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инновациялар
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Общество
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Society and innovations
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The development of foreign language communicative
competence of bachelors via podcasts
Gulrux HAQBERDIYEVA
1
Samarkand State Institute of foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 February 2022
Accepted 20 March 2022
Available online
15 April 2022
This article is devoted to the review of the possibilities of
using podcasts for the development of foreign language
communicative competence of bachelors. Nowadays, the use of
modern information technologies in various fields and
disciplines, including in the study of foreign languages, has
become increasingly widespread.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss3/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
foreign language
communicative competence,
components of
communicative competence
in foreign languages,
bachelors,
information technology,
podcast,
authenticity,
versatility,
interactivity,
higher education.
Podkastlar orqali bakalavrlarning chet tili kommunikativ
kompetensiyalarini rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
chet tilining kommunikativ
kompetensiyasi,
xorijiy tillar bo
‘
yicha
kommunikativ
kompetensiya
komponentlari,
bakalavrlar,
axborot texnologiyalari,
podkast,
haqiqiylik,
ko
‘
p qirralilik,
interaktivlik,
oliy ta
’
lim.
Ushbu maqola bakalavrlarning chet tilidagi kommunikativ
kompetensiyasini rivojlantirish uchun podkastlardan foyda-
lanish imkoniyatlarini ko‘rib chiqishga bag‘ishlangan. Hozirgi
kunda turli soha va fanlar bo‘yicha, jumladan, chet tillarini
o‘rganishda zamonaviy axborot
texnologiyalaridan foydalanish
tobora kengayib bormoqda.
1
Lecturer at Samarkand State Institute of foreign languages.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
209
Развитие иноязычной коммуникативной компетенции
бакалавров посредством подкастов
АННОТАЦИЯ
Ключевые слова:
иноязычная
коммуникативная
компетенция,
компоненты
коммуникативной
компетенции на
иностранных языках,
бакалавры,
информационные
технологии,
подкасты,
подлинность,
универсальность,
интерактивность,
высшее образование.
Данная
статья
посвящена
обзору
возможностей
использования подкастов для развития иноязычной
коммуникативной компетенции бакалавров. В настоящее
время
все
большее
распространение
получает
использование современных информационных технологий
в различных областях и дисциплинах, в том числе и при
изучении иностранных языков.
The development of Uzbek society at the present stage sets the educational system
the task of making the educational process meaningful for students, representing a direct,
vital interest, which is associated with the humanization of education, and puts forward
new requirements for graduates of higher educational institutions, primarily from the
standpoint of socialization and a high level of culture and citizenship.
This article is devoted to the review of the possibilities of using podcasts for the
development of foreign language communicative competence of bachelors. Nowadays,
the use of modern information technologies in various fields and disciplines, including in
the study of foreign languages, has become increasingly widespread. The use of modern
information technologies includes not only the use of new technical means of training,
but also the introduction of new learning technologies. In the conditions of rapid
technological progress, the issues of using Internet resources, modern websites,
electronic mail, electronic catalogs and encyclopedias, telecommunications projects,
blogs, video conferences, podcasts, chat sessions, forums and much more are increasingly
being addressed. The usage of information technology allows students to stimulate active
independent cognitive activity.
New forms and methods of teaching, a new approach to the learning process,
connected primarily with the mental operations of analysis, synthesis, abstraction,
identification, comparison verbal and semantic forecasting
In addition, students have the opportunity to get offline access to separate
resources for teaching a foreign language. One of these resources is a podcast. The Oxford
and Cambridge Dictionaries consider a
“
podcast
”
as an audio or video file distributed on
the Internet for listening on a personal computer or mobile devices, which can be
listened to at any time convenient for the user. The word podcast comes from the words
iPod (Apple's mp3 player) and broadcast (ubiquitous widescreen broadcasting). Thus,
this term has acquired the following meaning:
“
a way of distributing audio or video
information on the Internet
”.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
210
There are three types of podcasts:
–
audio podcast
–
providing information in the
form of an audio file in MP3 format;
–
video podcast
–
providing information in the form
of a video file;
–
screencast
–
providing information in the form of a video file, on which
an audio track with comments is superimposed on the video with the help of a special
program. In the process of teaching foreign languages, each of these types helps to
develop a number of methodological tasks. The development of listening skills, the
enrichment of active and passive dictionaries, the improvement of grammatical skills are
only a small part. The main and most necessary is the development of communicative
competence.
