.2.2. Information and communication technologies in scientific activity

2. Practical part

2.1. Telecommunication projects

2.1.1. Typology of foreign language projects

2.1.2. Information and communication technologies in foreign language grammar lessons

Conclusion

Bibliography

Application

Introduction

At the end of the twentieth century. humanity has entered a stage of development, which is called the post-industrial or information society. But the judgment “We live in the age of information and communications” is not entirely correct, since both information and communications have always existed. Throughout the thousand-year history, human society has been accumulating knowledge and improving the ways of storing and processing information. First, writing spread, then the printing press, telephone, and television. With the entry of society into the age of computer technology, it became possible to process and present it more efficiently. This made it possible to efficiently store and process large amounts of information. But at the present stage of development of the information culture of society, knowledge becomes obsolete very quickly, and a person is forced to "study all his life." The huge amount of knowledge accumulated by mankind makes us look for other approaches to organizing the learning process.

Awareness of the fundamental role of information in social development and the huge growth rates of information technologies have necessitated the formation of a special information culture of the individual. To use new computer technologies in life, new thinking is required, which should be brought up in a child from elementary grades. For today's student, who will live in the information society of the future, the computer should become an integral part of his life. Therefore, the use of information and communication technologies (ICT) in the educational process is an urgent problem of modern school education. “The world experience shows that the solution of the problems of education begins with the professional training of teachers. Without a qualitative growth of pedagogical professionalism, we will be doomed to remain in the past. That is, training in the field of modern ICT is necessary. Teachers of the new generation should be able to skillfully select and apply precisely those technologies that fully correspond to the content and goals of studying a particular discipline, contribute to the achievement of the goals of the harmonious development of students, taking into account their individual characteristics.

The relevance of this work is due to the insufficient development of the problem of introducing information technologies into the educational process (including in a foreign language). The computerization of educational institutions has begun relatively recently, and teachers are experiencing a number of difficulties caused by objective factors, including the insufficiently formed ability of students to use a computer as a means of working with information.

The aim of the work is to consider the educational opportunities of modern information technologies, as well as the design and creation of an electronic training course aimed at studying the grammar of the English language.

Main part

1. Theoretical part

1.1. Informatization of education

Information society

As mentioned above, a distinctive feature of the modern era is the pace of development of new information technologies accelerating every year. Society is entering the phase of informatization.

It would be useful to clarify such terms as "information society" and "informatization of society".

Information society- this is "a society in which socio-economic development depends primarily on the production, processing, storage, dissemination of information among members of society" .

A society can be called an information society if more than 50% of the population in it is employed in the field of information services. Accordingly, Russia "is only taking the first steps in this direction." The information society differs from the previous ones in that the main factor in it is not material, but ideal factors - knowledge and information. The salient features of such a society are:

· increasing the role of information in the life of society;

· increase in the share of information communications, products and services in people's lives;

Creation of a global information space.

Informatization of society means a set of interrelated political, socio-economic, scientific factors that provide free access to every member of society to any source of information, except legally secret. The goal of the informatization of society is to improve the quality of life of people by simultaneously increasing productivity and facilitating working conditions.

Influence of informatization on education

Since education is between production and science, it must correspond both to the level of development of social production and to the state of science. In the second half of the 20th century, production and science developed rapidly, while education evolved very slowly. As a result, very deep contradictions have matured between production and science, on the one hand, and education, on the other.

In the early 1970s, an education crisis began, which undoubtedly had a global character and was determined by socio-political and economic processes, as well as qualitative changes in the development of science and technology, especially computer science. It became obvious that a completely different direction in the development of the modern education system is needed - a course towards individualization, independence of learning.

The democratization, computerization and humanization of education, the free choice of a training program, and the creation of a system of continuous education are gaining momentum.

Stages of informatization of education

The first stage of informatization of education ( electronization) was characterized by the introduction of electronic means and computer technology into the process of preparing students, first in technical specialties, and then in the humanities (late 60s - early 70s). It was supposed to teach the basics of algorithmization and programming, elements of the algebra of logic, mathematical modeling on a computer.

This approach provided for the formation of an algorithmic style of thinking among students, mastering the programming language, mastering the skills of working on a computer. But the lack of easy-to-use, understandable for the average user software tools did not contribute to the widespread use of computer technology in the field of liberal education.

