scholarly journals MODEL OF ORGANIZATION OF FOREIGN LANGUAGE TEACHING USING INFORMATION AND COMMUNICATION TECHNOLOGIES

2021 ◽  
Vol 2 (№11 2021) ◽  
pp. 344-348
Author(s):  
V.A. Kazinets ◽  
O.A. Trinadcatko
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Information And Communication

scholarly journals Managing Fully Digitalised Foreign Language Teaching

2020 ◽  
Vol 2 ◽  
pp. 170-190
Author(s):  
Milen Shipchanov
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Holistic Approach ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Teaching Tasks ◽  
Information And Communication

The article summarises major points from the author’s book A Holistic Approach to Computerized Foreign Language Teaching. A review of the motives and the raison-d’etre of the approach is followed by practical solutions to teaching tasks using information and communication technologies.

scholarly journals Integrating Information and Communication Technologies Into Second and Foreign Language Teaching: Pedagogical Benefits and Considerations

2020 ◽  
Author(s):  
Nguyen Thanh Mai
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Web Based ◽  
Language Classrooms ◽  
Information And Communication

The article aims to review existing literature on the pedagogical benefits as well as considerations regarding the integration of Information and Communication Technologies (ICTs) into second and foreign language teaching. Greater collaboration and interaction, enhanced motivation and access to a huge repository of web-based materials are among the most popular advantages of ICTs. At the same time, ICT-integration into language teaching can be challenging due to the emergence of “multiliteracies” and the not-so-ICT-competent students in the language classroom. Besides, there are language teachers who fear that their professional identity could be disrupted as they try to adopt new technologies in their teaching. However, the review also points out that technologies do not automatically result in any remarkable pedagogical benefits without teachers’ selective use. It is the teachers who enlarge the potentials of ICTs in promoting meaningful interactions and real intercultural reflections beyond the conventional language classrooms.

scholarly journals Information and communication technologies in teaching foreign languages

2021 ◽  
Vol 106 ◽  
pp. 04007
Author(s):  
Natalia Gorokhova ◽  
Irina Kubyshko
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Information And Communication ◽  
Control Evaluation ◽  
Teaching Criteria

The introduction of information and communication technologies in the modern educational process at all levels is widespread in the world. The algorithm of successful e-learning, peculiarities of using online formats as one of the ways of educational resource of foreign language teaching, criteria of platforms, and applications selection constitute the study’s relevance and its main goal. The author proposes a methodology of teaching a foreign language based on the use of technical means of information and communication technologies, its methodologically secured system of electronic ways of monitoring, control, evaluation, and the classification of online tools aimed at building the educational process. The described analysis of the foreign language teaching process based on the application of information and communication technologies is of scientific and pedagogical interest from educational information transmission in a non-linear format. The results obtained in the study can be useful for teachers in the implementation of the general management of cognitive activity of students, in communicative and advisory activities, holding mono-courses or collective projects developed by educational organizations.

The use of project methods in foreign language teaching to students of linguistic programmes

2021 ◽  
pp. 24-32
Author(s):  
Irina S. Nikolaenko ◽  
Anna A. Pribytkova ◽  
Olga V. Pustovalova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Project Work ◽  
Design Work ◽  
Draft Version ◽  
Information And Communication ◽  
Technical Issues

The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on the analysis of the methodic literature, we identify eight stages of organizing the project work of linguistic university students. These include: 1) goal setting; 2) discussion of technical issues of organizing design work; 3) search, collection and processing of the necessary information on the Internet; 4) work on the project; 5) feedback from the teacher and students; 6) work to improve the draft version of the project; 7) presentation of the project; 8) project evaluation. An analysis of some well-known methodic studies devoted to the organization of project work of pupils and students is given, as well as a detailed description of stages of teaching.

scholarly journals Integrating information and communication technologies in the process of foreign language teaching and learning

2020 ◽  
Vol 5 (1) ◽  
pp. 187-197 ◽  
Author(s):  
Natalia Serostanova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communication Technologies ◽  
Computer Programs ◽  
Interactive Whiteboards ◽  
Foreign Language Teaching ◽  
Information And Communication ◽  
Language Teaching And Learning

The paper is an attempt to cover some of the issues of using information and communication technologies (ICT) in foreign languages teaching and learning (FLT/FLL) on the basis of intercultural approach. The facilities of Internet along with computer programs, audio and video devices, interactive whiteboards and telecommunications are considered. Special attention is given to the peculiarities of telecommunication projects; the example of telecommunication project realization is represented. The advantages and disadvantages of distance language learning are considered. Besides, some diffi culties that students and teachers come across during ICT-supported language education are also discussed. Key words: information and communication technologies (ICT), foreign language teaching and learning (FLT/FLL), computer programs, interactive whiteboards, Internet-based (telecommunication) projects, distance learning.

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