Psychological and pedagogical aspects of foreign language teaching on the basis of Internet technologies

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(1)Polskie Forum Psychologiczne, 2015, tom 20, numer 1, s. 122-127 ǱȱŗŖǯŗŚŜśŜȦŘŖŗśŖŗŖŞ. ȱȱ ȱ ȱ ȱ ȱ ȱȱ ȱ ȱ ȱ ȱ ȱ Irina Yurevna Pushkareva, Anastasiya Aleksandrovna Martynova ȱ ȱȱŗŚȱȃ¢Ȅǰȱǰȱȱȱ. Summary. The advantage of the Internet technologies in the process of learning ȱȱȱ ¢ȱȂȱȱ¢ȱȱȱȂȱȱ¢ȱ ȱ ǯȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱǰȱȱȱȱǰȱȱ ȱȱ to satisfy their professional and personal needs. The economic development of the country gradually makes the Internet a reality for the majority of Russian schoolǯȱ ǰȱȱȱ¢ȱȱȱȱȱ ȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ¡ȱ ȱ ȱ ¢ȱ Ȭȱ ȱ ȱ ȱ ȱ the Internet resources has produced their wrong stereotypes and generalizations ȱȱȱȱȬȱǯ ȱ ȱ ¡ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱǰȱȱ¡ȱȱ ¢ȱȱȱȱ with the help of the Internet. ¢ȱ Ǳȱinformation technologies, the process of foreign language teaching, the Ȭȱȱǰȱȱ¢ȱȱȱ. Introduction Relevance. The advantage of the Internet technologies in the process of learnȱȱȱȱ ¢ȱȂȱȱ¢ȱȱȱȂȱȱ¢ȱ ȱ ǯȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ to satisfy their professional and personal needs. The economic development of the country gradually makes the Internet a reality for the majority of Russian schoolǯȱ ǰȱȱȱ¢ȱȱȱȱȱ ȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ¡ȱȱ ȱ¢ȱȬȱ ȱȱȱ ȱȱ ȱȱǱȱ ȱȱǰȱe-mail, ŝřȓǯ Anastasiya Aleksandrovna Martynova, e-mail, ǯŘŖŗśȓ¢¡ǯ strona 122.

(2) ȱȱȱȱȱ ȱ¢ȱȱ£ȱȱ the culture of English-speaking countries. ȱ ȱ ȱ Ȃȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱȱ ȱȱȱȱǰȱ ȱęȱȱȱ¢ȱ ȱȱȱȱǰȱ ȱȱȱ ¢ȱȱȱȱ¢ȱȱȱȱ ȱȱǯ Purpose. To determine the most relevant and appropriate ways of learning English ¢ȱȱȱȱ ǯ Objectives: Ȯȱ ȱęȱȱ ¢ȱȱȱȱȱȱȱȱȱ ǲȱȱ Ȯȱȱ ȱȱȱȱǲ – determine the most loyal and productive methods of language learning.. Communicative technologies ȱȱȱȱȱ¢ȱȱȱȱȱȱȱ Ĵȱȱ ȱȱȱȱȱȱ¢ȱȱȱǰȱȱȱĴȱ¢ȱȱ ȱȱȱȱȱȱȱȱǯȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ěȱ ¡ȱ ȱ ȱ ȱȱěȱǰȱȱ¢ȱȱȱȱȱȱȱȱȱȱȱ ǯȱȱ¢ȱȱȱ ȱȱȱ ȱȱȱȱȱȱȱȱȱȱ¢ȱǯȱȱ¢ǰȱȱȱ ¢ȱȱȱ ȱȱȱȱȱĴǰȱȱ¢ȱȱȱȱȱȱȱ recipient to the receiver for a long time. Such means of communication as telephone ȱȱ ȱ¡¢ȱǰȱȱ¢ȱ ȱȱ¡ȱȱȱȱǯȱȱ ȱȱȱȱȱȱěȱȱǰȱȱ ȱȱȱ¢ȱȱǯ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǰȱ ȱ ȱȱȱ¢ȱ¢ȱȱǱȱȱȱ¢ȱȱȱ¡ȱ ȱȱǯȱȱ¢ȱȱȱȂȱȱ¢ȱǱȱȬȱȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ¢ȱ ǻ£¢ǰȱŘŖŖŞǼǯ For learners of English, non-synchronous communication has several advanǱȱȱȱȱ ȱǰȱ¢ȱȱȱȱȱ¡ȱȱȱȱ ȱȱǯȱȱȱȱȱȱȱȱȱȱ¢ȱȱȱȱ ȱǰȱǰȱȱ¢ȱǰȱȱȱȱȱǰȱȱǰȱ ȱȱȱȱȱȱȂȱ¢ǯȱȱȱȱ ȱȱ¢ǰȱ¢ȱȱ ȱȱȱȱȱȱȱǻǰȱŘŖŖşǼǯȱȱȱȱ asynchronous communication is its low price. Corresponding partners may from time to time appoint each other the meeting ȱ ȱ ȱ ǻ¢ȱ Ǽǯȱ ȱ Ĵȱ ȱ ȱ ¢ȱ ȱȱȱȱȱ¢ȱȱ¢ȱȱȱȱȱ ȱȱ ȱȱȱȱȱ ȱȱȬȬȱȱȱȬied Internet connection. During the synchronous communication the costs increase strona 123.

