THE MEANS OF MOBILE TECHNOLOGIES IN THE VOCATIONAL TRAINING OF FUTURE PHILOLOGY TEACHERS

  • M. Shemuda SHEI “Pereyaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University”
  • N. Serdiuk SHEI “Pereyaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University”
Keywords: mobile technology; mobile phone; computer; vocational training; philology teacher; foreign language; methodology.

Abstract

The article is devoted to the role and use of mobile technologies in the vocational training of future philology teacher, namely mobile phones. The possibilities of mobile phones using in the vocational training of future teachers in higher educational establishment are defined in the article. The main advantages (availability, convenience, portability, versatility, easiness of use, saving the financial resources of an educational institution) and disadvantages of their use (inability to constantly monitor the process of such training out of study, a need to motivate students and to provide them by program materials, information which can promote their professional development, self-improvement, etc.) in the vocational training of future foreign languages teachers are identified. The most basic kinds of future philology teachers’ activities with mobile phones are highlighted as: 1) use an electronic dictionary for oral and written response or to translate texts from a foreign language into native and vice versa, 2) listening to songs, 3) taking photos of text or information boards with the explanation of grammatical and lexical material, etc. The article draws attention to the great prospects of individual using mobile phones in learning foreign languages and to the methodological problems that can be solved with their help, for example: 1) studying program texts, 2) studying a vocabulary, 3) studying grammatical structures, 4) listening to audio materials for repetition and memorization playback, 5) training feedback, including simultaneous translation, 6) improving a pronunciation through audio or video recording and listening to it for a further correction, 7) recording their own ideas, thoughts, facts on tape, 8) providing a real communicative environment with native language speakers, 9) self-reflecting.

References

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2. Shutenko A. I. Lichnostnoe izmerenie obrazovatelno-informatsionnoy sredyi v vyisshey shkole / A. I. SHutenko // Innovatsii v obrazovanii. — M., 2012. — № 4 mart. — S. 107—115.

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Author Biographies


M. Shemuda, SHEI “Pereyaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University”

Marina Shemuda, Ph.D. in Pedagogy, Assistant professor, of the Department of Foreign Philology and Methods of Education, SHEI “Pereyaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University”, e-mail: shemuda_marina@mail.ru


N. Serdiuk, SHEI “Pereyaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University”

Natalia Serdiuk, Ph.D. in Pedagogy, Assistant professor, of the Department of Foreign Philology and Methods of Education, SHEI “Pereyaslav-Khmelnytsky Hryhoriy Skovoroda State Pedagogical University”, e-mail: serdiuk-n@ukr.net

Published
2017-11-23
How to Cite
Shemuda, M., & Serdiuk, N. (2017). THE MEANS OF MOBILE TECHNOLOGIES IN THE VOCATIONAL TRAINING OF FUTURE PHILOLOGY TEACHERS. Professional Education: Methodology, Theory and Technologies, (4), 248-257. Retrieved from https://education-journal.org/index.php/journal/article/view/52