ИЗУЧЕНИЕ ИНОСТРАННЫХ ЯЗЫКОВ С ПОМОЩЬЮ КОМПЬЮТЕРНЫХ ТЕХНОЛОГИЙ // COMPUTER ASSISTED LANGUAGE LEARNING

O. Maximova I. and О. Максимова И.
Additional contact information
O. Maximova I.: Financial University
О. Максимова И.: Финансовый университет

Финансы: теория и практика/Finance: Theory and Practice // Finance: Theory and Practice, 2017, vol. 21, issue 2, 154-157

Abstract:

The article presents a general overview of the teaching and learning of foreign languages through multimedia and computer technology. Since its introduction, this practice has undergone significant changes in the content, approaches and methods of implementation on its development path. It has gone through several stages, which were determined by the level of computerization, the development of technologies in the field of communication and the emergence of new software products. This provision, in turn, has enabled the development of a significant number of types and kynds of tasks. The variety of these exercises and their functional capabilities is increasing along with the development of computer technology. At the present stage, practitioners working in the field of teaching foreign languages with the help of multimedia and computer technologies, are facing a number of tasks. They were developed as a result of a study commissioned by the educational unit of the European Union and formulated in a number of documents published in the early 2000s. As a result, task forces were established to develop recommendations and training programs at different regional levels and stages of teaching. The creation of relevant Internet sites has enabled specialists to become aware of the ongoing innovation processes. This experience should be studied and adopted by domestic specialists. The article presents a general overview of the teaching and learning of foreign languages through multimedia and computer technology. Since its introduction, this practice has undergone significant changes in the content, approaches and methods of implementation on its development path. It has gone through several stages, which were determined by the level of computerization, the development of technologies in the field of communication and the emergence of new software products. This provision, in turn, has enabled the development of a significant number of types and kynds of tasks. The variety of these exercises and their functional capabilities is increasing along with the development of computer technology. At the present stage, practitioners working in the field of teaching foreign languages with the help of multimedia and computer technologies, are facing a number of tasks. They were developed as a result of a study commissioned by the educational unit of the European Union and formulated in a number of documents published in the early 2000s. As a result, task forces were established to develop recommendations and training programs at different regional levels and stages of teaching. The creation of relevant Internet sites has enabled specialists to become aware of the ongoing innovation processes. This experience should be studied and adopted by domestic specialists.

Статья представляет собой общий обзор процесса преподавания и изучения иностранных языков с помощью мультимедийных средств и компьютерных технологий. С момента своего появления эта практика на пути своего развития претерпела значительные изменения в содержании, подходах и методах реализации. Она прошла несколько этапов, которые обусловливались уровнем компьютеризации, развитием технологий в сфере коммуникации и появлением новых программных продуктов. Это обеспечение, в свою очередь, дало возможность разработки значительного количества типов и видов заданий. Многообразие этих упражнений и их функциональные возможности увеличиваются по мере развития компьютерных технологий. На современном этапе перед специалистами-практиками, работающими в сфере преподавания иностранных языков с помощью мультимедийных средств и компьютерных технологий, стоит ряд задач. Они были разработаны в результате исследования, проведенного по заказу образовательного подразделения Евросоюза и сформулированные в ряде документов, опубликованных в начале 2000-х гг. В результате были созданы целевые группы для разработки рекомендаций и программ обучения на разных региональных уровнях и этапах преподавания. Создание соответствующих интернет-сайтов дало возможность специалистам быть в курсе происходящих инновационных процессов. Этот опыт должен быть изучен и использован отечественными специалистами.

Keywords: software; the communicative approach; research approach; behavioral approach; communicative approach; interactive learning environment; программное обеспечение; коммуникативный подход; исследовательский подход; бихевиористский подход; коммуникативный подход; интерактивная образовательная среда (search for similar items in EconPapers)
Date: 2017-10-10
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