VI Международная студенческая научная конференция Студенческий научный форум - 2014

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   1. Using technology for foreign language: Historical Developments of CALL

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   1. New information technologies in teaching English

The usage of information technologies in different spheres of human activities, including the process of education is becoming more and more actual. In native and foreign publications the informatization of the educational process is considered as one of the most actual factors in teaching either subject. [2, 47]

The contemporary period of civilization development is characterized by the process of informatization.

The informatization of the society is a global social process, the peculiarity of which is in the fact that the main kind of activity in the sphere of social life and production is accumulation, cultivation, adaptation, transmission, storing and using of information, which are accomplished on the basis of contemporary means of microprocessor and calculation techniques, and on the basis of various means of information exchange. The informatization of the society provides:

• Active usage of permanently expanding intellectual potential of the society, concentrated in printed fund, and scientific, industrial and other spheres of its members’ activity;

• Integration of information technologies with scientific and industrial ones, which initiates the development of all spheres of social production, intellectualization of labour activity;

• High level of information service, access of any kind of trustworthy information by the members of the society, visualization of presented information, essentiality of used data

One of the priority directions of the process of contemporary society informatization is informatization of education – instillation of means of new information technologies in the system of education. This will make possible:

• Perfecting the mechanisms of managing the system if education on the basis of using automatized data banks of scientific-pedagogical information, information materials, and communicational systems;

• Perfecting of the methodology and strategy of selecting the content, methods and forms of education, that correspond to the objectives of development of student’s personality in contemporary conditions of education informatization;

• Invention of methodological systems of education, directed on the development of the student’s intellectual potential, forming skills to get knowledge independently, to accomplish informational-educational, experimental-researching activity, various kinds of independent work of information adaptation;

• Invention and usage of computer testing, diagnosing, controlling and evaluating systems.

Today, the term information technology has ballooned to encompass many aspects of computing and technology, and the term is more recognizable than ever before. The information technology umbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications to designing complex computer networks and information databases.

Information Technology, as defined by the Information technology association of America (ITAA), is "the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware." IT deals with the use of electronic computers and computer software to convert, store, protect process, transmit, and securely retrieve information.

So, Information Technology – the study or use of electronic processes for gathering and storing information and making it available is using computers. [3, 59].

Information Technology – the study or use of computers and electronic systems for storing and using information. Information technology is often simply called IT. [4, 89].

However, due to the above definition should be clarified that in the current literature on the problems of informatization in education, you can find a large number of terminological expressions synonymous to the term "information technology". For example: "New Information Technologies", "New Information Technologies in Education", "New information technologies in education", "New Information Technologies of Education", "New Information Technologies in Education", "computer technology training," etc.

Study of different points of view allows us to conclude that the conceptual and terminological apparatus in the field of information technology, due to the dynamic development of the latter, not yet fully formed, and therefore a universal definition of "information technology" does not exist yet.

Presumably, when speaking of Information Technology as a whole, it is noted that the use of computers and information are associated.

Information Technology refers to the use of specialized materials and equipment to supplement the conventional process of instruction. The special materials and equipment make it possible for learners to experience stimuli that might otherwise be impossible or impractical to bring to the classroom or school. Places, objects, and events can be seen and heard in the classroom

Just what technology you use will depend on your knowledge, the teaching assignment, and the capability of the equipment and its availability. Turning on a movie projector or computer is not quite as simple as opening a book, but guidelines governing their effective use are not unlike the steps recommended for all the other materials.

Basically there are two opposing views about the influence of information technology upon learning. First, there is the notion that information technology is a vehicle for delivering knowledge but one which has no influence on student learning; that is, learning from any technical tool or media has little to do with the medium itself. What counts, are such factors as the teacher’s instructional strategies or lesson plan design. Although information technology influences the manner in which knowledge is delivered, it is unlikely to modify the cognitive process involved in learning. The second view is that technological media presents images or information to the learner whereby he or she constructs new knowledge. Learning is viewed as an active, constructive process where new information is extracted for the environment (media) and integrated with prior knowledge.

Information technology has two instructional capabilities. It can deliver symbol systems (words, picture components, graphs, etc.) where text narrative alone is insufficient. Symbols can be used to specify relationships in almost any subject or field of study, but certain symbol systems are better than others in representing certain tasks or describing information to certain learners. For example, novice learners or slow learners often need visual aids to help describe complex linguistic information (e.g., the concept of the “human skeleton”) or tasks (e.g., repairing a faucet). Information technology can provide processing operations to help learners perform difficult tasks or tasks that otherwise would take an inordinate amount of time to perform (such as computing complex statistical data). [5]

Advocates of information technology point out that traditional methods of instruction – which rely on an oral discourse and verbal comprehension – have proven ineffective for a large percentage of students and are cost ineffective. Not only are traditional methods based on faulty assumptions (i.e., students naturally absorb teachers talk, read and enjoy textbooks, come to class prepared, learn best when placed in organized rows and hardback chairs, and learn at the same rate or pace), the method no longer coincides with or meets the modern technological needs or nuances of the society in which we now live. [5]

The native and foreign experience shows that the using new information technologies provide:

• Giving a student the tool of investigation, construction, formation of knowledge about object world and active component of objective world, instrument of measuring, reflecting and influence on object world;

• Broadening the sphere of independent activity of students on the basis of organization different kinds of educational activity (experimental research, educational-playing, informational educational activity, also activity connected with processing information, such audiovisual information), including individual, group and collective work;

• Individualization and differentiation of educational process by means of interactive dialogue, independent choice of regime of educational activity and organizational forms of studying;

• Forming of information culture, components of individual culture, member of information society, by means of implementation of informational-educational activity;

• Increasing of motivation by means of computer visualization of studied objects, phenomena, managing studied objects, situations, ability to choose independently the forms and methods of teaching and learning, including playing situations.[6]

Thus along with the development of the process of informatization and education the volume and content of educational material changes, programs of academic subjects are over structured, the integration of some themes or subjects is taking place, that leads to the change of structure and content of educational subjects, and consequently to the change of structure and content of education itself.

Since the early 1990s, research on computer-mediated communication (CMC) has examined how electronic media could be employed to enhance language learning. Much of this research concluded that the use of an asynchronous discussion board promotes greater student participation, more requests for clarification and negotiation of meaning, and the use of more discourse structures. Other affective factors, such as lower anxiety increased motivation, and advantages for at risk students were also found in the use of synchronous chat. Similar studies pointed to the creation of a level playing field for students who are less likely to participate in a face-to-face classroom. In addition, some researchers began to question how language teaching and the role of the teacher are affected by the use of technology in the classroom. [7]

To this end, researchers with more experience using technology in the foreign language classroom have begun to uncover other aspects of CMC that have a distinct impact on language teaching. Research shows that just using technology is not enough. There are certain conditions, such as appropriate time allowance and immediate feedback that need to be met for technology to enhance language learning. Likewise, for learning benefits to be evident, teaching should combine media and interactivity, that is, technology must be integrated into and woven throughout the curriculum, not merely added to existing classroom practices. Most recently, research has examined the effects of negotiation of meaning and corrective feedback in synchronous CMC on the language learning process. Furthermore, it has been noted that technology can be used in two ways—either as a teacher or and as a tool. However, from an interactionist perspective of language learning, researchers view the computer as both a teacher and a tool and have demonstrated how computers can be used to provide input and opportunities for output, as well as feedback for learners.

