The Role of Digital Technologies in Teaching English Dialogic Speech.

Асанбаева Гулнур Жалгасовна

Ақтөбе қаласы, «Әл-Фараби атындағы №21 мамандандырылған

гимназия» КММ,ағылшын тілі пәні мұғалімі

According to the modern definition, digital educational technologies are an innovative way of organizing the educational process based on the use of electronic systems that provide access to digital educational resources. Digital educational resources are understood as information sources that contain graphic, textual, digital, speech, and musical information aimed at achieving educational and educational objectives of the educational process.

An innovative approach implies going beyond the established stereotypes, norms, and attitudes that are tested by the teacher in the practice of interacting with students. According to O.I. Vaganova, "any pedagogical interaction presupposes the unity of the pedagogical technique and the personality of the teacher, creativity arises in their coincidence" [1, 94]. 208

The main criteria for the acceptability of an innovative approach (or going beyond the generally accepted one) are, first of all, the productivity of the educational process and the optimality of labor costs, both on the part of students and the teacher. Productivity or effectiveness as a criterion of innovation means a certain sustainability of positive results in the activities of teachers or teachers.

The main advantages of digital educational resources include: - mobility, provided by the ability to work from anywhere with Internet access:

• the ability to use various devices to access digital educational resources (tablet computers, mobile phones, etc.); - modern and user-friendly services for users;

• high adaptability of the system [2, 32].

As a result, the use of modern educational methods using Internet tools helps to turn the task of mastering a foreign language into an exciting process, sometimes even into a game. This is especially important in the context of teaching English, where retaining the attention of students is one of the primary tasks of a teacher striving to improve the quality of learning in the classroom.

Today, the concept of "interactive learning" is being created and supplemented in pedagogy. Interactive interaction, as a method of cognition, implemented in the processes of joint activity of students, enables all participants in English classes to effectively interact with each other through information conversion, joint resolution of cognitive and verbal tasks; to model dialogues and potential scenarios for the use of English vocabulary in practical live speech.

According to N.D. Galskova, most teachers consider the use of digital technology to be an important technique in learning a foreign language. It contributes not only to the growth of a student as a full-fledged member of society, but also includes a number of functions that are necessary both for the formation of dialogic speech skills and for expanding his horizons and worldview [3, 72].

The most productive form of digital technologies in English language teaching programs in secondary schools are mobile applications, as well as interactive Internet resources. With proper operation, the use of these technologies makes it possible to conduct classroom activities more deeply. For effective dialogue training using Duolingo, it is important to understand how you can maximize its capabilities to train conversational skills. Although Duolingo does not provide full-fledged live practice with native speakers, it offers a variety of exercises that will help develop basic skills for conducting dialogues. To use Duolingo in a classroom with a focus on dialogue learning, it is important to understand how to integrate this app into the learning process so that it supports the development of students' conversational skills. Despite the fact that Duolingo is more focused on individual learning and training of various language skills, it can be effectively used to develop dialogic skills in the classroom.

Duolingo is a fascinating and interactive platform that helps students master basic phrases and grammatical structures through game elements. To organize dialogue training, it is important to use all the features of the application: from questions and answers to pronunciation practice and contextual tasks. By working with Duolingo, 209 students can develop both vocabulary and speaking skills. For example, creating a situation for dialogue using phrases from Duolingo. The purpose of this technique is to consolidate basic phrases for communication and the formation of dialogical skills through contextual tasks. Ask students to complete Duolingo assignments that include phrases related to real-world situations. This can be, for example, the phrase "I would like a coffee" or "How much is this? " After completing the lesson, organize role playing games in the classroom, where students will act out dialogues using these phrases. For example, one student may be a buyer and another a seller. Students should use phrases they learned in Duolingo to recreate a typical conversation in a store or cafe. Student 1: "How much is this shirt?", Student 2: "This shirt costs $20." The students continue to act out the dialogue using basic phrases obtained from the application. As a result, students develop skills in real communication, consolidate vocabulary and grammar, applying it in dialogues. The next example is using voice recognition to practice pronunciation. It helps you train your pronunciation and confidence in spoken language through voice recognition tasks. Ask students to complete voice recognition tasks where they need to say phrases out loud. The app checks their pronunciation and gives feedback. Examples of phrases: "I am going to the store" or "Where is the bathroom?" After completing the assignment in Duolingo, divide the students into pairs. One student asks a question, and the other answers using the phrase they just practiced. Ask students to say the phrases out loud and discuss what mistakes they made in pronunciation and how to correct them. Student 1: "Can I have a sandwich?" Student 2: "Sure, do you want a drink with that?" Students work on correct pronunciation, and it helps to develop confidence in real conversations. The purpose of Interactive practice through translation and answering questions is to develop translation skills and adapt phrases for dialogues. Give students tasks to translate phrases that they could use in a real conversation. For example, translate phrases like "Can you help me?" or "I need a taxi." Ask students to use the phrases they have learned to ask each other questions in class. This develops their ability to adapt the received phrases for communication. It is important to create a context in which these phrases will be relevant. For example, discussing travel, shopping, and staying at a hotel. The teacher asks the question: "What is your favorite hobby?" Students take turns answering and asking questions to each other using phrases from the Duolingo lesson. Students learn phrases by applying them to real questions and answers, which helps make learning more lively and realistic. Using "artists" and "writers" to create dialogues. The purpose of this method is to develop students' creativity in using language to create their own dialogues and stories. Ask students to complete lessons that teach phrases for a specific situation (for example, travel, sports, shopping, etc.). Divide the class into groups. One group will be "artists" — they must create a small drawing illustrating the dialogue they have learned in Duolingo. The other group will be "writers" — they must create a dialogue that is related to a specific situation using phrases learned in the application. For example, if they have completed travel lessons, they can create a dialog about buying train tickets or booking a tour. After both groups have completed their assignments, they should exchange and present their work to other students. For example, the theme is "Travel". The artists are painting the airport 210 and planning to create a dialogue about passing through security control. The writers write the dialogue using phrases that have been studied in Duolingo, such as: “Where is the boarding gate?”, “Do I need to show my passport?”. This method helps students not only strengthen phrases, but also develop the ability to create their own dialogues, which improves their ability to communicate live.

Educational resources on the Internet allow you to demonstrate the capabilities of computer programs and applications optimize the work during the implementation of projects, allowing the teacher to present the educational material in a more interactive form. The relevance of such work is related to the development of science and technology, the rapid growth of the amount of information necessary for successful activities. Using Duolingo to teach dialogues can be very effective when properly organized. With this app, you can easily learn basic phrases and language structure, and then put them into practice through role-playing games, pronunciation exercises, and translations. It is important to complement these exercises with live dialogues and situations so that students can use the phrases they have learned in real communication conditions.

References:

1. Vaganova O. I. Digital technologies in the educational space : a collection of scientific articles / O. I. Vaganova, A.V. Gladkov. – Baltic Humanitarian Journal vol. 9, No. 2, 2020, - 394 p.

2. Dementieva Yu.V. Fundamentals of working with electronic educational resources: a textbook / Yu.V. Dementieva. Saratov : Higher Education, 2017. - 80 p.

3. Galskova N.D. Fundamentals of foreign language teaching methods: textbook, the manual / N. Dr. Galskova, A. P. Vasilevich, N. F. Koryakova. Moscow: KNORUS Publ., 2018, - 390 p.