Использование сетевых ресурсов в обучении межкультурной компетенции

Аннотация

Ключевые слова: Сегодня большое внимание уделяется самостоятельной межкультурная работе студентов, которая является неотъемлемой частью коммуникация, обучения при работе с материалами для прослушивания. межкультурная Следует подчеркнуть, что аудирование также играет важную компетенция, слушание, роль в формировании социокультурной компетентности при сетевые ресурсы, профессиональной подготовке студентов лингвистических аутентичные материалы, специальностей. На современном этапе развития сетевых видеоматериалы. технологий на первый план выходит обучение с помощью сетевых ресурсов. Таким образом, на занятиях по практике речи и культуре речевого общения языковых вузов на всех этапах необходимо как можно больше времени уделять аудированию, направленному на полное понимание информации. Интернет предлагает безграничные возможности для работы с источниками на иностранном языке, включая использование аутентичных аудиоматериалов. Многие из них могут быть использованы во время аудиторных занятий, а также при размещении на сайтах учебных дисциплин для самостоятельной работы студентов. Listening as an independent type of speech activity is a necessary link in the conditions of academic education. At the present stage of development of network technologies, teaching with the help of network resources comes to the fore. Audio materials up to 6 minutes long can be used for classroom work. In the process of teaching in theoretical disciplines, materials of video lectures with a duration of more than 40 minutes can be used. The use of network resources at the university increases the stimulating, informative, and evaluative and controlling significance of the material provided, which contributes to the development of a more creative approach to the aspect of listening in a modern university. The range of professionally-oriented situations should be expanded in such a way as to increase the motivation of students, as well as to contribute to the formation of speech skills for solving real communication problems using the knowledge gained in the classroom in the practice of the English language. Listening, being an integral part of oral communication in a foreign language ensures the adequacy of the speaker’s speech activity in various situations of intercultural communication at a professional level. Intercultural communication is the main characteristic of a foreign language learner in modern society; therefore, the most important fact is how the use of strategies helps to achieve a communicative goal. 172 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 5 (2021) / ISSN 2181-1415 Listening to foreign language speech seems to be an important skill in connection with the transition to the information society and one of the main ways of obtaining information. In the field of professional communication, the transmission of information to speakers and the reception of listeners within the framework of the communicative act are due to how accurately, fully and adequately the message is perceived. In this regard, the most acute issue is the training and development of listening skills among students of professional linguistic training. Based on the foregoing, it should be emphasized that listening also plays an important role in the formation of intercultural competence in the professional training of students of linguistic specialties. At the present stage of development of network technologies, training with the help of network resources comes to the fore. Thus, in classes on the practice of speech and the culture of speech communication of language universities at all stages, it is necessary to devote as much time as possible to listening, aimed at a complete understanding of the information. The Internet offers endless possibilities for working with foreign language sources, including the use of authentic audio materials. Many of them can be used during classroom lessons, as well as when posting on the sites of academic disciplines for independent work of students. Some possible forms of working with authentic materials can be found from the following websites: http://www.breakingnewsenglish.com/; http://learnenglish.britishcouncil.org http://esl-lab.com/; http://www.bbc.co.uk/worldservice/learningenglish /; www.ted.com; www.youtube.com; http://learningenglish.voanews.com; http://videolectures.net/ [3]. UNESCO (http://ru.iite.unesco.org/) defines open educational resources (OER, English Open Educational Resources) as educational or scientific resources placed in the public domain, or released with a license allowing their free use, processing and distribution. OER are provided free of charge through information and communication technologies and include entire courses, teaching materials, modules, textbooks, videos, audio, texts, software, and any other means, materials or technologies to provide access to knowledge. (Note that open educational resources (OER) should be distinguished from