Учебное пособие 1648

Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (25), 2019 ISSN 2587-8093

The results of the study

The research showed that a number of factors that can be attributed to the psychological, didactic and linguistic types play the main part in the formation of a favorable emotional and psychological atmosphere of a foreign language lesson. In this article, the psychological factors are understood primarily as the quality of the relations between the participants of the educational process. The didactic factors are associated with the certain forms of the educational work and the educational materials chosen by a teacher. The linguistic factors refer to the various linguistic phenomena, the study of which not only contributes to the improvement of the students' linguistic and verbal competences, but also helps making the lesson live and interesting.

Below the diagram is presented, that shows the mechanisms of functioning of the abovementioned factors.

Let us consider the action of each of the types of factors in more detail.

Diagram The factors of creating a favourable emotional and psychological atmosphere in the classroom

А favourable emotional and psychological atmosphere of a foreign language lesson

1. Psychological factors forming a favourable emotional climate at a foreign language lesson

At present, the practice of teaching foreign languages includes various methods and approaches used to maintain students' interest and their positive attitude to the subject, to activate their creative abilities, to stimulate their cognitive activity (the communicative functional approach, the interactive teaching methods, the project methods, the game strategies, the tasks of a problematic nature, etc.). At the same time, a warm, full of sincere respect to their students, a teacher’s attitude plays an important part in contributing to the efficiency of the education.

A fair question may arise concerning the objective grounds for the formation of such an attitude.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (25), 2019 ISSN 2587-8093

According to C.R. Rogers, the reason for a good attitude to another person is their absolute value, regardless of their state, behavior and feelings. They should be treated with respect because they are a human being [5, p. 16].

In addition, according to the scientist, the warm and respectful teacher’s attitude to students is crucial to the achievement of the educating objectives.

C.R. Rogers wrote about the fruitlessness of an intellectual or teaching influence on a person. “These seductive approaches may seem directly leading to a goal, and in the past I tried many of them. It is possible to explain to a person what they are, to prescribe measures that will lead them forward, to give them the knowledge of a more suitable lifestyle. According to my experience, such methods turned out to be fruitless and insignificant” [5, p. 15-16].

The scientist believes that the ability to change, to develop lies in the very nature of man, and to realize this ability, to activate the inner strength and, which is the most important, to have the desire to move forward, to work on themselves, man is able due to the so-called helping relations.

The conditions for their emergence are as follows:

•firstly - the attitude towards a person should be good, “warm”. It may arise from the desire to understand them, to accept their inner world, the empathy of their feelings and words.

•secondly - the attitude towards a person should be sincere. The result will not be achieved if one demonstrates the certain attitude, while feeling the opposite inside [5, p. 15-16].

It should be noted that in the academic environment the exclusive relations based on the mutual respect have a long history and root in the Middle Ages, in the period of the formation of the first universities in Europe, when love for science was gradually mitigating the rudeness of manners. “A special ethics of the relations between students and professors, based on mutual respect and the desire for knowledge appeared. During the studies the class discords were gradually smoothing out ...” [6, p. 22].

Despite the understanding of the importance of a respectful attitude towards students for the success of the educational activity, a teacher may want to think "slightly worse" of the students who have "weak" knowledge of the subject, and who do not make sufficient efforts to correct the situation. In this regard, it is possible to argue that the next factor closely relates to the previous one. The feeling of sincere respect for students can arise only on a basis of an interest in their personalities.

Focusing on the technical component of the lesson, that is, on developing students' basic skills and abilities, controlling the accuracy of their assignments and correcting their mistakes, a teacher can perceive students somewhat one-sidedly and judge them only by their successful or unsuccessful answers on the subject. On the contrary, by creating the environment at the lesson, in which a student reveals their personality, that is, they willingly talk about themselves, their interests, their individual experience, they express their opinion on any socially or ethically significant issue, a teacher has an opportunity to get to know a student better. As a result, the feeling of sincere respect may arise naturally in their attitude towards a student.

