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Международный студенческий научный вестник

ISSN 2409-529X

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Тулегенова А.М. 1 Адал Г.-. 1

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1 Евразийский национальный университет имени Л.Н.Гумилева

Исходя из характеристик интерактивности подкастинга и широкого распространения информации, в данной статье объективно анализируется его роль в системе среднего профессионального образования по английскому языку. В то же время в ней также выдвигается ряд простых предложений по практическому применению подкастов при обучении английскому языку в средних профессиональных учебных заведениях. Обучение английскому языку дает некоторые ссылки.

Статья в формате PDF

296 KB

подкастинг

обучение английскому языку

средняя школа

1. Krashen, Stephen D. (1981). Second Language Acquisition and Second Language Learning (PDF). Oxford: Pergamon.

2. Guikema, J. P. (2009). Discourse analysis of podcasts in French: Implications for foreign language listening development. In L. B. Abraham, & L. Williams (Eds.), Electronic discourse in language learning and language teaching, 25, 169-189.

3. Borgia, L. (2009). Enhanced vocabulary podcasts implementation in fifth grade classrooms.Reading Improvement, 46(4), 263-266.

4. Istanto, J. W. (2011). Pelangi Bahasa Indonesia podcast: what, why and how? Electronic Journal of Foreign Language Teaching, 8(1), 371-384.

5. Kim, D., & King, K. P. (2011). Implementing podcasts and blogs with ESOL teacher candidates' preparation: Interpretations and implications. International Forum Of Teaching & Studies, 7(2), 5-19.

6. Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364-379.

Introduction

With the rapid development of modern communication technology and network technology, micro-cultures such as "podcasting" have become more and more abundant. At the same time, under the background of globalization, it also brings a huge impact to secondary English education. However, with the emergence of podcasts, its advantages of good interactivity, autonomy, interest, and wide and rapid dissemination of information, its application research in the field of English education is also increasing. This article briefly elaborates on the advantages and functions of podcasting technology in secondary vocational English education activities.

1. Features of Podcasting

Podcasting is a modern network information transmission technology as well as an emerging media. Podcasting is a digital broadcasting technology that perfectly combines text, pictures, sound, animation, video and other materials. The use of podcasting in modern English teaching practice also fully reflects that modern teaching methods supported by network technology have been fully integrated into a new stage of English teaching practice. The main features of podcasting:

First of all, it is easy to make. The production of a podcast only requires a computer, an audio software, a microphone and the Internet to become a podcast. Due to the low barriers to entry for podcasts, anyone can make podcasts. Podcasts are quite different from traditional broadcasts. They can publish information based on their own preferences, styles, and personalities, completely breaking traditional broadcasts. The voice and picture rights of TV allow more podcasters to make podcasts according to their own ideas, and also allow more people to freely choose their favorite programs.

Second, spread the niche. Podcasting itself is an organism that perfectly combines video, animation, sound, text, pictures and other materials, with an obvious personalized style. At the same time, podcasts also have the characteristics of random "selectivity", and their audiences can choose and subscribe to the podcast programs they need based on their own preferences and time. In addition, podcasts can also spread programs to the world, and share their thoughts, experiences, and feelings with audiences around the world through podcasts, thus truly realizing "resources" sharing.

2. The function of podcasts in secondary school English teaching

The ultimate goal of secondary school English teaching is to cultivate secondary vocational students with English listening, speaking, reading and writing skills. As we all know, from the perspective of the cognitive laws of the English learning process, most of the cognitive activities of students come from their own perception and practice, which is also an important way of English learning [1]. The characteristics of podcasting can precisely achieve and meet the different individual needs of learners; how to apply podcasting technology to secondary school English teaching can not only realize students' self-perception and practical activities in English learning, but also Effectively enhance the effectiveness of students' English learning. The functions of podcasts in English teaching in secondary schools:

First, stimulate students' interest in learning. Strong personality performance and personalized communication are the main characteristics of podcasts, and their auditory effects and visual impact are more prominent and attractive. Therefore, applying podcasts to secondary school English teaching can not only effectively attract the attention of students, but also enhance their cognitive interest in an all-round way, thereby achieving the purpose of improving the effectiveness of secondary school English teaching. When vocational English teachers use podcasts in their teaching practice, they can take advantage of the alternate sound and images of podcasts to quickly introduce students into the context of English language communication and dialogue, thereby stimulating students’ interest in learning English. At the same time, the sounds and images of podcasts can also be used to promote students' memory of English vocabulary and grammar [3].

Second, cultivate students' autonomous learning ability. In the process of English learning, students' autonomous learning ability is an effective way to improve their language ability. Therefore, when school English teachers use podcasts for English teaching, they should scientifically combine the school English syllabus and students' English learning situation to design and produce different content and different levels of English teaching podcasts for students. In this way, students can learn independently and selectively according to the different content and different levels of English knowledge in the English teaching podcast, which greatly promotes the cultivation and improvement of students' autonomous learning ability. At the same time, students can also experience the process of learning in English through the learning of English teaching podcasts, and feedback their learning to teachers; this also has a positive effect on English teachers' understanding of students' learning conditions, advantages, and improvement of teaching content.

3. Ways to implement podcasts in secondary school English teaching

1. Provide students with abundant learning resources

Before making English teaching podcasts, vocational English teachers should fully collect English learning materials that are more suitable for the syllabus, so that the teaching content in the podcast is more in line with the teaching needs and the knowledge needs of students. At the same time, teachers should also appropriately increase some expanded learning content outside the syllabus in accordance with the actual situation of students' English learning [4]. In addition, English teachers should specify "basic learning", "expanded learning" and other search marks in detail when they broadcast to visitors to facilitate students' search.

2. Reasonably create a learning situation

When English teachers use podcasts for English teaching, they must be based on the principle of “student-oriented” and combine the actual needs of students to create a more appropriate and attractive language learning environment; fully transform podcasts into A platform for students to learn and communicate in daily English. In addition, English teachers can organically expand the syllabus and design some difficult learning situations to allow students to learn independently, or through group communication, so that more students can participate in the learning process. Become a habit of independent learning and exploratory learning [5].

3. Update learning content in time

When English teachers use podcasts for English teaching, they should update their teaching content in time according to the syllabus, teaching content, and student learning needs. In addition, English teachers can also update their own teaching plans and students’ feedback so that students can download and learn anytime, anywhere. English teachers should actively encourage students to record their daily learning feelings and experiences with their own voices or videos and feed them back to teachers, or post them to their podcasts to communicate and share with other students [6]. English teachers can continuously self-reflection and optimize teaching content in the information feedback from students, which can not only promote the improvement of English teachers' teaching level, but also enable them to update teaching content that meets the learning needs of students in a timely manner.

Conclusion

In summary, the role of podcasts in secondary school English teaching is affirmative and effective; it not only conforms to the "student-oriented" teaching principle, but also meets the requirements of differentiated teaching, and truly teaches students in accordance with their aptitude. At the same time, English teachers can also attract more students to pay attention and study by updating the podcast teaching materials in time, which has a positive effect on the overall improvement of the English level of secondary school students.

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