Казахский государственный женский
педагогический университет Вестник №3(51), 2014 г.
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teachers and students. Your general methodology is also important»(Windeatt, Hardisty and
Eastment). Lanni, Daniela (2005) listed some skills and strategies involved in ICT based
language activities:
Technology skills in the use of hardware and software.
- Navigation skills (search, discrimination, skimming, scanning, evaluation of sources,
material, types of texts, style, information).
- Choice of suitable paths inside the hypertext/hypermedia in order to find the desired
results.
- Definition of the characteristics of the information (origin, quality, relevance, reliability).
- Use of search engines (planning the search, devising the possible key words, choosing
different types of search engines according to the purpose of the search).
- Use of the information according the pre-determined objectives and tasks.
- Use of the written language as a means of communication (formal/ informal) in email and
chat exchange as well as blogs.
- Use of the oral language as a means of communication in video conferencing.
- Use of the oral language as a means of communication while discussing, reporting,
negotiating and mediating inside the class with the teacher and the other students.
Using ICT might be very beneficial to both learner-centered and teacher-centered
education. Many learners can adapt to new technology and using ICT in school more rapidly
today on account of their environment. However it is not the same case for teachers. They find it
hard to adapt this new system because they have a social background distant from ICT and they
have taught for years with traditional methods and deprived of technology. Yet, ICT might be
shown as a support to the traditional academic methods, especially problem based view. For
example; for a teacher who has a homepage, the tools that are on his web page are excellent tools
for maintaining lesson-based teaching tradition (Notland, Johannesen & Vavik, 2001).
By using information and communication technology in all areas of education, teachers
can encourage a more constructive classroom environment.
Computers can handle a range of activities and carry out programmed functions at amazing
speed. They can check exercises after they are done, move students gradually from easier to
more difficult exercises according to their levels and abilities. When students fail to answer
questions correctly or perform activities, the computer can simulate, drill, or explain the
phenomenon in a way that makes it easier for the learner to understand.
Here are some activities which I use of ICT in language teaching.
The regular lesson
It is possible to hold a regular lesson in a computer class with internet access. A teacher
may download the necessary material beforehand, and have students work through it, helping out
when needed. There are many sites that provide learning materials on the internet. The World
Wide Web (WWW) can be thought of as the largest library in the world, with Web sites the
equivalents of books, full of information in English on almost any topic that can be imagined
making it a vast storehouse of free and authentic materials for the ESL teacher to use. The Web
pages contain not only text and pictures but also sounds, music, animation and movies and are
linked together differently to the linear method of books and page numbers through the use of
hyperlinks whereby clicking on a textual or graphic link transports you directly to a different
page in a different book.
Using the net as a research resource
We decide to search the Web for some data. Every student gets an address, or a name, or
some words, which they find through a search engine. They take notes while working, so that
next day, we can have feedback. Such lessons are extremely motivational, since the students
Қазақ мемлекеттік қыздар
педагогикалық университеті Хабаршы №3 (51), 2014 ж.
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enjoy using the Web, and they have an additional motivation because they know that they have
to report to their peers during the next lesson.
Web site project
We are engaged in a project which is related to one of our topics. Students may write their
essays in class, then the teacher checks them, then we have a lesson in the computer lab where
they type their works and e-mail them to a project site, or post them if possible.
Real communication
Students love to e-mail what they call their 'key pals'. Instead of the former write a letter to
your imaginary friend in another country and tell them about your country, they have real virtual
friends, to use a funny modern word combination, with whom they exchange information, photos
etc. It is also useful to decide if this task requires one person per computer or if it is possible to
set the tasks up for pairs or even three people per computer.
There are a few students who wish to do more, they are the ones who choose a theme and
make a report, get published in various student publications around the world, take part in
competitions and conferences. While doing all these kinds of work within the framework of the
curriculum, they learn many more new words, they also acquire inter-cultural and interactive
skills.
The site The Internet Movie Database at
http://us.imdb.com/
are very comprehensive and
will provide more than enough information for class use. This site claims to have information on
more than 160,000 titles and this includes video clips and reviews where available. Prior to
viewing, a movie either at the theatre or on video, students can use the web to thoroughly
research the movie reading reviews, movie synopsis and even viewing preview video clips.
Various activities can be built around these materials found on the Internet including reading and
vocabulary building exercises as well as listening exercises from the video clips. It’s better to
concentrate on reviews of the movie and have the students write their own review after they have
viewed the movie. The genre of movie reviews is analyzed and compared in several reviews of
the movie and used by the students to write their own review after they view the movie. Also
after the movie discussion can ensue on which reviews the students agreed and disagreed with.
Specific objectives relevant to particular follow up activities will apply according to the activity
and these include improving students' reading skills, listening skills, vocabulary and confidence
and ability to express their own opinions. Finally researching the movie, doing the follow up
activities thereby knowing about the story and what to expect can help in improving the students
understanding of the movie when they view it.
Information technologies will be able to locate students within the frame work of the
project and consider what actions might be appropriate within the context and how it can
contribute to the development of their education and the application of the English in different
sectors of economic and social life in their future. One can see possibilities of using Information
Technologies in teaching English and their advantages in comparison with the traditional
methods. Computer is really considered to be a tool for stimulating motivation, forming firm
language skills and improving knowledge of English. But in conclusion I’d like to say that
harmonious combination of traditional and new methods on all levels of teaching and learning
will lead to the best results.
REFERENCES
1. www.techterms.com/definition/ict.
2. Windeatt Scott, Hardisty David. The Internet (Resource Books for Teachers).
3. Lanni, Daniela The Rationale: ICT in language teaching in 6 Points [online] available
from http://www.itiacannizzaro.net.lanni/articles/rationale.htm. 2001.
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