Describing a modern student in the context of the necessity to revise stereotypical attitude towards them, S.G. Ter-Minasova emphasizes the changes that have occurred in them: “... they are better prepared, in a sense that they are more informed, they have the modern media and the countless treasures of the Internet at their disposal. They are more self-confident, much less constrained. They are mobile, they move freely around the country, and - often - around the world ...” [2, p. 273].

The next factor contributing to the formation of a positive emotional and psychological atmosphere of a lesson is also closely related to the previous two factors. It consists in rejecting the traditional, authoritarian type of relations between a teacher and students and establishing the democratic relations based on sincere respect.

As A.A. Verbitsky writes: “It is obvious that the humanistic conditions of the educating, democratic relations between teachers and students, the creative conditions of the interpersonal

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interaction and communication “produce” the one type of the personality, and the authoritarian and bureaucratic technology of the “transmission” of the information forms the other type which is significantly different” [3, p. 67].

At present, in our country, following the trends of the world practice, the adaptation of the national education competence approach to the local conditions and its further improvement is taking place. The idea that the education process should focus on the formation of the competencies (the competence-based education) was born in the 60-70s of the XX century in the

United States. The concept of a “competence” in education, namely “a language competence” or “a language ability”, belongs to the outstanding linguist, Professor of the University of Massachusetts N. Chomsky [7, p. 31].

N. Chomsky’s "language competence" theory formed the basis for the development of the standards for learning both native and foreign languages in Europe. In the period of 1989 to

1996, the Council of Europe document “Common European Framework of Reference for Foreign Language Proficiency: Learning, Teaching, Assessment” was prepared, which presented the system of the language proficiency levels used in the European Union. In November 2001, the document was recommended for the creation of the national systems for assessing a language competence [8, p. 31].

In modern conditions, a competence-based approach to the educational process in the system of the higher education plays a crucial role in the preparation of a competitive and employable student. It is intended for the formation of a certain set of student’s competencies in accordance with the objectives of the professional training. At the same time, the changes in the content, forms and methods of the education are inevitable, since “a simple passage of knowledge and skills is no longer sufficient for preparing a qualified specialist” [7, p. 31].

"It is the competence-based approach that determines the orientation of the educational process to the development of a personality’s abilities in choosing the optimal solutions from a variety of possible ones, in successfully implementing the tasks with the help of the innovative approaches. This orientation is opposite to simply mastering a certain body of knowledge and skills, which is typical of the traditional educational system" [7, p. 31].

The implementation of the activityand competence-based approach to teaching is impossible while preserving the authoritarian methods of working with students that are traditional for our country. A.A. Verbitsky emphasizes that: “One of the most important trends in the development of the education, including the vocational education, is to revise the very concept of organizing educational activities, and their pedagogical management.

From the concepts of the hard, authoritarian administration, where a learner or a student acts as an “object” of teaching influences, they move to a system of organizing, supporting and stimulating the cognitive initiative of the subject of learning, to creating the conditions for the creativity, to teaching by the creativity, to the pedagogy of cooperation. This is the aim of the ideology of the active teaching, in which “the school of memory” gives way to “the school of thinking”, to a research approach to mastering the theory as well as the professional and social practice [3, p. 29-30].

A.A. Derkach and S.F. Shcherbak write about the necessity for a democratic, creative approach to the organization of a foreign language lesson: “... the educational process should be built on a basis of a natural (informal) speech communication between a teacher and students and between students themselves. The relation “teacher – student” should be replaced by the “interlocutor – interlocutor” relation [9, p. 22].

Thus, only the free, democratic, full of mutual respect and the desire for the cooperation relations between a teacher and students can become a natural stimulus to the latter’s cognitive activity, arise their keen interest in the subject studied.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (25), 2019 ISSN 2587-8093

2. Didactic factors forming a favorable climate at a foreign language lesson

In addition to the psychological factors, the didactic factors such as the forms of teaching, the choice of the educational material also play a great part in creating a positive emotional and psychological atmosphere of the lesson that results in the increase of its effectiveness.