For decades, foreign language teaching and learning has been synonymous with drill-and practice or drill-and-kill. In traditional foreign language classrooms, students were required to repeat and memorize information from artificially created language materials.

Foreign language teachers who were actually interested in using authentic materials had to purchase them from overseas and wait for delivery through the postal service or bring them back from personal trips. In the 1970s, computer technologies were created and implemented for language teaching by way of computer laboratories. However, the use of these computer labs was still focused on rote memorization and drill-and-kill grammar exercises. It was not until the 1990s that we witnessed the burgeoning development of the Internet, which yielded unprecedented and exciting applications of computer technologies to foreign language teaching and learning. With unlimited and fast access to authentic materials from the target culture through the Internet, foreign language teachers are now able to create meaningful tasks and communicative settings in which learners have an authentic goal and audience. For example, to plan a weekend holiday in the Loire Valley, a student could visit the Web site of a French travel agency to obtain information about hotels, tours, transportation, and so forth. In addition, the Internet technologies (e.g., e-mail, online forums, and chat rooms) provide more opportunities for learners to have authentic conversations with native speakers in the target culture which enables language learning in a true cultural context. Direct access to the target language and culture also extends foreign language learning beyond the traditional classroom, where the teacher is the only Knowledge transmitter. Students are now able to independently practice the foreign language in a real and meaningful environment.

Of the many electronic teaching techniques that instructors have found useful, it was chosen five that believed to seem particularly likely to help significant numbers of teachers. All of these techniques demand an investment of time if they are to succeed, and willingness to use them should be balanced carefully against other, perhaps more important, teaching priorities. But for each technique, there are both simple and complex ways of proceeding. The five ways in which we suggest teachers consider using electronic resources involve tasks that teacher will usually have to perform in any case. New technologies can help you perform them better and more easily:

Administration: The routine administration of courses (advertising a class, providing copies of the syllabus, assigning discussion sections, and getting out course news) can be more efficiently handled with a course home page, electronic discussion groups, and e-mail lists. These tools can also dramatically improve the continuity and the community aspects of courses, helping students to engage with and learn from each other and even from people outside the course.

Readings/sources: The Web and CD-ROMs provide a wider variety of secondary and primary sources (including visual and audio sources) than has previously been available. With your guidance, your students can now gain access to materials that were once accessible only to experts because they were too cumbersome to reproduce for classroom use or too expensive for students to purchase. By taking their own paths through these sources, students can bring their own evidence and arguments into lectures and discussion sections, as well as write on a wider range of research topics.

Papers/presentations: Rather than performing assignments and taking exams from the teacher alone, students can perform more independent exercises in publishing, exhibit building, or assembling and presenting teaching units and other materials for their peers. A web archive of several terms' work can make the course itself an ongoing and collaborative intellectual construction.

Lectures: A computer with presentation software can provide a single tool for augmenting lectures with outlines, slides, statistical charts and tables, images, music, and even video clips. In addition to printing them as handouts, you can save in-class presentations in a web-compatible format for later review and discussion.

Discussion: Electronic discussion tools such as e-mail, conferencing software, and on-line chat services can seed discussion questions before the class meets, draw out your shy students, and follow up on discussions or questions on the reading between classes. For courses without face-to-face discussion sections, these tools can bring the course to life over great distances and help overcome scheduling difficulties.

What teacher need will depend, of course, on what teacher want to do. Most teachers have computers, and most have at least some access to e-mail and the Internet. In many schools and universities, most students do, too. Many teaching opportunities are likely to be available, therefore, using equipment teacher and his students already have. Other techniques require more advanced technologies that person may or may not wish to purchase on your own, and that his institution may or may not make available to him. It should be obvious; therefore, that tutor should make no plans for using electronic tools before making sure that his students will have access to the necessary technology.

But owning, or having access to, technology is usually only a first step. Even more important is learning how to use it. This is one of the biggest challenges facing anyone who wishes to use electronic tools, because the knowledge is not always easy to acquire. Many people, of course, are highly skilled in computer technology and know how to teach themselves to do almost anything. But many other people have limited computer skills, are easily intimidated by new and unfamiliar tasks, and tend to avoid doing anything that requires them to learn something very different from the things to which they are accustomed. If you fall in the latter group but wish to expand your ability to use electronic tools, you need to find help. Some institutions offer extensive assistance through their computer centers or their information technology services. Some departments have staff members or graduate student assistants who are hired to handle computer-related problems. There are also many excellent reference works to help person learn about various electronic tools. Just as he must be sure that he have the necessary technology at his disposal before deciding to use electronic tools in your teaching, so teacher must also make sure that he have access to the necessary help in learning to use it.

The technology associated with computers and the Internet changes with breathtaking speed. Although certain skills will remain useful over long periods of time, there will be many things that will have to be relearned time and time again. The rapidity of change in this field can be bewildering and intimidating. But it is also the source of some valuable innovations that can be of great use to you.

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   1. Implementation of electronic system in education

Recognition of electronic education is a key direction of the innovative development of education system. The world practice shows that e-learning system is one of the main instruments of education modernization. For instance, special national programs on electronic education are realized in South Korea, Finland and Ireland. In France this system is introduced in all the spheres of education process from kindergartens to higher levels of education process. Besides, electronic education is an everyday practice in the USA, Great Britain, Australia, New Zealand, Canada.

The informatization of the education system in Kazakhstan is gathering pace. The tasks set by the President are fulfilled by the Government of Kazakhstan within the framework of the State Program on development of education for 2011-2020. The electronic education at these schools features the following IT-infrastructure: development of Wi-Fi network, modern personal computers, laptops, monoblocks, interactive and multimedia projectors, tablet PCs and multifunction devices. E-learning is recognized as the most developing form of education which is dynamically introduced in education systems of many countries. The implementation of a large-scale project on electronic education will become a breakthrough of the informatization of the education system of Kazakhstan.

One of the most revolutionary advances in recent decades, which greatly influenced the educational process throughout the world, was the creation of the global computer network known as the Internet, which literally means "international network" (EN, international net). The use of cyberspace (syberspace) for training purposes is an absolutely new direction of general didactics and private methods, because the current changes affect all aspects of the educational process, from the choice of techniques and style of work, ending with the changing requirements of the academic level of students.