The second stage of informatization of education ( computerization) flowed from the mid-70s to the 90s and was associated with the emergence of more powerful computers, simplified software. Such computer educational technologies made it possible to study various (chemical, physical, social, pedagogical, etc.) processes and phenomena with the help of modeling. In the field of education, automated systems of training, knowledge control and management of the educational process are increasingly being used.

The third, modern, stage of informatization of education is characterized by the use of powerful personal computers, high-speed high-capacity drives, new information and telecommunication technologies, multimedia technologies and virtual reality, as well as understanding the ongoing process of informatization and its social consequences, which, of course, is important.

The main tasks of informatization of education

With the appearance in the process of education of such a component as informatization, it became expedient to reconsider its tasks. The main ones are:

· improving the quality of training of specialists based on the use of modern information technologies in the educational process;

The use of active teaching methods and, as a result, an increase in the creative and intellectual components of educational activities;

integration of various types of educational activities (educational, research, etc.);

adaptation of information technologies of training to the individual characteristics of the student;

Ensuring continuity and continuity in training;

development of information technologies for distance learning;

· improvement of the software and methodological support of the educational process.

And also the most important task of informatization of the sphere of education should be ahead of the informatization of other branches of human activity, since the knowledge and skills obtained in the process of education underlie all types of human activity.

1.2. Use of information and communication technologies in education

As at the beginning of the previous section, it is necessary to define some terms in this section.

Information - all those information that reduce the degree of uncertainty of our knowledge about any object. And, accordingly, information technology - a system of procedures for transforming information for the purpose of its formation, organization, processing, distribution and use.

Information technology education - these are all technologies using special technical means (computers, audio, cinema, video). When computers began to be widely used in the education process, the term "new information technology of education" appeared. But some researchers emphasize that it is possible to speak about a new information technology of education only if it satisfies the basic principles of pedagogical technology (preliminary design, reproducibility, integrity, etc.), solves problems that have not been theoretically or practically solved before. and if the means of transmitting information to the student is computer and information technology.

Information and Communication Technology (ICT) – it is “a wide range of digital technologies used to create, transmit and distribute information and provide services (computer equipment, software, telephone lines, cellular communications, e-mail, cellular and satellite technologies, wireless and cable communication networks, multimedia tools, as well as Internet)".

1.2.1. Means of information and communication technologies in the education system

All ICT tools used in the education system can be divided into two types: hardware and software. (See Annex 1 for a summary table of ICT tools).

Hardware :

A computer - universal information processing device.

Printer allows you to record on paper the information found and

created by students or a teacher for students. For many school applications, a color printer is desirable.

Projector increases the level of visibility in the work of the teacher, as well as the opportunity for students to present the results of their work to the whole class.

Telecommunication unit gives access to Russian and world information resources, allows distance learning and correspondence with other schools.

Devices for entering textual information and manipulating screen objects - keyboard and mouse Appropriate devices play a special role for students with motor problems, for example, with cerebral palsy.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera, audio and video recorder) make it possible to directly include information images of the world around in the educational process.

Data logging devices (sensors with interfaces) significantly expand the class of physical, chemical, biological, environmental processes included in education while reducing the training time spent on routine data processing.

Computer controlled devices enable students of various levels of ability to master the principles and technologies of automatic control.

Intra-class and intra-school networks allow more efficient use of available information, technical and temporary (human) resources, provide general access to the global information network

Audio-video means provide an effective communicative environment for educational work and public events.

Software:

general purpose and related to hardware (drivers, etc.) make it possible to work with all kinds of information.

Sources of information - organized information arrays of the encyclopedia on compact discs, information sites and Internet search engines, including those specialized for educational applications.

Virtual Constructors allow you to create visual and symbolic models of mathematical and physical reality and conduct experiments with these models.

simulators allow you to practice automatic skills in working with information objects: entering text, operating with graphic objects on the screen, etc.

Test environments allow you to design and apply automated tests in which the student receives the task in whole or in part through a computer, and the result of the task is also fully or partially evaluated by the computer.

Comprehensive training packages (electronic textbooks) - combinations of software of the types listed above - to the greatest extent automate the educational process in its traditional forms, the most time-consuming to create, the most limiting the independence of the teacher and student.