In the context of the activity-based and communicative-oriented approach to teaching foreign languages the forms of teaching, the educational tasks should stimulate students' natural need for foreign language communication. The teaching experience shows that the educational activity raising the greatest interest and the desire to participate is the one that contains an element of a game, a riddle, an intrigue, an element of a competition. It should be addressed to the world surrounding the students, to the information field that is actual and interesting for them.

Thus, a teacher can ask students not to describe man’s appearance but to prepare the information about any famous person, a famous actor, musician, politician, etc., in the other words a “screen star”, to speak about their appearance, the manner of dressing. Students might mention some interesting facts related to their life. At the same time, the celebrity’s name should not be announced, and everyone in the class should guess whose description it is, and finally call the name.

While refusing from the task on the memorization of the vocabulary related to the topic

“Clothes”, students can be suggested that they “collect the necessary things” for a holiday at the seaside, for skiing at a winter resort, for a hike through the autumn forest. Together with a teacher they can “set the table” to celebrate the “birthday” and discuss which food to buy and where, which dishes to cook and how. It will certainly be necessary to look up some words in the dictionary, to consult with a teacher, but this will be the active, purposeful work with the vocabulary, ensuring the faster and more durable memorization of it by students.

The unconstrained atmosphere at a foreign language lesson, full of funny situations and humor, is created due to different role-playing games. At the same time, in the gaming environment, students train various skills and abilities, revise the grammar rules, and master the new vocabulary.

For example, the game "Alibi" involves the participation of a "detective" who investigates the committed "crime", "witnesses", "suspects" and the other characters. The main action of a game consists in interrogating “witnesses” and “suspects” by a “detective”, in ascertaining whether they have an “alibi”. The question-and-answer communication is carried out in accordance with the classical laws of the detective genre, and due to the imagination of each of the participants. During the game students improve their speech skills using different syntactic types of sentences (affirmative, interrogative, negative), activating their knowledge of grammar (Past Simple and Past Continuous tenses), and learning the new words.

If the game enthralls students, then the plot develops rapidly, new details are invented. In the end, the "detective" makes their conclusions based on the received "testimony" and declares them to those present, that is, they "solve the crime."

The personal experience of teaching a foreign language shows that no creative task guarantees a hundred per cent success in realizing the educational goals set by a teacher. Much depends on the contingent of students, on the above-mentioned psychological factors. In general, it can be concluded that the warmer the relations between a teacher and students, the greater the mutual understanding between them, the more effectively the forms of work planned by a teacher are realized.

As for teaching a foreign language for the special professionally oriented purposes, it is essential to avoid the monotony of the work with the material. In addition to the traditional triad - reading, translating and retelling a text on the speciality, it is possible to use various tasks of the analytical nature. They are: to compare, to match, to contrapose or to classify; to present the information in the form of a table or diagram with the following comments; to give the definitions of the key terms; to convey the most important information in brief or, on the contrary, to describe the subject in detail. Different forms of the work allow keeping students’ attention,

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stimulating their interest in the subject of learning, and, consequently, help maintaining their positive emotional attitude to a lesson.

The educational materials, prepared by a teacher, should meet the generally known requirements, namely: the novelty, the current importance, the age and level correlation, the focus on the general and professional interests of students, etc. A teacher should also take into account the fact that in the information society environment and the wide spread of the Internet the certain peculiarities in students’ perception of the educational information can be observed.

According to Z.Ye. Fomina: “The most important challenge of the modern education is that not only the society is changing but the addressee of the educational process is changing as well ... The changes in the educational process are simply inevitable, they are objective in fact since the young generation needs to be spoken to using their language, the language of the new information and computer technologies" [10, p. 62-63].

Modern students, like all young people (under the age of 35), who are the main Internet users, belong to the digital generation (they are also called digital natives or digital islanders).

The term “digital natives” itself was proposed by the American writer Mark Prensky to name the people who practice information technology from the early childhood and feel free and confident using the Internet. Oxford University scholars also proposed the term “digital residents” to denote this phenomenon [11, p. 1].