The content basis of mass computerization of education, of course, stems from the fact that the modern computer is an effective means of optimizing the conditions of intellectual labor in general, any of its manifestations. R. Williams and C. Mackley, in his article "Computers in the Schools" write: "There is one feature of the computer, which opens when you use it as a device to train others, and as assistant to the acquisition of knowledge, it is his inanimate. The machine can" friendly " communicate with the user and in some moments of "support" it, but it will never show signs of irritability, and will not feel that she was bored. In this sense, the use of computers is perhaps the most useful for the individualization of certain aspects of teaching. " [8]

The main purpose of studying a foreign language in high school - the formation of communicative competence, all other objectives (education, mentoring, developing) are realized in the implementation of this primary objective. The communicative approach involves teaching communication and forming the ability to cross-cultural interaction, which is the basis for the functioning of the Internet. Without communication the Internet does not make sense - is an international, multinational, cross-cultural society, whose livelihoods are based on electronic communications of millions of people around the world, speaking at the same time - the most gigantic in size and number of participants, the conversation ever took place. Including in it the lesson of a foreign language we are creating a model of real communication.

Communicating in real language environment, secure Internet, students find themselves in these situations. Involved in a wide range of meaningful, realistic, interesting and achievable objectives, students are trained spontaneously and adequately respond to them, that stimulates the creation of original expression, not a stereotyped manipulation of linguistic formulas.

Computer loyal to the diversity of students' responses: it does not accompany the work of students that promotes their autonomy and create a favorable social and psychological atmosphere in the classroom, giving them confidence, which is an important factor for the development of their identity.

The development of education in our days organically related to increase its information capacity. This characteristic largely determines both the direction of the evolution of the education and the future of society. For the most successful guide to the world information space should capture students' information culture, as well as computer-screen culture, as a priority in searching for information more and more given to the Internet.

As an information system, Internet offers its users a variety of information and resources. Basic set of services may include:

• electronic mail (e-mail);

• on-line dictionaries;

• newsgroup (usenet);

• video;

• opportunity to publish their own information, create your own homepage (homepage) and placing it on the Web-server;

• access to information resources: reference directories (Yahoo!, InfoSeek / UltraSmart, LookSmart, Galaxy); search engines (Alta Vista, HotBob, Open Text, WebCrawler, Excite); conversation in the network (Chat).

These resources can be actively used in the classroom.

Acquiring communicative and intercultural competence is impossible without the practice of communication and the use of Internet resources for language classes in this sense is simply irreplaceable: a virtual Internet environment allows to go beyond the temporal and spatial framework, providing its users the opportunity to authentic communication with the real interlocutors on both sides of the topical themes.

For the moment, at least, textbooks and monographs have little to fear from on-line competition. Few students or faculty will submit to reading long passages of text on a computer screen. But many classrooms can benefit from electronic resources in at least two areas: supplementary readings and primary sources. Even the best published readers or photocopied packets tend to dampen the thrill of discovery because they have been preselected and packaged for a particular purpose (seldom your own). Electronic sources, whether on CD-ROM or the Web, can significantly open up the range of materials accessible to students.

The most extensive, if still not fully developed, source for electronic resources is the World Wide Web. Many web sites can deliver primary documents, secondary literature, sound, and images from a wide variety of sources. Students who explore web sites related to a course can bring compelling evidence and arguments back to the class. Publishers are building companion web sites around their textbooks, and large international projects have been launched to provide on-line sources for standard humanities and social science survey courses. Finally, libraries and scholars are making scanned materials accessible over the Web, although the copyright implications of this practice require close attention.

In both cases, these relatively new forms of material require some special handling. Teacher should approach selecting electronic sources for his course with the following guidelines in mind:

Ensure that all electronic assignments contributeto the objectives of the course. The new materials should pass the same relevance test as traditional material.

Personally evaluate the scholarly quality of your electronic sources. Although linking to electronic sources might be free, one substandard source can lower the credibility of the course.

Use the appropriate medium. Can these materials be more easily or effectively used in a more traditional form? Try to use the Web for things that it can do particularly well: displaying multimedia material, hyper linking to other sources, providing interactive experiences, or improving access to otherwise cumbersome or distant materials. As on-line archives begin providing access to recordings and radio and television programs, it’s possible value to teachers will increase even further.

When dealing with massive collections of primary documents, make the task of using them more manageable by discussing ahead of time the particular questions the collection might help answer. Then divide the class into groups, each of which will explore the archive with a particular question in mind. Short review papers, web-page postings, or in-class presentations can enable each group to share small numbers of documents, images, and other artifacts that address the question or theme they have chosen.

Reinforce traditional research skills. Using on-line information requires at least as much skill and discipline as using traditional sources. Just because students can "cut and paste" from on-line sources, the process of researching and writing is not fundamentally different from that for a project that uses more traditional sources. Encourage students to take the same detailed notes and to follow the same strict citation procedures they use for conventional printed sources.

Caution your students to be especially critical readers of on-line sources. Explain the Web's fluid (or nonexistent) editorial standards and the need to determine the standards, origin, and scholarly discipline that went into the creation of each on-line source. Virtually anyone can create a web site, and there is no review process to test sites for accuracy or reliability unless the creator of the site initiates one. To avoid the problems such lax standards can cause, you should heavily emphasize the on-line offerings of established libraries, archives, and universities.

1.3. Dictionary vs e-dictionary: notion, functions, classification, components

If we speak about the dictionary as a linguistic term, it is a list of words with their definitions, a list of characters, or a list of words with corresponding words in other languages. Many dictionaries also provide pronunciation information; grammatical information; word derivations, histories, or etymologies; illustrations; usage guidance; and examples in phrases or sentences. Dictionaries are most commonly found in the form of a book, but more and more dictionaries are produced as software runs from electronic PDA or a general purpose computer. Most dictionaries are produced by lexicographers.

To define the term Dictionary we looked through different resources. All resources define this term differently. One of the most popular is the definition given in the new encyclopedic dictionary that “dictionary is the book contained set of word (or morthemes, phrases, idioms etc) [9]

According to the French writer Anatole France, dictionary is the universe in alphabetical order. Dictionaries are necessary not only to find the word but to are the important unit of national culture.[10]

Since words and their meanings develop over time, dictionary entries are organized to reflect these changes. Dictionaries may either list meanings in the historical order in which they appeared, or may list meanings in order of popularity and most common use.

Dictionaries also differ in the degree to which they are encyclopedic, providing considerable background information, illustrations, and the like, or linguistic, concentrating on etymology, nuances of meaning, and quotations demonstrating usage.