Management Information Systems ensure the passage of information flows between all participants in the educational process: students, teachers, administration, parents, and the public.

Expert systems - a software system that uses the knowledge of an expert to effectively solve problems in any subject area.

(See also Annex 2 - ICT used in higher education in Russia).

1.2.2. Information and communication technologies in scientific activity

The breakthrough in the field of ICT, which is currently taking place, forces us to reconsider the organization of information support for research activities. There are several possibilities for using information technology:

1. to search for literature

a) in the electronic catalog of the library of the educational institution;

b) on the Internet using browsers such as InternetExplorer, MozillaFirefox, etc., various search engines (Yandex.ru, Rambler.ru, Mail.ru, Aport.ru, Google.ru, Metabot.ru, Search.com, Yahoo.com , Lycos.com, etc.);

2. to work with literature in the course of summarizing, taking notes, annotating, citing, etc.;

3. for automatic translation of texts using translation programs (PROMTXT), using electronic dictionaries (AbbyLingvo 7.0.);

4. for storage and accumulation of information(CD-, DVD-disks, external drives on magnetic disks, Flash-disks);

5. for planning the research process(Microsoft Outlook management system);

6. to communicate with leading experts(Internet, e-mail);

7. to process and reproduce graphics and sound(MicrosoftMediaPlayer, WinAmp, Apollo, WinDVD, zplayer, ACDSee, PhotoShop, CorelDraw image viewers, programs for creating diagrams, drawings and graphs Visio), etc.;

8. to promote and implement research results(speeches in video forums, teleconferences, publications in the media, the Internet).

Also, information technologies can assist in the creation of educational and educational films, cartoons, programs, social advertising commercials for television, educational computer programs, games, interactive travel, encyclopedias, etc. based on the results of the study.

2. Practical part

2.1. Telecommunication projects

We consider it necessary in this work to pay special attention to such an ICT tool as a telecommunications project, since it is a relatively complete set of activities (educational, research, creative or gaming), organized on the basis of computer telecommunications. In the course of this type of work, a complete study of the material on a particular topic is assumed using various kinds of influences.

When typifying projects, it should be noted that there are several features by which projects should be divided:

1. according to the dominant method(research, creative, adventure, game, practice-oriented);

2. according to the dominant content(literary-creative, natural-science, ecological, linguistic, cultural, role-playing, sports, geographical, historical, musical);

3. by the nature of coordination(direct (hard, flexible), hidden (implicit));

4. by nature of contacts(participants of one school, participants of one class, participants of one city, participants of one region, participants of one country, participants of different countries);

5. by duration(short-term, long-term, episodic);

6. by number of participants(individual, pair, group).

The description and development of such projects could be given a separate work and even, perhaps, a book. But based on the topic of our work, we will try to compile a more detailed typology of telecommunications projects in foreign languages.

2.1.1. Typology of foreign language projects

First of all, it is necessary to formulate the goals of teaching a foreign language, which will form the basis of the typology:

1) practical mastery of the language;

2) linguistic and philological development of students;

3) familiarization with cultural (regional) knowledge;

4) training in situational communication (communicative side).

Based on the above goals, we can propose the following typology of telecommunications projects (see Appendix 3):

Language telecommunication projects:

1. educational projects, aimed at mastering the language material and at the formation of speech skills and abilities;

2. Linguistic projects :

study of language features;

study of linguistic realities (neologisms, phraseological units, sayings);

the study of folklore.

3. Philological

study of the etymology of words;

Literary research.

II . Culturological (regional studies telecommunication projects:

1. historical

study of the history of the country, city;

2. geographical

study of the geography of the country, city;

3. ethnographic

study of the traditions and way of life of the people;

study of folk art;

Studying the national characteristics of the culture of different peoples;

4. political and economic

familiarization with the state structure of countries;

familiarization with public organizations;

Devoted to the legislation of the country;

Dedicated to the financial and monetary systems;

5. art criticism

· devoted to the problems of art, literature, architecture, culture of the country of the studied language.