It is interesting that for “digital natives” the multimedia presentation of the text is attractive, when “it is separated with various inserts (videos, presentations, interactive pictures, quotations, footnotes, etc.)”. They perceive a long text lacking visual images with difficulty; it is even possible to say that they ignore it psychologically. They memorize the visual information faster than the textual material and retain it longer in memory [11, p. 1].

Taking into consideration the above-mentioned facts it should be concluded on the necessity to pay attention to the following features of the work with the textual information. The texts should be divided into small paragraphs separated by indents and supplied with a large amount of the visual material: pictures, graphs, tables. Technical means of education, such educational materials as fascinating films and videos in a foreign language, followed by a discussion, should be widely used at a lesson. It is advisable to explain the new material to students using an electronic presentation, etc.

3. Linguistic factors forming a favorable climate at a foreign language lesson

The most difficult problem is to arouse students' interest in the technical, professionally oriented texts in a foreign language. At a technical university the subject "Foreign Language" is studied mainly in the first and the second years when students' professional competencies are not fully formed to the extent that students would perceive the problems described in the texts from the point of view of the experienced specialists. In this case, the perception of the nonemotional technical language is facilitated by the linguistic factors – the language phenomena addressed to the recipient’s feelings, the ones that are able to attract students’ attention and stimulate their interest, to create a favorable emotional mood, to revive and color the canvas of the narration.

Engaging these linguistic factors in the process of teaching a foreign language is possible due to the use of such techniques as the demonstration of the language play phenomenon and the other cases of the combination of meanings, the analysis of the metaphorical means of the language, phraseological units, the emotionally coloured vocabulary, etc. at a lesson.

The most successful example of a language play, that is, a deliberate violation of the systemic relations of a language, is a pun - the use of two meanings of one word in one context, which results in a comic effect.

Let us consider a sentence from the text that deals with the construction and performance of the bridge in London:

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London’s Millennium pedestrian bridge over the Thames River straightened out a w o b - b l y reputation last month by surviving a test pounding by 2,000 walkers [1*, p. 14].

The effect of the pun arises due to the contrast of the direct meaning of the adjective wobbly to its figurative meaning. In its figurative meaning the adjective combines with the noun reputation activating the negative connotative sema. It is obvious that the reputation of the bridge is “bad”, “shaky”, and “unstable”. The direct meaning of the adjective realizes in this context in the sense that the bridge swings indeed. After the completion of the construction, the oscillations of the structure were significant.

The translation failed to convey the comic effect of the pun. The verb shook and the adjective wobbly in combination with the noun construction help to compensate partially the loss of the meaning. The example makes it possible to demonstrate to students not only such a language game as the pun but also the fact that Russian and English languages are two different systems.

Here is one more example that contains a pun:

Hot-mix asphalt may be due for a c o o l c h a n g e as the National Center for Asphalt Technology gears up a research program to look at European methods allowing temperatures 50ºF lower than normal [2*, p. 46].

In this example, the pun effect is achieved by contrasting the two meanings of the adjective cool in combination with the noun change. The first meaning — not hot, cold — logically derives from the context, but its combination with the noun change produces a strange impression. Another meaning of the adjective cool refers to the English slang. It fits well with the noun change (cool change), although the temperature sense is lost.

The translation retains both meanings due to the wordy presentation, but it fails conveying the language play.

The following sentence contains the example of a not-the-pun superimposition of mean-

ings:

“Trying t o s q u e e z e 300,000 cars into a highway originally designed for 150,000” has taken its t o l l on the40-year-old arterial expressway, which accounted for7,800 accidents and 32 deaths … [3*, p.26].

The sentence carries the polysemantic noun toll, which is translated here as tribute. However, in the texts on the road construction, the noun toll very often occurs in a different meaning, namely, the duty charged on toll roads. Thus, the English text reveals the superimposition of the two meanings of one word: the toll is usually collected for the use of the road, but in this case, the toll was collected from the road itself. There is no comic effect of the pun here. On the contrary, considering the meaning of the sentence the effect is the opposite.