Any dictionary has been designed to fulfill one or more functions. The dictionary functions chosen by the maker(s) of the dictionary provide the basis for all lexicographic decisions, from the selection of entry words, over the choice of information types, to the choice of place for the information (e.g. in an article or in an appendix). There are two main types of function. The communication-oriented functions comprise text reception (understanding), text production, text revision, and translation. The knowledge-oriented functions deal with situations where the dictionary is used for acquiring specific knowledge about a particular matter, and for acquiring general knowledge about something. The optimal dictionary is one that contains information directly relevant for the needs of the users relating to one or more of these functions. It is important that the information is presented in a way that keeps the lexicographic information costs at a minimum.

All dictionaries are divided into linguistic and encyclopedic. (Appendix 1)

Encyclopedic dictionaries describe different objects, phenomena and people and give some information about them.

Linguistic dictionaries describe vocabulary units, their semantic structure, their origin and their usage; words are usually given in the alphabetical order.

Linguistic dictionaries are divided into general and specialized dictionaries.

General dictionaries include explanatory (monolingual) and translation (bilingual) dictionaries.

In explanatory (monolingual) dictionaries the entry consists of the spelling, transcription, grammatical forms, meanings, examples, phraseology.

Translation (bilingual) dictionaries give words and their equivalents in the other language.

Specialized dictionaries include dictionaries of synonyms, antonyms, collocations, word frequency, slang, neologisms; etymological, pronouncing, phraseological and other dictionaries.

Academic dictionaries ( give academic norms, describing lexical system of a given language) – references (contain active words);

Encyclopaedia(describe a thing or reality) – general dictionary( describe words);

Thesaurus (describe all the words even once mentioned in the language)- general dictionary( describe words);

Explanatory (show the vivid connection of words)-ideographic dictionary; explanatory (show the vivid connection of words)-translator; non-historic- historic dictionaries.

Specialized dictionaries (also technical dictionaries) focus on linguistic and factual matters relating to specific subject fields. A specialized dictionary may have a relatively broad coverage, e.g. a picture dictionary, in that it covers several subject fields such as science and technology (a multi-field dictionary), or their coverage may be more narrow, in that they cover one particular subject field such as law (a single-field dictionary) or even a specific sub-field such as contract law (a sub-field dictionary). Specialized dictionaries may be maximizing dictionaries, i.e. they attempt to achieve comprehensive coverage of the terms in the subject field concerned, or they may be minimizing dictionaries, i.e. they attempt to cover only a limited number of the specialized vocabulary concerned. Generally, multi-field dictionaries tend to be minimizing, whereas single-field and sub-field dictionaries tend to be maximizing.

Phraseological dictionaries describe idioms, colloquial phrases and proverbs. Some of them have examples from literature.

Etymological dictionaries trace present-day words to the oldest forms of these words and forms of these words in other languages.

Pronouncing dictionaries record only pronunciation.

Dictionaries of neologisms contain newly appearing words.

Anybody learning a foreign language knows the value of a good dictionary.

We all know how useful a bilingual dictionary can be in providing a quick translation for something when we don’t know a simple concrete word which translates easily. On the other hand a good well-organized monolingual dictionary can help a lot.

After determining the notion and types of dictionary, let’s examine e-dictionaries. For example, according to some resources e-dictionary- is the dictionary in the computer or another electronic device. Given dictionaries allows finding necessary word and translate it into different languages.

From the technical point of view, e-dictionaries are the computer database which contains coded articles, allowing finding the given word.

A wide range of electronic dictionaries is available to teachers and learners, and can be a useful addition to any course. Their capabilities allow the user to look up words quickly and they have a wider range of functions than their print equivalents. They often have additional examples, too.

Most types of dictionary are available in electronic form. These include general-purpose monolingual and bilingual dictionaries, historical dictionaries such as the oxford English dictionary, monolingual learner’s dictionaries, and specialized dictionaries of every type, such as medical or legal dictionaries, thesauruses, travel dictionaries, dictionaries of idioms, and pronunciation guides.

Most of the early electronic dictionaries were, in effect, print dictionaries made available in digital form: the content was identical, but the electronic editions provided users with more powerful search functions. But soon the opportunities offered by digital media began to be exploited. Two obvious advantages are that limitations of space (and the need to optimize its use) become less pressing, so additional content can be provided; and the possibility arises of including multimedia content, such as audio pronunciations and video clips.

"Electronic Dictionary - this is definitely systematic lexical information (dictionary database) stored in computer memory, as well as a set of programs to process this information and submitting it to the screen.[11]

Electronic Dictionary combines the functions of search data, the demonstration of language patterns and gives the opportunity to master course material using a special system of exercises.

According to the internet recourses, an electronic dictionary is a dictionary whose data exists in digital form and can be accessed through a number of different media. [12]

Investigating different approaches to the given theme we came to conclusion that e-dictionaries are divided into:

E-DICTIONARY
Electronic version of printed dictionaries	Electronic dictionaries existing only in computer
	Electronic dictionary as the printed version	Only electronic version

In this paper we will look at dictionaries on Cd-roms and online, as well as e-dictionaries and pocket translators. Also, we present our own e-dictionary on CD-rom for elementary level.

CD-rom dictionaries offer learner the chance to expand their vocabulary, both inside and outside the classroom. Incorporating the pronunciation opportunities of a CD-rom dictionary is a good example of blended learning in action. The learners can work in the self-access center at home, using the technology to work on the pronunciation of a difficult sound, in preparation for giving a presentation to the teacher and the class.

CD-ROM dictionaries:A CD-ROM version of a dictionary is often included at the back of the paper-based version, and some of them are also available as stand-alone versions. However, it is not uncommon for learners and teachers to be unaware of the features and benefits of using a CD-ROM dictionary simply because they have never loaded the disk. It has never been easier to install the program, and nowadays this usually involves making a number of simple on-screen choices. For example, you may be asked if you would like a ‘full’ installation, which copies all the sound files to your hard drive, or a ‘customised’ installation, which takes less memory. The inlay card which comes with each CD-ROM provides any technical specifications, such as the system requirements. Most CD-ROMs come with a user guide with useful information about the features of the disk; also, there is usually a help file on the disk itself, or an interactive guided tour. Once you have loaded the disk, a shortcut icon will appear on your desktop which gives you quick and easy access to the dictionary.

One of the most important and popular features of CD-ROM dictionaries is the search function. Type the word you wish to look up in the search box, press the Enter key or a Find! Go button, and part or all of the dictionary entry will be displayed. As you enter each letter of a word, the dictionary shows all the words which start with this letter or combination of letters. This feature of a CD-ROM dictionary can be very helpful for learners who may not be sure about the exact spelling of a word. Dictionary CD-ROMs allow you to search using ‘wildcards’: the symbol ? represents a missing letter, whereas* indicates that there may be additional letters. Again, this feature can be useful in finding a word if you are not sure how to spell it, or if you wish to find derivatives in your search. Typing ‘econom*’ will produce a return that includes economics, economist, economicaland economically.You can also search for all the words which start or end with a particular prefix or suffix. Typing ‘auto*’ into the search box will pull up a list of all the words beginning with auto.