(3) ¢ǰȱȱȱȱȱȱȱȱȱǰȱȱȱȱ cheaper than the international telephone conversation. The Internet web-sites ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ers-workers and authors of methodological aids in the process of assimilation of ȱ ȱȱȱȱȱȱȱȱȮȱȬȱȱȱ ȱ ȱȱȱǰȱȱȱȱ¡ȱȱȱȱȱȱȬȱȱǰȱ ȱȱȱȱȱȱǻǰȱŘŖŖşǼǯ Advantage of multimedia training programs, a few channels of information transfer are incorporated in them at once, makes the study of a foreign language ȱ ȱ ȱ ěǯȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǲȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǯ ȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱ ȱȮȱȱ ȱȱȱȱ¢ȱȱȱȱȱȱ ¢ȱȱȱ ȱȱȱȱȱǻǰȱŘŖŗŗǼǯ Besides, such programs in educational process give the students additional, ¡¢ȱȱȱȱȱȱȱȱǰȱȱ ȱȱȱȱ¢ȱȱȱǯ ȱȱȱǱȱǰȱǰȱ ǯ Search engine ȱ ȱȱȱȱȱȱȱȱȱ ǰȱȱȱ¢ȱ¢ȱ ȱ ȱ ȱ ǰȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ǯȱ ȱ ȱ ȱȱȱȱǰȱ¢ȱȱǯȱ ȱ¡ȱȱȱȱ¡ȱȱȱȱǯȱ¢ȱȱȱ¢ȱȱȱ ȱȱ ǰȱȱȱȱȱȱǻ¢ǰȱǰȱŘŖŖŞǼǯ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǲȱ ȱȱȱǰȱȱęȱȱȱ ¢ȱȱ¡ȱȱǯ As a rule, the main part of the search system is a machine. This machine works on clearly given criteria. One of them is the consideration of the morphology of the language. ȱȱ ȱȱȱȱȱȱȱȱ¢ȱȱȱęȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱǯȱǰȱ ȱȱȱȱȱȱȱǰȱ ȱȱȱȱȱȱȱ understanding the words of a given language. ȱȱȱ ¢ȱȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱ¢ǰȱȱ¡ȱȱ ǯǯȱȱȱȱȱȱȱstructions are also used, they apply for the search of the most logical, and the most ¢ȱȱȱǯ. strona 124.

(4) ȱȱȱǱ If the creators of the search systems provide a framework of decision of the ȱȱȱȱȱǰȱ ¢ȱȱȱȱȱȱ¢ȱȱȱ ȱȱȱęȱȱȱȱȱȱ¢ȱȱȱȱȱ ȱǵ. ȱȱȱ¡ȱȱȱȱ¢Ǳȱȱ ȱȱǱȱȱęȱȱ ȱ ȱȱȱȱ¡ȱȃȱȄȱȱȱȱǰȱ ȱȱȱ ¢ȱȱ ȱȱ ǯ ¢ȱȱȱȱȱȱȱ¡ǰȱȱȱȱȱ (they will not let the search system divide the introduced phrase into individual Ǽǰȱȱȱȱȱ¢ȱȱȱ¢ȱǯ ȱ¢ȱȱȱȱȱȱȱȱęȱǻȱŗǼǯ ȱŗǯȱȱȱȱ ́ ˔Ȧ˔. ¡. ȱȱȱȱ results. ȱȱȱǰȱƖ. 1. Never used to. 61700000. 41,6. 2. Ȃȱȱ. 38900000. 26,5. 3. Ȃȱȱ. 29100000. 19,6. 4. Used not to. 10300000. 7. 5. Never use to. 7640000. 5. 6. Ȃȱ. 7530. 0,005. ŗǯȱȱ ȱ¡ȱŗȱȱŘȱȱ¢ȱȱȱȱȱ ¢Ȭȱȱ English. Řǯȱȱȱ ¡ȱřȱȱŚȱȱ¢ȱǰȱȱȱȱȱȱǯ řǯȱȱ ¡ȱśȱȱȱ¢ȱǰȱ ǰȱȱȱȱǻȱȱ ȱęȱȱȱȱ¢ȱȱȱęȱȱȱȱȱ ȱ ȱȱȱȱǲȱȱ ȱȱȱ¢£ȱǯ Śǯȱȱ ¡ȱŜȱȱȱǰȱȱȱ ȱȱǯȱ. The reverse side of the coin ȱ ȱȱȱȱȱȱȱȱȱȱ of distance education, which has gained popularity all over the world within the last decade. The spread of this form of training has given conviction to some users that you can master the language through the Internet without leaving home. This ȱȱȱȱ¢ȱȱȱȱȱȱȱeo courses. strona 125.

