МУЛЬТИМЕДІЙНІ ТА ІНТЕРНЕТ-ТЕХНОЛОГІЇ В МОВНІЙ ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ В США
Multimedia technologies in the linguistic professional training of future foreign language teachers in the USA
Languages of publication
The aim of our article is to analyze different approaches of American scientists to the interpretation of the concept of «educational technology», underscoring the focus on multimedia and Internet-technologies, which become the first priority in professional language training of future foreign language teachers in the USA. In our opinion this experience is worthy of deep study and implementation into Ukrainian system of education. The goal of the study is facilitated by the use of the following methods: study, analysis and synthesis of pedagogical literature, synthesis, comparison, classification. The pedagogical purpose of using multimedia technology in foreign language teachers training is determined by the possibility of implementing intensive forms and methods of training, strengthening its motivational component through application of modern techniques of processing of audiovisual information, improve emotion perception, skills to implement various forms of self-employment in its processing. American teachers believe that the use of multimedia training programs in the process of foreign language education contributes to the formation of interest in the knowledge that, in turn, affects the activation and focus students when learning a foreign language. Internet technologies play a very important role and vast base for foreign language education, for realizing professional and personal interests and needs of future foreign language teachers. The application of characterized Internet technologies in the process of professional future foreign language teachers training opens to the teachers the opportunity for individual work with each student. And the students, in turn, have available training materials (authentic texts, audio and video), which provide a much higher level of perception of foreign language information. In American literature five types of educational Internet-resources can be fined: hotlist, multimedia scrap-book, treasure hunt, subject sampler and webquest. Further research could be the study of interactive, project and other types of technologies in linguistic training of foreign language teachers in the United States.
Publication order reference