CD-ROM dictionaries also include powerful advanced search features. These features make it possible to further refine a search, in the same way that it is possible to restrict a search when using an internet search engine. On the Macmillan English Dictionary, for instance, you can restrict your search by various criteria, such as parts of speech, frequency, register or grammar. The user can search the dictionary for all the phrasal verbs which end up or all the words that have been labeled as “business” or “legal”.

All modern electronic dictionaries use audio tools for multimedia personal computers to play the pronunciation.

An electronic dictionary can help learners in the area of pronunciation, and the inclusion of sound files and audio clips is an exciting key feature. Whereas print dictionaries only provide phonemic script, CD-ROM dictionaries offer learners the chance to listen to words. In a monolingual English learner’s dictionary on CD-ROM, next to the entry for each word, there are usually two symbols, one to listen to the British English model and one to hear the word in American English. Learners can listen to a word in the variety of their choiceas many times as they wish, just by clicking on the symbol. If they have a microphone, they can practise repeating a word and play it back, comparing their effort with the original. They can rerecord themselves, and so work towards improving their pronunciation of a word they find difficult.

Audio clips on CD-ROM include some words which may be more easily described by a sound than a definition, such as flush, coughand sneeze.The Macmillan English Dictionary (MED)also includes a Sound Search function, which enables learners to perform searches using the phonemic symbols. This enables users to look up words that they may have heard but never seen written down; one example would be /trof/. It also allows you to compile lists of words that may sound similar but are spelled differently.

Using a CD-ROM dictionary with a web page: A key advantage of electronic dictionaries is that definitions are available more immediately than in print equivalents. It is possible to minimize the CD-ROM display, so that the user has the dictionary in a small window’, which he or she can move around the computer screen at will. When looking at a web page, a learner can be running the dictionary at the same time. As the user moves the cursor over a word on the web page, the definition appears instantly in this window — providing it is in the dictionary, of course. In a number of electronic dictionaries from OUP, this feature is known as the ‘Oxford Genie’. In the MED,it is called the ‘QuickFind’ feature. Longman calls this feature ‘pop-up’. On some dictionaries, the learner can also listen to the word pronounced as the cursor is moved over it. Many learners find this feature invaluable, and it effectively turns a web page into a multimedia experience. This feature also works with email, PowerPoint, Acrobat and Word.

A useful feature is one whereby the dictionary search facility brings together related words, On the Cambridge AdvancedLearner’s Dictionary;this is called the SMART Thesaurus’, and helps learners locate synonyms and words related to a particular topic. On the Macmillan English Dictionary,users are shown the Top Ten synonyms or related words and, if they wish, they can explore other alternatives and related categories by using the Show All or Explore buttons. All the words within a CD-ROM dictionary are hyperlinked, which means that clicking on a word in the definition takes you to the dictionary entry for that word.

Unlike print dictionaries, CD-ROMs are not constrained by space. CD-ROMs as a result often contain extra material the print version does not include. This may include full inflections, additional examples and etymologies. CD-ROMs include photographs, animations, video clips and maps. Illustrations of any type are usually grouped by topic, and typical categories include fruit and vegetables, sports, parts of a car, clothes and so on. The illustrations are usually interactive: when learners move the mouse over the pictures, the name of the word is displayed, and this is linked to its definition in the dictionary.

Some electronic dictionaries allow learners the chance to annotate a word. This means they can add their own, personalized notes to a dictionary entry, which are then backed up onto the user’s hard drive and are displayed every time the dictionary is started. On the MEDCD-ROM, users can copy and paste lists of words into other applications, such as Word, and can create their own glossaries. Most dictionaries also contain exercises. These may be interactive o printable as a pdf.

Online dictionaries. Many dictionaries are now available online. Most, but not all, are free to access. These include learner’s dictionaries, specialist dictionaries and translating dictionaries. Some of these have been created specifically for the Web, and have no paper-based equivalent. On the other hand, amongst the most popular learners’ dictionaries do online versions of those already exist in print. Major ELT publishers usually have an online version of a learner’s dictionary on their website, often giving sample features from the CD-ROM version. Online dictionaries are often supported by resources such as downloadable worksheets, interactive games and new words. Some online dictionaries offer the chance to listen to a word.

Publishers’ online dictionaries include:

• Cambridge Dictionaries online http://dictionary.cambridge.org.• Longman Dictionary of Contemporary Englishonline http://www.ldoceonline.oom • Macmillan English Dictionary Online (MEDQ) http://www.macmillandictionary.com/online •OxfordAdvanced Learner’sDictionaryonline(OALD) http://www.oup.com/elt/catalogue/teachersites/oald7/?cc=nl

In the online QALD,the search result of many words includes a drop-down menu. This enables users to go directly to a particular idiom or expression. For example, the dropdown menu for the entry kissincludes air kiss, the kiss principle, kiss of lifeand so on.

On-line electronic dictionaries can be found at http://www.chat.ru/ ~ english language / diction.htm. Such as MultiLex (Electronic English Russian and the Russian-English Dictionary contains more than 2.5 million words in Russian and English parts), Prompt (the process of translating the proposals from Russian into English and from English into Russian), Webster Dictionary (described as one of the best dictionaries for a given time), Onelook Dictionary (electronic engine search simultaneously in 112 dictionaries of various subjects and orientation), Lingvo (Anglo-Russian and Russian-English dictionary contains about 70 00 words), Mueller Dictionary (new edition of the Anglo- Russian dictionary contains 160 000 words), Alternative English Dictionary (constantly updated dictionary of English slang), New Dictionary of Slang (Dictionary of modern British slang), New Words in English (neologisms dictionary English), United Kingdom English for American Notice ( vocabulary differences between British and American English). To convert using any of these dictionaries, you must enter translated word (phrase, sentence, etc.) in the dialog box selected vocabulary and follow the instructions in this electronic dictionary. The use of electronic on-line dictionary is particularly useful when the need to transfer is not one word of unity, and once some of their number, for example when dealing with "keyword" text, dialogue, etc., when performing exercises on learning to read the text on the front stage. And of course, the possibility of using virtually any dictionary online saves time and effort, promotes creative work. Working with on-line dictionaries does not save, but the money.

Specialist dictionaries: The many specialist dictionaries on the Web cover areas such as agriculture, arts, business, construction, engineering, finance, IT, law, marketing, medicine, music and science. Specialist dictionaries are mainly aimed at native speakers or advanced-level learners, and will be less concerned with having a limited, easy-to-use defining vocabulary. A further difference in an online specialist dictionary is that the definitions may be hyperlinked.