III . Gaming:

1. Social(students perform various social roles) ;

2. Business(modeling of professional situations) ;

3. Dramatized(the study of literary works in game situations where students act as characters) ;

4. Imaginary travel(teaching speech structures, clichés, specific terms, dialogues, descriptions, reasoning, etc.) .

Thus, all of the above projects (provided that they are conducted in a foreign language) are of interest to the teacher, since they create conditions for a real language environment, on the basis of which the need to communicate in a foreign language and, as a result, the need to learn a foreign language is formed. language.

In our opinion, working with projects is the most successful, optimal option for studying vocabulary and phonetics. Laboriousness in preparation pays off with the result: students are interested in this form of work, and, accordingly, motivation is created to study, to learn a foreign language. In addition, there is a huge amount of material that can be used in preparing for a project: from tables and illustrations to films and scripts.

With the study of grammatical material, everything is much more complicated. Therefore, we consider it expedient to turn to this side of the issue, to study it in more detail.

2.1.2. Information and communication technologies in foreign language grammar lessons

The problem is that with all the variety of ICTs, in order to maximize the effect when teaching the grammar of a foreign language, it seems possible to use a very small number of them. Namely: educational films, electronic textbooks, diagrams, tables and various types of testing. That, perhaps, is all.

As for educational films (cartoons), the technology of their creation is quite complicated due to the fact that it will not be enough just to select and systematize the working material, the work of psychologists is needed to determine the parameters, using which the maximum effect from watching the film will be achieved (color gamut, volume, duration, characters, images, quality, etc.). In addition, the preparation of such a film requires specialists in the field of cinematography (animation). Thus, it is simply impossible to create such material with all the equipment available at the school. This is done by special educational centers. The same is true for e-textbooks.

But the use of diagrams, tables, graphs, diagrams, drawings and various methods of their projection (smart-board, personal computer screens, creation with the help of special programs and subsequent printing on a printer) are quite possible and are implemented to some extent in ordinary schools.

In addition, testing is extremely common as a method of final or intermediate verification. Depending on the capabilities of the teacher, students are offered to be tested on printed forms, on personal computers on a home network or on the Internet. When working on a computer, it is possible to process the material using special programs for compiling tests (TestDesigner).

We offer the option of creating a computer-based test using slides (Microsoft PowerPoint presentation program) and test materials (in a computer version / printout).

Theoretical material on the topic “Personal pronouns. Objective case of personal pronouns":

Lesson topic: "Personal pronouns. Objective case of personal pronouns.

Pronoun- a part of speech that is used in a sentence instead of nouns or adjectives, less often adverbs.

The pronoun replaces names without naming them and performing all their functions:

o subject,

o predicate,

o the nominal part of the predicate,

o definitions.

Personal pronouns I (I), you (you), he (he), she (she), it (it), we (we), you (you), they (they) are indicators of a person.

The 1st person pronoun I is always capitalized.

There are no pronouns of the 2nd person singular corresponding to Russian you in modern English.

Everyone, addressing each other, says you, so you can be translated both you and you, depending on who is being addressed.

For the 3rd person singular, as in Russian, there are three pronouns (he, she, it), and in the plural - one, common to three genders -they.

The personal pronoun it replaces a noun denoting an inanimate object or animal if we do not know and are not interested in its gender, and also replaces the noun child - a child if we do not know or do not want to emphasize whether it is a boy or a girl.

The book is on the shelf. The book is on the shelf.

It is on the shelf. She's on the shelf.

Personal pronouns in the nominative and object cases.

Personal pronouns have two cases: nominative and object.

Personal pronouns in the nominative case ( nominative case )

HE, SHE, IT - HE, SHE, IT,

Personal pronouns in the nominative case perform the following functions:

1. subject: I see that picture. I see this picture.

2. the nominal part of the compound predicate: It is I (he, she) This is me (he, she).
Forms of English pronouns in object case correspond to the forms of Russian pronouns in all cases, except for the nominative, i.e. one form of the English pronoun conveys in translation the meanings of several Russian forms (for example: me => me / me / me / ...).

Forms of pronouns in the nominative case:

We - We like Ann.

You - You like Ann.

He-He likes Ann.

She-She likes Ann.

They - They like Ann.

Forms of pronouns in the objective case:

Practical task (test) on the topic “Personal pronouns. Objective case of personal pronouns":

1. finish suggestions .

