THE SPECIFICITY OF FORMING THE STUDENTS’ HYPERTEXT COMPETENCE IN THE MULTIMEDIA ENVIRONMENT OF THE FOREIGN LANGUAGE NETWORK SEGMENT
Helena Bourina & Larisa Dunaeva, Peoples Friendship University of Russia & Lomonosov Moscow State University, Russia, ID LLCE2018-338; Abstract:
At present, there is a need to teach language university students a foreign language as a comprehensive means of communication, taking into account new forms of communication based on electronic hypertexts, when a high level of proficiency in the language is required. Hypertexts are an informative and communicative environment in which the language is realized and where thanks to the text it is possible to effectively solve the problems of forming the students’ linguistic and communicative competence. The foreign segment of the hypertext network is a specific interactive learning environment for the implementation of cognitive activity. Here the student can compensate for the lack of knowledge on certain topics and lack of preparedness in the field of specific interactive activities, for which a whole range of linguistic and psychological-pedagogical knowledge is needed. Such work contributes to the preparation of the student for contact with another culture and adequate speech behavior in its conditions. The content of the hypertext competence formation in a virtual environment is a set of systematized knowledge, skills and competences, a certain level of understanding a hypertext, which represents a complex of categories identified in images and concepts. It is assumed that the student acquires knowledge of the language and culture of the studied language through assignments and communication with communication partners, and then he will use this knowledge. Communication is necessary for us to plan classes, to teach by using multimedia, hypertext and interactive network aspects; to improve the level of knowledge of students. Communication in the network becomes a educational activity, a communicative process. We imply the specifics of the hypertext competence formation, intermediate hypertext communication, about the features of electronic discourse in multimedia, interactive, hypertext space, since foreign segment of the network plays a special role of the leading source of knowledge as the main educative resource and the sphere of foreign language communication. The learning of a foreign language in the network is facilitated by the informational, authentic orientation of hypertext materials, communication with the native speakers of the studied language, where reading, writing, comprehension (translation) become the main learning objectives. Hypertext competence helps the student to understand problematic social processes, to use analytical knowledge in relation to himself and his actions; to master analytical thinking. Due to the experience of selective choice, the student can be protected from information "flood". The process of participating in hypertext communicative interaction, in addition to communication as such, also includes an active search for a textual solution to the goals and tasks set, the creation of stable learning interests, and the situational interest of the participant, which ultimately forms motivational attitudes that develop the information culture. The use of hypertext communication makes it possible to significantly increase the educational and scientific activity, encouraging students to continuous creativity. The student can orientate him- or herself in the online materials for the purpose of education and learning a foreign language, interactively or not interactively, using all kinds of texts, the ability to work with information, to receive, to process, to send; the ability to work with online texts, hypertext in all multimedia presentations, to understand them, to find the necessary information, to be able to analyze them, to understand the dialogue language of texts. On the basis of hypertext, network communication is brought into action. During this process the student gets multimedia, interactive, hypertext "network products". In the learning environment, there are metacognitive, cognitive, social and compensatory strategies. To prepare the student for work in an interactive network, it is necessary that in the learning process there is a constant use of new technologies in all parts of the learning activity. This will provide the student with a more active approach to the independent study of a foreign language and online interactive communication, since the process of learning takes place in cooperation with the teacher and with the speakers of the language being studied. To prepare the student for work in an interactive network, it is necessary that in the learning process there is a constant use of new technologies in all parts of the learning activity. This will provide the student with a more active approach to the independent study of a foreign language and online interactive communication, since the process of learning takes place in cooperation with the teacher and with the speakers of the language being studied.
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