For a free multilingual dictionary on the Web, see http://en.wiktionary.org/wiki/Main_Page.

Translation dictionaries:There are several types of translation dictionaries on the Web, ranging from simple word lists to more sophisticated dictionaries which allow you to type in text for translation. The latter usually come with a proviso that the translation is not a substitute for a human translator. Translation dictionaries are especially popular with lower-level learners and are especially effective for situations where you need to know the specific word. Some examples of popular translation dictionaries are:

• Leo: http://dict.ieo.org popular German—English translation dictionary.

• Word Reference: http://www.wordreference.com The Word Reference dictionaries are free online translation dictionaries. The Spanish, French and the Italian dictionaries are the most popular.

• LexiCool: http://www.lexicool.com A collection of bilingual and multilingual dictionaries on the Web.

Portable electronicdictionaries(PEDs): A portable electronic dictionary (or PED) is a modern, lightweight and fashionable gadget. There is a range of different types of PED. A typical PED used by learners contains a bidirectional dictionary, eg. English—Polish, Polish—English. Many PEDs contain a range of dictionaries, one of which maybe a monolingual English learners dictionary.

PEDs often include extensive vocabularies, grammar references, phrasebanks containing colloquial expressions and common phrases, and other information, such as lists of irregular verbs. Many include a pronunciation feature, allowing learners to listen to words in English, although the sound quality may well be inferior to a CD-ROM dictionary.

Many PEDs have additional features, such as offering example sentences in English, the facility to store words, test activities and exam exercises. Games are common, such as hangman and bingo. Some machines allow users to swap memory ‘cards’, so a completely different dictionary (French—Polish /Polish—French, Business English, etc) can be loaded onto the same device. A pocket translator may contain features such as ‘textto-speech’ technologies where learners type in a phrase in order to hear it.

In order to use a PEDor translator, the learner simply uses the keyboard to input the wordhe or she is looking for. The screen then displays the definition or the translation. Some machines have handwriting-recognition software installed.

Many of the advantages listed below are equally applicable to online and CD-ROM dictionaries, such as the search facilities. By raising awareness of electronic dictionaries in general you may indirectly be helping your learners become more autonomous. Once learners are aware of the many features of a dictionary, they may feel encouraged to exploring the language further by using the hyperlinks, doing exercises and so a CD-ROM and an online dictionary, you can look up a word more quickly, which may of itself encourage frequent use.

1.4 Technology of creating e-dictionary

The structure of our e-dictionary “English-Russian dictionary for young learners” one may find the following sections:

1.1 Initial page

The 1^st page was created following the set standards. There is the title of the book on the bottom of the page and an identical logotype of the book.

The initial page is on the Figure 1.

Figure 1 – Initial page (Appendix3)

“English-Russian dictionary for young learners” Identical logotype

1.2 Main page

Main page contains title and reference to the main sections of the book. In the section there are the following references: the information about contents, book and authors.

Figure 2 – Main page (Appendix3)

1.3 Section «About book»

The reference “about book” contains requirements on teaching English at the elementary level. There is a curriculum on the elementary level, aim and objectives of the dictionary, recommendations, number of hours.

“English-Russian dictionary for young learners” Identical logotype

Перед Вами англо-русский электронный словарь по для школьников младшего возраста. Электронный учебник состоит из 13 тем. Каждая тема состоит из 78 слов. Тематика данного словаря полностью соответствует общеобразовательной программе по английскому языку для 1-2 и 3-4 классов, которые состоят из следующих этапов.По завершении каждого этапа младшие школьники должны знать и уметь:Информационно-аккумулятивный этап 1-2 классы:• Освоить 300 – 400 слови словосочетаний;• Приветствовать, знакомиться и представлять себя;• Расспрашивать и отвечать на вопросы о возрасте, о предмете, о семье, о времени, о пище;• Выражать положительное и отрицательное чувство к чему-либо;• Описывать предметы, цвета, формы, местоположение,• Рассказывать о своих школьных принадлежностях, о повседневной жизни.Коммуникативно-прагматический этап 3-4 классы:• Освоить 500 - 600 слов и словосочетаний;• Уметь составлять диалоги и монологи по образцу, использую лексику различной тематики;• Понимать устную разговорную (бытовую) речь на английском языке на уровне А1;• Описывать людей, животных, предметы, места, события, одежду, дом;• Говорить о еде, здоровой еде и вредной для здоровья;• Говорить о погоде, получить первые знания по географии стран изучаемого языка;• Делать покупки в магазине; • Рассказывать о своей стране;• Рассказывать об отдыхе и каникулах; праздники и вечеринки; • Давать информацию личного характера - имя, происхождение, профессия, семья;• Задавать вопросы и отвечать на них;• Говорить с достаточно правильным произношением, использовать соответствующие ударения в словах и интонацию в предложениях;• Читать несложные адаптированные тексты;• Выражать свое мнение по определенной теме и аргументировать его.В нем выделены темы и обеспечен оперативный вызов их перевода, а также предоставлена возможность перехода от одной темы к другой, от одного сегмента слова к другому. Каждое слово сопровождается картинками, что является эффективным при использовании словаря на уроке.По объему и характеру изложения структура электронного словаря приближена к традиционному словарю. Форма изложения позволяет Вам (студенту, студентке) легко видеть то главное (оно рельефно выделяется), что должно быть усвоено в процессе перевода.

Figure 3 – Section «About book» (Appendix3)

1.4 Section «Contents»

The given section must contain references with themes according to the curriculum. There are 13 themes by 78 words.

“English-Russian dictionary for young learners” Identical logotype

Figure 4 – Section «Contents»

1.5 Section «About authors»

The section contains brief information about authors of the book.

“English-Russian dictionary for young learners” Identical logotype

Научный руководитель:Тулегенова Аида Мейрамбековна - старший преподаватель кафедр теории и практики иностранных языков, магистр образования (иностранные языки).Образование: КарГУ им. Е.А. Букетова, специальность «0319 Иностранный язык: два иностранных языка», учитель английского и французского языков; ЕНУ им. Л.Н.Гумилева, специальность 6М011900 «Иностранный язык: два иностранных языка». Составитель:Досетова Дидара Компьютерная разработка:Калдыбаев Данияр

Figure 5 - Section «About authors» (Appendix3)

Informational system provides access to the different information, which structured taking into consideration discipline specifics and easy access of the user.

This project provided an optimal sequence of actions in the process of self-study, including an arbitrary sequence of study at the discretion of the student.Navigation is done online and involves the local orientation. The sequence of actions set forth in the navigation subsystem of the student, does not exclude any sequence of study at the discretion of the student.