Use I /me /we /us /you /he /him/she /her/they /them.

1. I want to see her, but she doesn't want to see me.

2. They want to see me but .............. don’t want to see ..........

3. We want to see them but ...............don't want to see ..........

4. She wants to see him but ............... don't want to see ........

5. I want to see him but .....................doesn't want to see .........

6. They want to see her but ............... doesn’t want to see .........

7. I want to see them but ................... don't want to see ............

8. He wants to see us but ...................don't want to see ..........

9. You want to see her but .................doesn’t want to see .........

2. finish suggestions , using me /us /him /her /it /them.

1. Who is that woman? Why are you looking at……….

2. Do you know that man? Yes, I work with ...........

3. I'm talking to you. Please listen to ..........

4. These photographs are nice. Do you want to look at ......

5. I like this camera. I'm going to buy ................

6. Where are the tickets? I can't find...............

8. I don't like dogs. I'm afraid of ......................

9. Where is she? I want to talk to........................

10. Those apples are bad. Don't eat.....................

Thus, we see that the use of ICT in a grammar lesson is possible when studying almost any topic. With the correct location, good color design, the use of diagrams and tables, voice accompaniment (pronunciation of examples in a foreign language), the material will be perceived easier and faster by schoolchildren, since most of the receptors will be involved. The time spent in the lesson will also be less - there will be no need to write down the material on the board. And provided that all students have home personal computers, the material can be saved on digital media (floppy disks, CDs, DVDs, flash cards, etc.) and transferred to a PC - time will be reduced due to the absence of the need for students to write down the material . Quite often there is a problem of "ignorance of the spelling" of a word. The student may be embarrassed to ask for his spelling, and when using ICT tools, this problem completely disappears.

Conclusion

Modern society dictates its own rules, it requires that education, if it wants to remain a quality education, be improved in the same way as the world around us is being improved. Moreover, informatization should have entered the education system first. But due to a number of reasons (the main of which is the insufficient funding of educational institutions), the use of ICT in the process of education in the peripheral parts of the Russian Federation has only just begun to spread. This leads to another problem - most of the teachers in our schools were not brought up in such an information-rich environment as they are now. Not everyone knows how and considers it necessary to use any kind of innovation. Meanwhile, the modern schoolboy is no longer the same as he was before. And without accepting the idea that modern education is impossible without the use of ICT, the teacher will not be able to give the student the knowledge that he will need in his “adult” life. volume of information, grouping and statistical data processing. The use of a computer and other ICT in the classroom will optimize the management of learning, increase the efficiency and objectivity of the educational process while significantly saving the teacher's time, and motivate students to gain knowledge.

Bibliography

1. Apatova N. V. Information technologies in school education. - M., 1994

2. Galishnikova E. M. Using an interactive Smart-board in the learning process // Teacher. - 2007. - No. 4. - p. 8-10

3. Gordienko G. A. The system of test technologies in the lessons of history and social studies // Teacher. - 2007. - No. 3. - p. 9-10

4. Gorina M. V. Information technologies in the lessons of the Russian language // Teacher. - 2007. - No. 5. - p. 11-15

5. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003

6. Zubov A. V. Information technologies in linguistics. - M., 2004

7. The use of modern information and communication technologies in the educational process: a teaching aid / Authors-compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. - Barnaul: BSPU, 2006

8. Klokov E. V., Denisov A. V. Technology of project-based learning // School. - 2006. - No. 2. - With. 29-36

9. Konopleva I. S., Chubova A. P. Computer training systems // Teacher. - 2007. - No. 5. - p. 16-17

10. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006. - No. 2. - With. 37-39

11. Korablev A. A. Continuous education // School. - 2006. - No. 2. - With. 34-36

12. Korablev A. A. Power. Newton's second law // School. - 2006. - No. 2. - With. 31-33

13. Pimenova I. M. Slide film on social science “Man. Individual. Personality" // Teacher. - 2007. - No. 4. - p. 16-17

14. Polat E. S., Bukharkina M. Yu., Moiseeva M. V., Petrov A. E. New pedagogical and information technologies in the education system. - M., 2001

