Formation of Future Philologists’ Professional Competence in Internet Medium
Introduction. Specific features of usage of Internet resources and Internet technologies for educational purposes are studied in the paper. Attempts to determine the place and role of the World Wide Web in language teaching are also made. Three main areas of usage of Internet technologies in the study of foreign languages are singled out in the article. Besides, the typology of posts in the educational space with the help of Internet technologies is constructed. Simultaneously a number of didactic tasks in the process of usage of Internet technologies in teaching foreign languages is determined.
Purpose of the paper is determined by the necessity to study the specific features of the process of formation of future philologists’ professional competence with the help of usage of Internet as a modern medium of information and communication in the aspect of its didactic potential.
Results. As for the three main areas of usage of Internet technologies in the study of foreign languages, to them belong: 1) means of searching for information and access to knowledge; 2) doing tasks on writing web quests, which can then be used for individual or group work in the auditorium; 3)
means of learning to write. As for the typology of posts in the educational space with the help of Internet technologies, among them there are: a) replicating the news materials about the problems in the field of education, best practices, etc. (for teachers); b) the placement of materials for classes, training-and-demonstration materials, home tasks, etc. (for students); c) means of communication between teachers and students (modes “question-answer”, forums, test sections, polls, etc.). As for didactic tasks in the process of usage of Internet technologies in teaching foreign languages, they are like this: a) to develop skills of reading materials directly using materials of a network of various degree of difficulty; b) to improve listening skills on the basis of authentic sound texts in Internet, as well as texts prepared by the teacher; c) to automate writing and speaking skills; d) to replenish both active and passive vocabulary of modern English; e) to acquaint students with cultural realities, which include speech etiquette, specific features of speech behavior of various peoples in conditions of communication, specific features of culture and traditions of foreign countries; f) form stable motivation to future linguists’ foreign language activity in class on the basis of the systematic usage of
authentic materials and following the principle of connection with life.
Originality. The results given in the paper are obtained for the first time.
Conclusion. Future prospects of the study we see in the need to investigate different approaches to formation of future philologists’ professional competence with the help of Internet technologies.
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