The main factor determining the usability of the user interface dialog is its standardization. Along with the standard user interface components, an important task is to organize the display information in a way that at a time to focus on the user information. On each page of the e-dictionary there are two navigation panels on the left and right pages. It is important to note that the panel on the right page, you can move around the page and leave it where it is convenient to the user. These panels are designed to provide navigation within the current page, and contain the following buttons to:

The first panel (left page)• The content • Authors• About the book

The second panel (right page)• Topic• Words• Pictures

Software tool for creating electronic textbook is an important next step in the development of technological scenarios.

Below we have provided a brief description of the software tool that was used when creating an electronic dictionary project «English-Russian dictionary for young learners». To simplify the process of creating an electronic textbook developed standard frames, which are files that you want to insert previously created HTML-documents and / or in case you need to change some parameters.

Conclusion to the 1^st chapter. A wide range of electronic language teaching materials are available to the contemporary teacher. Materials for the classroom can be downloaded from the Web and carried into the classroom in a traditional manner. Others can be used online, relying on the learner having access to a computer with an internet connection. Yet, others can be accessed from CD-ROMs. Some materials come with the recognizable stamp of established publishers. Meanwhile, others are from young language-teaching companies making use of the web to reach a wider market or from individuals who are using the web to share their ideas. One of electronic material available to today’s language teacher is e-dictionary.

In this chapter we defined the general notion of informational technology in teaching foreign languages. We examined the term of dictionary before describing the types of e-dictionaries available and how you can access them. E-dictionaries are divided into three basic formats: CD_ROM dictionary, on-line dictionary, and pocket translators

2.1. Using e-dictionaries at elementary level

Today, interest in learning foreign languages is very large. "We can say that there was already a more or less coherent system through which anyone can improve their knowledge. There is a basic training in school or institute, there are a variety of courses, and you can deal with the teacher individually.

In practical part we tried to give practical activities in the form of lesson plans. These lesson plans have been designed using e-dictionaries on the lesson. The lesson plans have been developed on three levels:

Elementary -- Appropriate for grades 2- 5

Intermediate -- Appropriate for grades 5 - 8

Advanced -- Appropriate for grades 9 -12

To improve the efficiency of the dictionary we give a lesson “Building Vocabulary with e-dictionary” using our own e-dictionary on CD-Rom for elementary level, grades 2-6. One introductory 45-minute lesson; Additional 30- to 45-minute lessons (one lesson for each chapter of the selected e-book title).

So, a dictionary can be used for children older than 8 years and older at the initial stage of foreign language study in conjunction with any textbook or manual, because it contains a large lexical material on the 13 topics by 78 words: "Greeting", "Family," "House," "City", "Weather", "Food", “Animals”, “Clothes”, “Appearance”, “Job”, “Designation”, “Politeness”, “Shop”. Within each topic vocabulary grouped by individual short lesson - it is a small dialogues on the studied material, such as "Hello ..." "Sorry ..." "Come in ..." a collection of words on some grounds, such as "Colors," "Numbers", "Hobby ....", "Country ..", "National", etc. Total dialogs - ... and the collections of words and expressions.

Each lesson is studied sequentially in four stages - the stairs: "Listen," "Read," Talk, "" Write "and the material under study explored with increasing level of difficulty. All materials are presented in text and audio form with pictures and animations. There is a possibility of simultaneous translation into Russian. A dictionary can be used both for learning new material, and for repetition and control knowledge. It includes checking and monitoring of literacy student on a selected topic and listening comprehension. The student can record his speech through a microphone, to listen to yourself and compare your pronunciation with the sample.

Exploring word frequency

Aim:to raise awareness of word frequency

Level:intermediate and higher

Interaction:individuals/pairs Technology:CD-ROM dictionaries

Rationale:Learners are often unaware of the importance of knowing about word frequency. They will therefore be unable to sort new lexis into useful categories, such as words for productive and receptive purposes. They may not know about the relative frequency of similar words, such as /stand permit,which is important for writing.

Dictionary comparison

Aim:to raise awareness of the range of dictionaries available on CD-ROM

Level: intermediate and higher

Interaction:group work and feedback

Rationale:Learners are often unaware of the features and benefits of using a monolingual English dictionary and the types of media (CD-ROM, Internet) available. Technology:CD-ROM dictionaries

Before class:Ensure that you have the relevant dictionary sets on hand, plus computers with access to the Web and the CD-ROM dictionaries loaded. Photocopy the worksheet.

Procedure:1Write up some words on the board. These could be new words you wish to pre-teach, or words from a recent class which you have chosen to recycle. Divide the class into sub-groups and ask each group to find out the meaning of the words. Group 1 uses an electronic translator or bilingual dictionary.

Group 2 uses a print monolingual English learner’s dictionary.

Group 3 uses a CD-ROM dictionary.

Group 4 uses a web-based dictionary.

2 Issue the worksheet ‘Using dictionaries’. Each group completes relevant section.

3 The class meets as a whole. Each group reports back on their sections, converting pros and cons. Others can complete their worksheets by taking notes a each report. 4 Ask learners what they have learned in this class. Open up a discussion about various media used: do learners have any preferences? Will they take any action as visiting an online dictionary or buying an English—English learner’s dictionary?

Conclusion to the 2d chapter. In practical part of our diploma work we tried to give practical activities in the form of lesson plans. These lesson plans have been designed using e-dictionaries on the lesson. The lesson plans have been developed on three levels:

Elementary -- Appropriate for grades 3 - 4

Intermediate -- Appropriate for grades 5 - 8

Advanced -- Appropriate for grades 9 -12

The analyzed lessons have similar topics and objectives. Also, both lessons are designed and developed by the same person. However, the courses are targeted to different audiences. Some of them were designed for beginners, others for intermediate and advanced students. Further, the courses employ different instructional strategies and opportunities for interaction.

In these lessons, there are three important aspects, including 1) the appropriate use of e-dictionary in the classroom, 2) the effects of using e-dictionary on education, culture, and society, and 3) the power of democratic media, social networks, and openness in education.

Conclusion

Modern educational technology such as cooperative learning, project method, the use of new information technologies, the Internet - resources to help implement student-centered approach to training, provide individualized and differentiated learning, taking into account the capacities of children, their level of training, aptitude, etc. Comprehensive basis of mass computerization of education, of course, stems from the fact that the modern computer is an effective means of optimizing the conditions of intellectual work in general, in any form. R. Williams and C. Mackley, in his article "Computers in the Schools " write: "There is one feature of the computer, which is revealed when using it as a device to train others, and as an assistant in the acquisition of knowledge, this is his inanimate. The machine can be" friendly "communicate with the user and in some moments of "support" it, but it will never show signs of irritability, and will not give to feel that she was bored. In this sense, the use of computers is perhaps the most useful for the individualization of certain aspects of teaching. "

The main purpose of learning a foreign language in high school - the formation of communicative competence, all other goals (educational, developing) are realized in the implementation of this primary objective. Communicative approach involves teaching communication and the formation of the ability to cross-cultural interaction, which is the basis for the functioning of the Internet.