15. Sergeeva M. E. New information technologies in teaching English // Teacher. - 2005. - No. 2. - p.162-166

16. Sinegubova N. M. Information technologies in English lessons // School. - 2006. - No. 2. - p. 43-44

17. Sudakov A. V. Formation of the information and educational environment // School. - 2006. - No. 2. - With. 49-59

18. Ugrinovich N. D. Informatics and information technologies: Approximate lesson planning with examples of interactive teaching aids / N. D. Ugrinovich, D. V. Novenko. - M., 1999

19. Champaner G. Educational computer systems // Higher education in Russia. - 1998. - No. 3. - p. 95-96

20. Sharonov A. S. At the turn of the century // School. - 2006. - No. 2. - With. 61-63

Attachment 1.

ICT tools in education

Appendix 2

ICT used in higher education in Russia

№	IT name	English title	abbreviation
1	Electronic textbook	electronic textbook	c-tbook
2	Multimedia system	multimedia system	cd-sys
3	Expert system	expert system	ex.sys
4	Electronic library catalog	electronic library	e-libr
5	Database	database	db
6	Email	email	e-mail
7	Voice Email	voice mail	v-mail
8	Electronic bulletin board	bulletin system	BS
9	teleconferencing system	teleconference	t-conf
10	Automated research management system	computer research system	aided CAR
11	Automated system of organizational management	management information system	MIS
12	Desktop electronic typography	dest top publishing	d.t.-publ

Appendix 3

Typology of projects in foreign languages

The role of television programs in teaching foreign languages.

Knowledge of foreign languages ​​today is not only a cultural but also an economic need.

The need for quick and effective mastery of foreign language communication has brought to life new forms and methods of teaching.

One of the most effective forms of teaching a foreign language are non-traditional forms of lessons, which are based on role-playing games organized on the basis of TV shows. It is very difficult to master communicative competence in English without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using various methods of work.

Equally important is the familiarization of schoolchildren with the cultural values ​​of the people - the native speaker. For these purposes, television programs are of great importance.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of mastering the language as the comprehension of a living foreign culture; individualization of training and development and motivation of students' speech activity.

Another advantage of television shows is its emotional impact on students.

The use of television programs also helps to develop various aspects of the mental activity of students, and above all attention and memory.

During the game, organized on the basis of TV programs, an atmosphere of joint cognitive activity arises in the classroom. Under these conditions, even an inattentive student becomes attentive. So, involuntary attention turns into voluntary, its intensity affects the process of memorization.

Interest in TV programs increases the interest of children in the English language, which confirms their obvious desire to become active participants in the conditional speech situations modeled by the teacher, aimed at performing various grammatical exercises of communicative orientation to work out the studied phenomena of the English language in the speech of students.

Thus, the psychological characteristics of the impact of television programs on students contributes to the intensification of the educational process and creates favorable conditions for the formation of students' communicative competence.

Role-playing games based on TV programs help to involve even a weak student in the educational process, as they show not only knowledge, but also resourcefulness and quick wits. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here sometimes turn out to be more important than knowledge of the subject.

A sense of equality, an atmosphere of enthusiasm and joy, a sense of the feasibility of tasks - all this enables students to freely use the words of a foreign language in speech, and has a beneficial effect on learning outcomes.

It is these role-playing games that teach the norms of verbal communication, ensure the possession of those communicative units that are necessary in communication.

It is in the conditions of the game that involuntary memorization is carried out to a large extent. Lessons with the use of role-playing games usually take place in a lively, emotional way, with high student activity and in a favorable psychological atmosphere.

Games organized on the basis of television broadcasts have now gained great popularity due to their effectiveness. Using this form of teaching a foreign language, the teacher can at any time control the knowledge of students without their knowledge, since fragments of individual TV programs can be used at all levels of education as a form of covert control of students' knowledge and skills both on one topic and on a block of topics.

The role-playing game contributes to the expansion of the sphere of foreign language communication, speaking. This, in turn, implies the preliminary assimilation of the language material in training exercises and the development of appropriate skills that will allow students to focus on the content side of the utterance.

In the process of a role-playing game organized on the basis of TV programs, there is a simultaneous improvement and development of skills in the use of language material, but at this stage this is a peripheral task, the main thing is communication motivated by the situation and role. Therefore, a role-playing game should be given a place at the final stage of work on the topic.