ПРИМЕНЕНИЕ SCORM-ТЕХНОЛОГИЙ ПРИ ОБУЧЕНИИ ПРОДУКТИВНЫМ ВИДАМ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА В НЕЯЗЫКОВОМ ВУЗЕ

Abstract

The article deals with the methodological aspects of teaching productive types of speech activity in the process of learning a foreign language in a non-linguistic university at the present stage of science and society development. Attention is drawn to the difficulties in teaching a foreign language associated with the implementation of the universal competence that a graduate who has mastered a bachelor's degree program must have — the ability to carry out business communication in oral and written forms in the state language of the Russian Federation and a foreign language. In its turn, business communication is carried out to solve a number of problems of interpersonal and intercultural interaction. At the same time, the difficulties lie in the fact that interpersonal and intercultural interaction implies the development of communication skills with native speakers, and university students most often do not have constant contacts with them, and such interaction implies the need to master the rules of speech behavior in certain communicative situations, but students are faced with the lack of visual behavioral scenarios. It is proposed to solve these problems by organizing the process of teaching a foreign language using multimedia technologies, which provide students with the opportunity to get acquainted with visual scenarios of communicative behavior of native speakers of the studied language and form motivation to communicate with them. The concept of Computer-assisted language learning is described as a scientific direction that arose due to the rapid development of ICT and multimedia. It studies the theoretical and practical aspects of the use of multimedia technologies in the process of language teaching in the new conditions of digitalization of education. Attention is drawn to the fact that a modern teacher of a foreign language should be ready to use ICT in the formation of language, speech and communication competencies in students. The article describes the personal experience of using SCORM technologies as an effective method for teaching productive types of speech activity and as an approach to solving a number of tasks related to the implementation of educational standards. The variants of using SCORM technologies in teaching a foreign language are described and analyzed. Based on practical experience, it is concluded that the use of SCORM technologies in practice not only helps students to consolidate the knowledge of the studied lexical and grammatical material in an interactive form, which contributes to a deeper assimilation of knowledge and motivates their interest in learning the language, but also allows the teacher to implement effective training in productive types of speech activity, that implies speaking in certain communicative situations, including the development of the rules of speech behavior. The results of the study can be applied to the development of foreign language courses in full-time and distance format.