Beyond communicating online does not make sense - is an international multi-ethnic, cross-cultural society whose livelihoods based on the electronic communication of millions of people around the world, speaking at the same time - the most gigantic in size and number of participants conversation ever took place. Including in it, we create a model of real communication. Communicating in real language environment provided by the Internet, students find themselves in these situations. Involved in a wide range of meaningful, realistic, interesting and achievable objectives, the students learn spontaneously and adequately respond to them, which stimulates the creation of original expression, and not a manipulation of linguistic expressions.

In this work we succeeded in achievement of all the aims that we had had at the beginning of our investigation: to study the history of dictionary and its modern development, to define the notion of the e-dictionary, its functions, classification and components, to make our own e-dictionary for young learners as an example of a dictionary of good quality. So we proved the importance of e-dictionary-making in modern linguistics.

So, general lexicography focuses on the design, compilation, use and evaluation of general dictionaries, i.e. dictionaries that provide a description of the language in general use. In other words it is the art and craft of writing dictionaries.

The material of this report can be used by anybody who is interested in lexicography as a science and wants to know more about dictionary-making itself.

The diploma work starts with an introduction to the research on dictionary use, with summaries of the subjects and methods involved, and the major findings in the last few decades. Then the review is confined to the research on types of dictionary: bilingual dictionary and hand-held electronic dictionary. Most of it was on the bilingual dictionary for learners of English, who predominantly preferred the bilingual dictionary to the monolingual English dictionary, with the primary search aim for word meaning. Research findings show that levels of dictionary reference skills are in general extremely low, resulting in ineffective use of dictionaries, and it is mostly attributed to a lack of systematic training of dictionary use. Some research supports positive result of systematic teaching to effective dictionary use. But before they could provide suitable training for students, teachers have to be aware of the latter’s needs. Use of the hand-held electronic dictionary is a relatively new phenomenon. It is yet to find out if the tool is instrumental to language learning and use.

The focus is further refined to the dictionary of the language combination of

Russian to English. It is found that rare is research on this kind of dictionary for specific purposes, e.g., translation. The dictionary is an indispensable tool to translation, yet under the commonly adopted “bottom-up” teaching approach, translation students tend to use the dictionary for “equivalents” to the original on a word-to-word level, without due regard to the context, and at the expense of the overall style and function of the whole text. The curricula of programmes of several universities are examined to review if importance is given to the training of dictionary use to their students. While graduates and teachers agreed that the training of reference skills is necessary, the curricula fail to meet that need.

So, electronic Dictionaries are an indispensable tool for learning English. Its use in performing tasks benefits not only reduces the time to find the right words in a dictionary, but also increases the motivation of the students, since it makes lessons more interesting.

Experience shows that when learning English good results use educational programs, tests, textbooks and electronic textbooks with electronic application. The use of such training programs makes the process of learning more exciting, varied and not boring.

Electronic dictionary - a tool that not only duplicates on your computer all the possible ways to work with paper counterpart, making them faster and easier, but also provides useful and convenient features that are only available in electronic form.

You can make your own vocabulary, make a bookmark and write the history of displacement. In the section "Help" student find detailed instructions to help improve pronunciation. We used a synthesis of sound. Of course, these technologies have not yet reached the level to match the quality of pronunciation speaker, but to use them for all practical purpose it is quite possible. After all, what users need? First of all - do not make serious errors in pronunciation. Do not know how to read, click on the word and hear its sound. For me the interesting issue is learning dictionaries as specialized tools that help build vocabulary and do not spend much time on rote learning of words.

Typically, intensive courses are not even allowed to look at home in the book, the authors believe that memorization should go in the learning process. But experience shows that if a person previously something memorized, then the lesson to translate these words into the active dictionary will be an order of magnitude easier.

Learning words and language learning - this is not the same thing. Computer programs are designed to ensure that optimize the learning process and make it easier and more interesting, but it is nothing more than a tool in the hands of an experienced teacher, although the boundaries of your computer will constantly move apart.

The result of this work - an electronic dictionary, made in CD-ROM format: for public access via computer network It has a modern design and meets the ergonomic requirements for computer-learning approaches. First, it is possible to include in their modern (including multimedia) ways of presenting information in the form of training programs that use, including the means of animation. Second, the ability to include exciting interactive controls knowledge to test, including self, and third, in today's complex condition with textbooks, an electronic version can easily "reset" to a floppy disk and use them on your home computer.

Glossary:

Information technology – IT, the technology of the production, storage, and communication of information using computers and microelectronics

Electronic - 1. of, concerned with, using, or operated by devices in which electrons are conducted through a semiconductor, free space, or gas 2. of or concerned with electronics 3. of or concerned with electrons or an electron: an electronic energy level in a molecule 4. involving or concerned with the representation, storage, or transmission of information by electronic systems: electronic mail ;electronic shopping

Dictionary- a book, optical disc, mobile device, or online lexical resource containing a selection of the words of a language, giving information about their meanings, pronunciations, etymologies, inflected forms, derived forms, etc., expressed in either the same or another language;

E-dictionary - a machine-readable version of a standard dictionary; organized alphabetically

Handheld electronic dictionaries, ‘pocket electronic dictionaries’ or PEDs- resemble miniature clamshell laptop computers, complete with full keyboards and LCD screens

A bilingual dictionary, or translation dictionary - a specialized dictionary used to translate words or phrases from one language to another.

Thesaurus - a book containing systematized lists of synonyms and related words; a dictionary of selected words or topics

Glossary - a collection of textual glosses or of specialized terms with their meanings

CD-ROM- a CD containing computer data that cannot be altered

Data - factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation; information output by a sensing device or organ that includes both useful and irrelevant or redundant information and must be processed to be meaningful ; information in numerical form that can be digitally transmitted or processed.

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17. Осин А.В. Мультимедиа в образовании: контекст информатизации. – М.: Агентство «Издательский сервис», 2004.

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19. Макарова Н. В. Информационные технологии обучения// Информатика и образование. - 1998.- с.7

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21. Концепция информатизации системы образования Республики Казахстан на 2002-2004 годы, от 6 августа 2001 года № 1037;

22. ГОСТ РК 34.014-2002. Информационная технология. Комплекс стандартов на автоматизированные системы. Термины и определения.

23. Концепция системы электронного обучения на 2010-2015 годы Республики Казахстан

24. Агеев В.Н. Электронные издания учебного назначения: концепции, создание, использование /В.Н. Агеев, Ю.Г. Древе. - М.: ,2003.-236 с.

25. ГОСТ РК 34.017-2005. Государственный стандарт Республики Казахстан Информационная технология. Электронное издание.

 

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