In accordance with the types of a not-the-pun superimposition of meanings described by A.A. Zaliznyak the above-mentioned example shows the phenomenon of “gluing”, that is, “uniting in one word (within the same utterance) two distinctly different, but not mutually exclusive, its understandings, which does not create any special effect ...” [12, p. 27].

In addition, the sentence also contains the metaphorical verb squeeze. In this case the semantic shift takes place when the verb is combined the with the noun cars. Certainly, cars are not squeezed or squashed by anyone. The metaphor is intended to convey the negative sense associated with the congestion, overcrowding of the road space and the speaker’s attitude towards this fact.

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 2 (25), 2019 ISSN 2587-8093

The example clearly demonstrates the phenomenon of the language polysemy, the mechanism of using the metaphor to express the emotional evaluation of that described in the text, positive or negative.

The means of expressing emotions in scientific and technical discourse also include phraseological units. The following sentence is taken from the text that reports about the damages to a bridge in Kansas City, Missouri.

Debris and pigeon guano had corroded pin assembles, and f i e r c e cold p r o v e d t h e f i n a l s t r a w [4*, p.16].

In addition to the sense that the certain event was the last and decisive in a chain of trouble, the phraseological unit to prove the final straw conveys such feelings as annoyance, chagrin and regret that that happened.

The example also contains the emotionally colored vocabulary - the adjective fierce. The combination of the adjective with the noun cold conveys the meaning of the presence of the quality in a very high degree.

It should be noted that the presence of the above-described linguistic phenomena in scientific and technical discourse is not common. The language of science and technology is traditionally considered as lacking the emotionality. However, it is in this context that the emotional expressiveness of the language means is most clearly manifested, which is possible to be used for teaching purposes and what should students’ attention be paid to.

Translating the linguistic means of the emotional expressiveness and the other linguistic phenomena requires the use of the special techniques that the students need to be taught to. As the problem-related assignments students can be suggested to translate some complicated elements of the text. The classwork devoted to the joint search and selection of the most successful way of transferring information into the native language is usually done by the students with a great interest.

Complicated elements of the text may include, for example, attribute constructions, especially those containing toponyms and anthroponyms.

Let us consider the following sentence:

I l l i n o i s D e p t . o f T r a n s p o r t a t i o n o f f i c i a l s believe a n a m b i t i o u s f o u r - y e a r 9 . 2 - m i l e r e c o n s t r u c t i o n p l a n f o r C h i c a g o ’ s D a n

R y a n E x p r e s s w a y will improve traffic safety and severe rainwater flooding on one of t h e m o s t h e a v i l y t r a v e r s e d u r b a n h i g h w a y s e g m e n t s in th e world. [3*, p. 26].

As it can be seen from the example, the sentence contains several attribute constructions that are difficult to translate by students. In order to convey the meaning of a sentence correctly in the language of translation, the following manipulations should be carried out during the transformation process: 1) changing the word order, 2) selecting the lexical combinations that are typical for the language of translation, 3) applying the techniques of lexical addition and omission, etc.

The practical experience shows that teaching students how to identify in the text and translate attribute constructions is a fairly quick and effective process. Students perceive this type of assignment as a solution to a kind of logical problems. If special attention is paid to the translation of the very attribute constructions while working with a technical text, it facilitates greatly the process of translating the entire text by students.

Consequently, when teaching students a foreign language for special purposes, that involves working with professionally oriented texts, it is essential to motivate the cognitive activity of students by using various means including the resources provided by the language itself,

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namely the language material that requires not only the linguistic literacy, but also a creative approach for its understanding and the correct translation.

Conclusion

Thus, as a result of the study a number of factors that contributed to the development of a warm and creative atmosphere of a foreign language lesson at a technical university, which greatly enhances its effectiveness, were identified and analysed. According to the nature of these factors they can be categorized as psychological, didactic and linguistic.

Psychological factors – a respectful attitude to students, an interest in their personality, democratic relations between a teacher and students - are essential for creating a free, creative and active atmosphere in the classrooom.