The use of podcasts in the bachelor's training process perfectly helps to cope with
such a task.
Most podcasts are authentic material that can be both listened to and viewed in
manuscripts and accompanying texts attached to audio or video recordings. In addition,
didactic recommendations and tasks on the proposed passage are often attached to
podcasts. The opportunity to be in an authentic environment gives positive results in the
process of learning foreign languages;
–
relevance. Events do not stand, something new
happens every day, new discoveries are made. It is possible to know about all this. Just
subscribe to podcast updates and audio and video files with current events from different
spheres of life will come to your computer every day;
–
autonomy. The process of
teaching foreign languages is complex and extraordinary, therefore, when choosing
podcasts, it is necessary to take into account not only the topic of the lesson and the
program, but also the age and level of training of students.
Podcast mobility is just a godsend for a teacher, since he can access the podcast
materials at a convenient time for him, both academic and extracurricular, adjust the
recording to the necessary parameters and make the lesson more interesting and
informative;
–
the possibility of choosing one's own trajectory when teaching a foreign
language;
–
the possibility of organizing independent work in the classroom and outside
of school hours;
–
increasing the level of motivation of students when learning a foreign
language by attracting diverse forms and types of work;
–
development of reflection and
critical thinking;
–
improvement of information and communication competence
In addition, some researchers add such didactic properties as:
–
multifunctionality.
The versatility of podcasting lies in the fact that with the help of it you can develop not
only listening, writing, reading and speaking skills, but also the podcast gives an idea of
the culture and traditions of the language itself. And all this happens in a user-friendly
environment;
–
interactivity. The possibilities of the Internet are developing every day,
and at the moment the main advantage is not searching and assimilation of information,
as the interaction between users. Therefore, the integration of podcasting into teaching a
foreign language with its possibilities of cooperative interaction contributes to the
interactive learning process in the best possible way.
Before starting to work with podcasts, the teacher, first of all, needs to determine
the target group, the level of knowledge of the language, listening style, the need to edit
this material, exercises aimed at a certain type of activity, connection with the main
educational material. Podcasts should not be too long (no more than 3 minutes),
correspond to the topic of this lesson. Exercises should be divided into three groups:
–
exercises before listening or viewing;
–
exercises during listening or viewing;
–
exercises
after listening or viewing. Let
’
s consider possible tasks for each group of exercises. Before
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2022) / ISSN 2181-1415
211
listening or watching, keywords should be given, the meaning of which should be
guessed, or teacher need to explain their meaning; It is effective to compile an association
with a keyword or a definition of a keyword on a given topic and students should repeat
new words.
During listening, students can select from these words those that were used in the
text, supplement the table, choose pictures that fit the meaning, or distribute them
according to content.
In addition, a text can be given (for example, with gaps), which needs to be filled.
After listening to the text, students should formulate the names of parts of the text,
determine the correspondence of statements to the content of the text, answer questions.
At this stage, creative tasks can be offered, for example, to continue the story, compose
questions to the text, compare them with the partner
’
s questions and act out an
interview.
Summing up all above, we can say that, along with other resources, a podcast as a
media carrier is an important technical tool for teaching a foreign language, which allows
solving complex problems of foreign language education, contributes to the development
of all components of foreign language communicative competence of bachelor degree
students. Podcast, as a means of teaching, develops students' social and psychological
qualities, their self-confidence and creates a favorable atmosphere for learning. However,
the introduction of new information technologies into the educational process does not
exclude traditional teaching methods, but harmoniously combines with them at all stages
of training. The use of information technologies allows not only to increase the
effectiveness of teaching, but also to encourage students to further independent study of
a foreign language.
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