(5) ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȃȱȄǯ ȱȱȱǰȱȱȱȱȱȱȱȱȱǰȱǰȱȱ ȱȱǰȱȱȱȱȱȱȱȱ ȱȱȱȱęȱ ȱ ȱ ȱ ¢ȱ ȱ ǰȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ learning a language leads to self-education. ȱȱȱȱȱȱȱȱ£ȱȱȱ¡ȱ ȱȱǰȱȱȱȱȱȱȱȱ¡ǰȱȱȱȱȱȱ¢ȱǰȱȱȱȱȱȱȱȱȱǰȱǰȱ reading and writing. The realization of this task without control of the teacher is not ȱȱ¢ȱȱȱȱȱȱ¢ǯȱȱȱȱ ȱǯȱ ȱȱȱȱȱ¢ȱȱȱǰȱȱȱȱ ȱȱ¢ȱȱěȱ¡ǯȱ ǰȱȱ ȱȱȱȱ ȱȱȱȱǯȱ¢ǰȱ¢ȱȱȱȱȱȱ the participation of the teacher.. ǰȱȱȱȱȱęȱȱȱ ȱěȱȱȱȱ ȱ resources is for the audience. Therefore there are certain methodological advantages and organizational risks. ȱȱȱȱ¢ȱȱȱȱǰȱȱ ȱǰȱȱ¢ȱȱȱȱǰȱ ȱȱǯ But there are cases when trying to watch video news program in real time the teacher faces the lack of understanding of the audience audio provider, which is imȱȱǰȱȱȱȱȱȱȱȱȱȱȱ ȱǯȱȱęȱ ȱěȱȱȱȦȱ ȱȱǯ. Conclusion Communicative technologies. ¡ȱ ȱ ȱ ǰȱ ȱ ȱȱěȱǰȱȱ¢ȱȱȱȱȱȱȱ communicate in the real world. With the appearance of rapid Internet resources email correspondence with native speakers has activated. The most popular and wide-spread is an asynchronous communication, whose ȱȱǰȱȱȱȱȱȱ¡ȱȱȱȱ ȱ ȱǲȱ ȱ¢ȱȱ ȱȱ ǰȱ¢ȱȱȱȱȱȱȱence materials. Internet sites. ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǰȱȱ¡ȱȱȱȱȱȱȱ ȱ teaches and studies foreign languages. ȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱǰȱ ȱȱȱȱȱȱěǯ Such programs throughout the educational process give the student additionǰȱȱȱȱȱȱȱ¡ǰȱȱ ȱportunities for independent study of foreign languages. strona 126.

(6) Search engine. ȱȱȱȱȱȱȱȱǰȱȱȱȱǰȱęȱȱȱ ¢ȱȱ¡ȱȂȱǯ The reverse side of the coin. ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȂȱȱȱȱȱȱȱȱȱ ȱȱǯȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱȱȱȱȱǱȱȱȱȱȱȱȱ ȱȱȱȱęȱȱ ȱȱ¢ȱȱǰȱȱȱ ǰȱȱȱ ȱȱȱǰȱȱȱȱȱȱȱȬǯ References £¢ǰȱǯǯȱǻŘŖŖŞǼǯȱȱȱȱ ȱȱȱȱȱes. ȱȱ ȱ¢ǯȱ

(7) , 10, 1, 39-52. ǰȱǯǯȱǻŘŖŖşǼǯȱȱȱȱ ȱȱȱȱȱ language. Foreign languages at school, 6, 12-17. ǰȱǯǯȱǻŘŖŗŗǼǯȱ¢ȱȱ ȱȱȱȱȱȱȱ language. ȱȱȱȮȱȱȱǰȱŗȱǻřřǼǰȱśȬŗşǯ ¢ǰȱ ǯǯǰȱ ǰȱ ǯǯȱ ǻŘŖŖŞǼǯȱ ȱ ȱ ȱ ȱ ȱ teaching foreign language. Foreign languages at school, 6, 2-9. ǰȱǯǯȱǻŘŖŖşǼǯȱ ȱȱȱȱȱǱȱȱȱȱ internet technologies in foreign language teaching. Higher education in Russia, 9, 110-114.. strona 127.

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