Didactic factors - creative tasks, the tasks of a problematic nature, role-playing games - encourage learners’ cognitive activity based on their creative interest and enthusiasm, while excluding any pressure or forcing. The widespread use of a visual material in the classroom provides the most rapid and complete learning of a foreign language by students.

Linguistic factors - various figures of speech, a language play, the emotionally colored vocabulary, complex syntactic constructions analyzed in a scientific and technical context - help to engage students, mitigate their difficulties in perceiving an educational material, arouse their natural interest in the topic being studied.

It is due to the combination of these heterogeneous factors that an emotional and psychological climate that makes it possible to provide the most effective achievement of the objectives set by the teacher is created at a foreign language lesson.

References

[1]Solovova E. N. Metodika obucheniya inostrannym yazykam: bazovyj kurs: posobie dlya studentov ped. vuzov i uchitelej / E.N. Solovova. 3-e izd. – M.: AST: Astrel': Poligrafizdat, 2010. – 382 [2] c.

[2]Ter-Minasova S.G. Vojna i mir yazykov i kul'tur: (Ucheb. posobie) – M.: Slovo/Slovo, 2008. – 344 c. – ISBN 978-5-387-00076-8

[3]Verbickij A.A. Aktivnoe obuchenie v vysshej shkole: kontekstnyj podhod: Metod.posobie. – M.: Vyssh. shk., 1991. – 207 s.

[4]Cyrenzhapova S.D. Sposoby realizacii interaktivnyh form obucheniya v prepodavanii inostrannogo yazyka – Elektronnyj resurs. – Kod dostupa: Sovremennye metody obucheniya kak odno iz sredstv... cyberleninka.ru›Grnti›…-protsessa-v-vuzekopiyaeshchyo, s.5 (data obrashcheniya – 05.07.18).

[5]K. Rodzhers. Vzglyad na psihoterapiyu. Stanovlenie cheloveka. M.: "Progress", 1994. – EHlektronnyj resurs. – Kod dostupa: Rodzhers Karl, Knigi chitat' onlajn, Ckachat' besplatno... detectivebooks.ru›Avtory›49149126, - 480 s. (vremya obrashcheniya – 09.06.17).

[6]Dorohina R.V. Eticheskie principy i cennostnye ustanovki studencheskih korpora-cij Evropy i SevernojAmeriki: monografiya. - Moskva: Prospekt, 2015. – 128 s.

[7]Reznik S.D., Konovalova E.S., Sochilova S.S. Konkurentoorientirovannost' i konkurentosposobnost' studncheskoj molodezhi Rossii: opyt, problemy, perspektivy: Mo-nografiya / Pod red. S.D. Reznika. – M.: INFRA-M, 2013. – 292 s.

[8]SHtajn K.EH., Petrenko D.I. YAzykovaya kompetenciya: ot A.A. Potebni k N. Homskomu. [EHlektronnyj resurs]. – Rezhim dostupa: https://cyberleninka.ru/article/n/yazykovaya-kompetentsiya-ot-a-a-potebni-k-n-homskomu, (data obrashcheniya – 24.07.18).

[9]Derkach A.A, SHCHerbak S.F. Pedagogicheskaya ehvristika: Iskusstvo ovladeniya inostran-nym yazykom. – M. Pedagogika, 1991. – 224 s.

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[10]Fomina Z.E. Dominantnye realii sovremennogo obrazovatel'nogo processa i novye tekhnologii v kontekste cifrovoj dejstvitel'nosti 21 veka//Nauchnyj ZHurnal Voro-nezhskogo gosudarstvennogo tekhnicheskogo universiteta. Seriya «Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniya», 2017, vypusk 3(35). – S 60-76.

