Innovative technologies in teaching english

Аннотация

This article deals with the role and effective use of innovative technologies in teaching English, and also provides links to Internet resources that are effectively used in the classroom. Keywords: innovative technologies, multimedia, Internet links, electronic resources, learning environment, motivation Today, our country dictates new tasks of social modernization, industrialization and accelerated innovation challenges in the new global economic integration. The main objective of the third decade of the XXI century of independent Kazakhstan is to move forward to joining the top 30 developed countries of the world. In this regard, there is a great responsibility on educated and highly qualified young people of Kazakhstan, such as the development of national competitiveness in the XXI century, providing prosperity and universal recognition of the country all over the world. The role of innovation in education is great. The effective use of Innovative technologies, such as computers, the Internet, multimedia resources in the educational process is the only way to show the quality of education. One of the innovative technologies of improving the students’ communicative abilities is using multimedia in the process of teaching and learning in the classroom. Proper use of multimedia in classroom will provide the opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream courses. Furthermore, because educational technology is expected to become an integral part of the curriculum, students must become proficient in accessing and using electronic resources. In terms of providing educational institutions with multimedia products, there are some problems to be solved so far: • the virtual absence of domestic electronic textbooks (ET) in official language at educational institutions; • lack of effectiveness of using the existing electronic textbooks; • poor quality of teacher training in using electronic textbooks; • insufficient implementation of new educational technologies in the educational process; • Low efficiency of automated assessment system in teaching. The using of multimedia in classroom cannot be denied anymore. That will make possible for teachers giving more opportunity to students being happier and more enjoy during the learning course. Through their interactions with multimedia texts, students become increasingly familiar with academic vocabulary and language structures. As they pursue sustained study of one content area through focus discipline research, the students 43 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND TECHNOLOGY INNOVATIONS become actively engaged in the process of meaning construction within and across different media. Learners obtain most of the information from electronic devices, which has made such tools, a very essential component of their daily life. Using innovative technologies in a classroom as a tool for language learning has many benefits. It gives stimulus to undertake the tasks and could help in creating a long lasting impact on the learners. The role of teacher will change from an instructor’s role to a coordinator. Self-paced independent learning methodology is what is being propagated with the help innovative technologies in English Language Teaching. Using multimedia provides the students to gather information through media that encourages their imaginations, interests. Picture 1: The process of Innovation in teaching and learning One of the main problems faced by the language teacher, especially newcomers to the profession, is that methodology refuses to stand still. As McCarthy puts it: The methodology of foreign language teaching has evolved dramatically over the past half century, with emphasis at different times being placed on a remarkable array of philosophies and approaches under banners such as grammar-translation, audio-lingual, structuro-global audiovisual, inductive/deductive, functional, notional, situational, communicative, immersion, learning/acquisition, suggestopedia, directivist/constructivist, etc. Although each approach has seen its share of zealous purists, it would seem that, viewed from a distance, the abiding lesson to teachers has been that no one approach is a magic wand capable of transforming any class of foreign language learners into near- native speakers of the target language, and that each approach brings to the fore a previously neglected or forgotten facet [1]. As language teachers, we have a tradition of integrating new media into our teaching. We have embraced any new technology, which was likely to improve learning. Mindful of the need to bring native speaker voices into the classroom, teachers in the first half of the 20th century took gramophones into their classrooms. These were replaced by reel-to-reel tape recorders when the price was right and appropriate recordings became 44 XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE, EDUCATION AND