Інтерактивні технології в навчанні граматики французької мови у вищому навчальному закладі
Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Стаття аналізує інтерактивні технології навчання та пристосовує їх до використання на заняттях з французької мови у ході формування граматичної компетенції. Пропонуються практичні рекомендації щодо використання тих чи інших способів роботи на занятті, ефективність яких було підтверджено шляхом експерименту. Під час дослідження було дотримано системного підходу – тобто розуміння того, що опанування граматикою відбувається у тісному зв’язку з іншими аспектами мови.
The article aims to analyze the interactive technologies of teaching and to adapt them to using in classes of French in order to develop the grammar competence. The conditions of application of interactive technologies are considered and the recommendations of their optimal usage are given. The methods used in the course of the research are the methods of scientific research – analysis and synthesis. The efficiency of practical recommendations given in the article was proven by means of experiment. In the course of the research the system approach was taken into account, i. e. the idea that mastering grammar is inseparable from understanding other aspects of the language. The article has mostly practical value suggesting different ways of making grammar class more interactive and communication oriented. Different stages of mastering grammar are analyzed and ideas of exercises and class organization are given for each stage. Thus, for the initial stage of learning, interactive methods of explaining new study material are proposed. Besides, certain types of exercises making a grammar class more interactive and more communicative are considered. Most of them are aimed to develop the creative abilities of students. The article dwells as well upon certain game technologies for adult education. Apart from that, the advantages of usage Internet technologies and computer programs for grammar teaching are taken into account. Recommendations for an interactive class are formulated. The use of interactive technologies is an absolute demand of the contemporary education. Interactive technologies in grammar learning arouse students’ interest; contribute to better attention concentration, and favor communicative bent of learning. As a result, they favor active attitude to life of university graduates, their abilities to correspond to society demands, and their professional competence. The study of all the possibilities given by interactive technologies in teaching different language aspects and grammar in particular must become a priority of methodological researches. The practical part of the problem must be thoroughly developed, which means creating grammar exercises complexes and evolving ideas of interactivity during grammar classes. Everything mentioned is bound to facilitate the development of students’ communicative skills in French.
The article aims to analyze the interactive technologies of teaching and to adapt them to using in classes of French in order to develop the grammar competence. The conditions of application of interactive technologies are considered and the recommendations of their optimal usage are given. The methods used in the course of the research are the methods of scientific research – analysis and synthesis. The efficiency of practical recommendations given in the article was proven by means of experiment. In the course of the research the system approach was taken into account, i. e. the idea that mastering grammar is inseparable from understanding other aspects of the language. The article has mostly practical value suggesting different ways of making grammar class more interactive and communication oriented. Different stages of mastering grammar are analyzed and ideas of exercises and class organization are given for each stage. Thus, for the initial stage of learning, interactive methods of explaining new study material are proposed. Besides, certain types of exercises making a grammar class more interactive and more communicative are considered. Most of them are aimed to develop the creative abilities of students. The article dwells as well upon certain game technologies for adult education. Apart from that, the advantages of usage Internet technologies and computer programs for grammar teaching are taken into account. Recommendations for an interactive class are formulated. The use of interactive technologies is an absolute demand of the contemporary education. Interactive technologies in grammar learning arouse students’ interest; contribute to better attention concentration, and favor communicative bent of learning. As a result, they favor active attitude to life of university graduates, their abilities to correspond to society demands, and their professional competence. The study of all the possibilities given by interactive technologies in teaching different language aspects and grammar in particular must become a priority of methodological researches. The practical part of the problem must be thoroughly developed, which means creating grammar exercises complexes and evolving ideas of interactivity during grammar classes. Everything mentioned is bound to facilitate the development of students’ communicative skills in French.
Опис
Ключові слова
інтерактивні технології навчання, комунікативний підхід, практична граматика, лінгвістична компетенція, засвоєння граматичної структури, заняття з французької мови, граматичні вправи, комунікативне завдання, interactive education technologies, communicative approach, practical grammar, linguistic competence, grammar structure mastering, French class, grammar exercises, communicative task
Бібліографічний опис
Боряк, Н. Інтерактивні технології в навчанні граматики французької мови у вищому навчальному закладі [Текст] / Н. Боряк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2017. – № 1 (65). – С. 3–14.