Сборник материалов Международной студенческой научно-практической конференции «Оптимизация процесса обучения иностранным языкам студентов на неязыковых факультетах», посвященной памяти Е. Г. Осовского, члена корреспондента РАО, доктора педагогических наук, профессора (Оптимизация процесса обучения иностранным языкам [Электронный ресурс] / редкол. : Н. Н. Ганина (отв.ред.) [и др.]. – Саранск, 2014. – (CD-ROM) – 1 электрон. опт. диск.)
N. N. GaninaFSBEI HPE «Mordovian State Pedagogical Institute
named after M. E. Evsevyev», Saransk, Russia
The educational potential of multimedia presentations at the lessons of foreign language is very great. The multimedia presentation helps to create original learning materials that engage, motivate and focus students on successful results.
The educational potential of multimedia presentations can be used effectively in the classroom:
– for visual support of speech;
– for explanation of the new material and for repetition;
– for training dialogical and monological speech;
– to practise grammatical phenomena.
Advantages of multimedia presentations are:
– the combination of different types of visualization;
– the possibility of using for the presentation of interactive multimedia boards, which allows you to more clearly cementitious new lexical, grammatical and even phonetic material, and also to make reference support for training in all types of speech activity;
– the ability to use separate slides as handouts (columns, tables, charts, graphs, diagrams);
– intensify attention of the entire audience;
– the effectiveness of perception and memorization of new training material;
– control the assimilation of new knowledge and systematization of the material;
– the combination of training and independent work;
– saving of training time;
– formation of computer multimedia competence as a teacher and students, development of their creative abilities in the organization of educational activities [1; p. 37].
Technical requirements for the preparation of multimedia presentations:
1. Not less than 10 and not more than 15 slides in the presentation.
2. Title slide.
3. A single style of each section and the whole presentation.
4. The presence of control buttons and hyperlinks.
5. The presence of branching in the presentation – choice sections.
6. The quality of the scanned image.
7. Animation (as needed).
Through the use of multimedia presentations students' observed:
• concentration of attention;
• the inclusion of all types of memory: visual, auditory, motor, and associative; • increased interest in the study of the subject;
• increase motivation to the learning process [2; p. 12].Types of Presentations-Supports
The slides can be divided according to the following kinds of support:
1. Verbal support (precedent statements, a plan, a quote, a text, etc.);
2. Verbal-pictorial support (combination of images with the title slide, inscriptions of various kinds, etc.);
3. Graphic support (charts, diagrams, dates, pictures, drawings without inscriptions, etc.).
This exact order of support reflects the sequence of support in teaching along with the decrease of clues.
The Advantages of Presentations as Supports.The advantages of using presentations-supports in speaking classes are obvious, especially in teaching monologues when skills are acquired to solve diverse speaking tasks. It is known that the main speech functions are statement, explanation, reasoning, approval, condemnation. Presentations made either by a teacher or a student can be successfully used in all types of training monologues to produce description of specific and abstract objects; narration about events of current interest for a speaker in all tenses and aspects; reasoning with expression of personal opinion, arguments and conclusion, etc.
As a result of using presentations in teaching speaking, a student should obtain a skill of public speech in which the visual image (presentation) does not coincide with the audio image (speech). For this purpose it is necessary to develop the following communication skills:
– paraphrasing verbal information;
– expanding verbal information: composing a text of a larger volume based on a word, a phrase, a sentence, a mini text;
– minimizing a text: converting a small text to one sentence;
– generalizing the provided information;
– commenting on verbal and nonverbal information, etc.
When organizing classes using a computer-based educational programs and multimedia presentations of information to be colourful, using animation effects, in the form of text, charts, graphics, illustration. All this allows you to more clearly and accessibly than verbally explain the educational material. It is very important that in these classes, the student can work in the individual mode, moving in the comprehension of new material at their own pace, returning, if required, or, looking ahead.
The use of computer-based educational programs and multimedia presentations in learning a foreign language is not an obstacle to the solution of communicative tasks, but, on the contrary, increases its effectiveness as a teacher can build a lesson in such a way that most effectively to achieve the formulated learning objectives. The learning process becomes more interesting and exciting, which undoubtedly leads to more successful results.
References1. Belyaev, L. A. Powerpoint Presentation and its possibilities in the teaching of foreign languages / L.A. Belyaeva, N. C. Ivanov // Foreign languages in the secondary school. – 2008.– № 4. – p. 36–41
2. Stupnicka, M. A. What is the training project? / M. A. Stupnicka. – M: the First of September, 2010. – 44 p.

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