Elizabeth Netecha
(Kamianets-Podilskyi Ivan Ohiienko National University)
Scientific Supervisor: Olena Hlavatska, PhD
THE IMPACT OF IT ON THE DEVELOPMENT OF ENGLISH MONOLOGICAL SPEAKING SKILLS IN MIDDLE SCHOOL
In the rapidly developing 21st century, various innovative technologies have been introduced into English teaching. The knowledge base quickly doubled and tripled in such a short period of time. To keep up with this trend, we need to use modern technology to teach middle grades English.
Speaking is an important form of communication. And monological speaking skills are crucial in the process of teaching English. The notion of monologue speech refers to a type of speech in which a single individual speaks for an extended period of time without interruption. By the definition of G.V. Horny, a monologue is a form of verbal coherent utterance, a statement of thoughts by one person. The monologue consists of a series of logically ordered interconnected sentences, intonationally designed and united by a single content or subject of expression [2].
Students in middle grades may struggle with structuring their speech, correct usage of vocabulary, and fear of public speaking. That`s why this aspect of teaching should be enhanced and modernized today.
Monologue speech acquires mainly communicative, psychological, and linguistic functions. Developing teaching according to them will improve the quality of students speaking. In addition, including different internet technologies the process of learning speeds up and gives an opportunity for children to practice their speech more often.
The communicative functions of a monologue speech can vary depending on the context and the purpose of the speech. Though we can identify the following communicative functions: informative, persuading, entertaining, emotional-evaluative, etc. Describing the psychological characteristics of monologic speech, it should be noted that the psychological aspect plays a relevant role in both preparing and delivering a monologue speech. Communicativeness is a fundamental factor ensuring the adequacy of communication at the logical-semantic level, when in addition, the psychological characteristics of monologic speech include the appeal to the listener, and emotional coloring, which find external expression in linguistic and structural-compositional features. Linguistically, monologue is characterized by consistently coherent and syntactically complete sentences. Completeness of structures makes verbal information more detailed. The cohesion of monologue has two aspects: the psychological aspect and the linguistic one. They are meant to show the product of speech in compositional-semantic unity as well as mastering linguistic means of inter-phrasal connection.
Judging from the above, monologue speech is a complex notion all elements of which are interconnected and cannot exist on their own. This makes it difficult for teachers to develop monological speaking skills in students. Integrating Information Technology into language learning programs can have a significant impact on this process. The research at the University of Southern Mindanao, Kidapawan City Campus, Philippines revealed that students who are taught to speak in English using the technologies of today such as video conferencing, email correspondence, social media interaction, and real-time actual emceeing and onstage speaking performances where students are engaged in real academic and professional situations built rapport, increased fluency, and accuracy, eased anxiety and apprehension, and built confidence among students [4]. The study by Liu examined the use of video blogs (vlogs) in an English language teaching program and found that students who used vlogs to practice their speaking skills showed significant improvements in their monologue speaking ability compared to those who did not use this technology [3].
Moreover, IT can also provide learners access to a range of resources and materials, such as interactive games, videos, podcasts, and online language courses, which can help enhance their language skills, including their monologue speaking skills [1]. Additionally, IT can provide learners with opportunities to collaborate with other learners and native speakers of the target language, which can help develop their confidence and fluency in speaking.
Here are some examples of modern technologies available for teachers of English today: Communication lab, Video Conferencing, Video Library, CALL (Computer Assisted Language Learning), TELL (Technology Enhanced Language Learning), Podcasting, Quick Link Pen, Pictionary, Programmes through educational satellites, Speech Recognition Software, Blogging, etc.
Overall, technology can stimulate learners’ enjoyment and immerse them in various scenarios. IT provides learners with opportunities to engage in autonomous action, opportunities for autonomous interaction, privacy, and a safe environment to correct mistakes and provide concrete feedback. Links to find explanations, additional help and references further add to the value of the technology. Specific modern techniques relax the students’ minds and allow them to devote themselves fully to the subject instead of completing a daunting task. The teacher should try to use media and technology to help optimize speaking learning online.
СПИСОК ВИКОРИСТАНИХ ДЖЕРЕЛ
- Abdi R., Akbari A. The effect of focused and unfocused written corrective feedback on the accuracy of Iranian learners` simple past tense. Language Related Research, № 12 (1). 2021. Pp. 43-80.
- Kovtun L. L. Teaching practical foreign language skills in high school/ study guide: Rostov-on-Don State Pedagogical Institute. 1975.
- Liu C. Animating student engagement: The impacts of cartoon instructional videos on learning experience. Research in Learning Technology: The University of Adelaide. 2019.
- Sosas R. V. Technology in speaking and its effects to students learning English. Journal of Language and Linguistic Studies. Vol. 17, № 2021.