ON THE ROLE OF INTERNET TECHNOLOGIES IN THE PROCESS OF FORMING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS (FROM THE EXPERIENCE OF TEACHING GERMAN)

Abstract

This article discusses the role of modern Internet technologies in the process of teaching students a foreign language (German) (from the experience of working with students of a technical university). The authors focus on the fact that today a foreign language is becoming one of the most important elements of modern higher education, a means of achieving professional goals. Therefore, the issue of using interactive methods and information technologies to achieve the best learning outcomes is particularly acute in education.
It is explained that the essence of using interactive forms in teaching a foreign language lies in such an organization of the educational process, in which almost all students are involved in the learning process. Modern Internet technologies play an important role in this process, which make it possible to intensify the student’s cognitive activity in the process of learning a foreign language.
The advantages of interactive training programs over traditional teaching methods are described in detail. Such programs allow you to train various types of speech activity, automate language and speech skills. These programs contribute to the implementation of an individual approach and the intensification of the student’s independent work. Internet technologies contribute to the formation and maintenance of a stable motivation of students to learn a foreign language (German), increase the intensity of the educational process, improve knowledge quality control, and make a person broad-minded.
The possibilities of using Internet resources are considered in detail. The authors show that the use of Internet resources improves the quality of education, allows you to satisfy and develop the cognitive interests of students, increases the visibility of learning, allowing you to use inaccessible material.
It is explained that the use of computer technology largely affects the development of teaching aids, and new opportunities significantly diversify the number and types of tasks, the teacher’s ability to individualize learning and activate the cognitive activity of students when teaching a foreign language (German) is expanding. It has also been noted by the authors that when using a computer, the studied material is better absorbed.
The advantages of computer learning are shown, but the authors explain that computerization should not be abused, that educational computer technology is appropriate if it allows obtaining such learning outcomes that cannot be obtained without it.
The article is of interest to philologists, teachers of a foreign language.