USE OF INTERACTIVE TECHNOLOGIES IN THE PROCESS OF FOREIGN LANGUAGE TEACHING

Abstract

Development of modern education system needs the study and implementation of new foreign language teaching methods provided by pedagogical science and practice. Innovations in education are related to general processes in society, global problems, integration of knowledge and forms of social life. Currently a new pedagogy is being created, the main feature of which is innovativeness – the ability to update. Its main goal is increasing the quality of education, updating the content and organizational forms as well as improving the effectiveness of education itself. One of the primary tasks of teachers is forming the students’ positive attitude to learning process, their cognitive, organizational and speaking skills and habits, which will provide an opportunity to develop the personality’s potential, nurture a creative individuality in future. The purpose of the article is to consider the most relevant innovative technologies of teaching, in particular interactive methods, computer and multimedia tools of teaching a foreign language. To achieve the goal a set of modern methods of pedagogical research was used: theoretical – analysis, generalization, comparison, synthesis, systematization of scientific and educational literature – to determine the current state of the problem; empirical – diagnostic (observations, interviews, questionnaires, testing) – to determine the effectiveness of modern methods of improving students’ foreign language competence and provide practical recommendations for their use. In the process of teaching foreign languages, a great many interactive learning technologies are considered quite effective, namely: Work in pairs or threes; Alternating Threes, Brainstorming, Aquarium, Carousel, Big circle, Microphone, Unfinished sentences, Mosaic, Circle of Ideas, Role Playing (role play, imitation), Problem Analysis, Discussion, Talk Shows as well as Class Walk, Station Learning, Autograph Hunt, Back Dictation, Round Table Discussion, Battle Discussion, Brain Ring etc. The use of the suggested above interactive technologies in the classroom will contribute to: effective revision of the assimilated vocabulary and its further enrichment; development of students’ attention, memory, logical and critical thinking; deep assimilation of the skills of correct articulation; formation of skills to work in pairs, groups, etc. The use of these technologies is not an end in itself. This is only a means to create the most appropriate atmosphere in the classroom which best promotes understanding, amiability, cooperation and makes it possible to implement person-oriented learning. The originality lies in the fact that for the first time a set of interactive technologies for learning foreign languages has been suggested. While using them teachers will be able to turn their classes into the exciting and interesting game and thereby сontribute students’ getting rid of boredom and demotivation that prevail at the traditional lessons. The use of innovative technologies in the foreign language classroom, in particular interactive ones, contributes to the improvement of the quality and achievement of the effectiveness of the learning process and the level of students’ cognitive activity, increases their productivity, motivates them to complete tasks, forms the ability to understand the information received, express their own opinion and motivates students to self-development, improves learning of the material, allows to use all types of speech activity. In such an educational environment teachers have the opportunity to work with a large audience and, at the same time, they can focus on each individual separately. This approach to learning leads to increasing the productivity and brings satisfaction to both students and teachers themselves as it reveals their enormous creative potential, contributes to the formation of students’ key competencies, develops their communication skills and habits, teaches to work in a team, listen to the classmates’ opinions. There created the sphere of communication characterized by the openness of the participants’ interaction, the equality of their arguments and opinions, the accumulation of common knowledge, the possibility of mutual evaluation and control. The prospects for further exploration in this direction is in the development of new methods and techniques of interactive learning using innovative technologies.