[11]Anikina M.E., Ermoshkina T.A., Iskakov D.Z., Kobzev M.V. i dr. Vospriyatie dlinnyh tekstov pokoleniem «cifrovyh ostrovityan» // Mediaskop. 2017. Vyp. 1. [EHlektron-nyj resurs]. – Rezhim dostupa: http://mediascope.ru/?q=node/2089

[12]Zaliznyak A. A. Mnogoznachnost' v yazyke i sposoby ee predstavleniya. – M.: YAzyki sla-vyanskih kul'tur, 2006. – 672 s.

Analysed sources

[1*] Reina P. Dampers Stop Sway, Enabling Crowds to Step Lovely//ENR, February 11, 2002.

[2*] U.S. Studies “Warm-Mix” Asphalt Methods//ENR, April 28, 2003.

[3*] Illinois Plans $419-Million Redo of Chicago’s Dan Ryan Expressway//ENR, March 19,

2003.

[4*] Crews Repair Kansas City Crossing’s Cracked Corner//ENR, February 11, 2003.

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UDC 37.013

ONLINE TRAINING AS ALTERNATIVE TO CLASSICAL TRAINING

U.I. Nazarchuk

____________________________________________________________________________

St. Petersburg State University of Industrial Technologies and Design

Candidate of philological science, associate professor of the Chair Foreign languages Ulia Ivanovna Nazarchuk

e-mail: kasyanova-2005@mail.ru

____________________________________________________________________________

Statement of the problem. The article discusses the advantages and disadvantages of e-learning. Nowadays it is one of the main trends in the development of educational technologies around the world. It is necessary to constantly improve the technology, regulatory framework, methodology, so that the level of development of information systems and organizational processes is consistent with the constantly growing technological competencies of corporate employees, students and applicants. It is necessary to provide students with new learning models to improve the efficiency of education.

Results. Various e-learning systems are described, as well as its history, its advantages and disadvantages, and whether it can actually lead to learning. The main types of learning tools that are available today are analyzed. Characteristics of online courses are given and options for how to create successful learning communities are offered. New trends in learning such as micro-learning and gamification are presented.

Conclusion. E-learning requires a learner to a sufficiently high level of self-discipline, necessary for the optimal distribution of his time to repeat the material obtained during the online lesson, it is necessary for him to master a particular subject or a whole discipline or module successfully. The effectiveness usage of e-learning technologies, as one of the innovative teaching methods, lies in the fact that the learner interacts with the teacher. The learner receives from the teacher the information that he needs to master certain specific topics or discipline or module. The teacher, in turn, assesses the quality and level of mastering the discipline, using test technology to assess the level of mastery of a particular topic or discipline. Thus, the use of e-learning technologies contributes to the formation and development of creative abilities of the student in the process of mastering a new discipline or eliminating gaps in the knowledge of specific topics or issues.

Key words: online education, internet technology, online lesson, micro-learning, gamification, asynchronous and synchronous actions, advantages, disadvantages.

For citation: Nazarchuk U.I. Online training as alternative to classical training / U.I. Nazarchuk // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 2 (25). – P. 63-71.

Introduction

There was no alternative to the classical education 10-20 years ago. The learning process took place in the classroom, and the central figure was a teacher. Any other type of training was considered highly questionable. Full-fledged online training became possible only due to the development of the Internet. Today, the e-learning is a rapidly growing industry. The beginning of this form of education were observed in the 1980s. The Arsenal of information technology tools used by Russian universities in the 1990s was quite diverse. The main ones were printed materials; audio and video cassettes; radio and television; computer educational programs; Internet technologies [1, p. 78]. Now that e-learning solutions are available, all that is needed is advanced technology that can be used to provide education virtually anywhere in the world. The e-learning offers the ability to share material in all kinds of formats such as videos, slideshows, word documents, and PDFs. Conducting webinars (live online classes) and communicating with professors via chat and message forums is also an option available to users. The relevance of the online courses study is caused by their active implementation in the system of higher education in Russia and the possibility of their use for the implementation of the concept of lifelong learning. Against the background of the formation of electronic pedagogy as a branch of pedagogical science, theoretical and pedagogical analysis of online courses as an educational resource is of great research interest and determines the purpose of this study.

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© Nazarchuk U.I., 2019

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