MOODLE AS A MEANS OF TEACHING PROSPECTIVE INTERPRETERS VIA E-COURSE ON LISTENING COMPREHENSION IN ENGLISH

Keywords: prospective interpreters, distance learning, listening comprehension, e-course, LMS Moodle

Abstract

Nowadays the issue of teaching listening comprehension to prospective interpreters in English by means of Moodle has been considered essential. The authors describe TV-technologies, case-technologies, Internet-technologies as well as peculiar features of the technological platform for creating Moodle virtual learning environment and its components: motivational, methodological, informational, communicational, controlling and assessing, and technological. Moodle standard educational elements are characterized. Learning resources and activity elements as well as functions and the structure of the electronic educational course in LMS Moodle are also given. The article describes LMS Moodle functional possibilities by presenting a specially designed e-course for prospective interpreters aimed at teaching listening comprehension. The authors also provide examples of such Moodle instruments as Web-page, Task, User's Profile, Test, Mark Registration Settings, Text as well as Listening Landscape activity, the hidden and open blocks of the e-course, External URL-address resource, assessment of Task and Test activities, a total report on the students' answers etc. The components of Listening Comprehension e-course are described, namely the genres of the audiotexts (announcements, interviews, the news, lectures), tasks on different types of listening comprehension in accordance with the genre, the number of individual hours for listening comprehension of the audiotexts of different genres for prospective interpreters. Among the organizational features typical of teaching listening comprehension in English to prospective interpreters are the following: autonomy stimulation, motivation before the process of listening, introduction to Moodle technical peculiarities. The described methodological recommendations concerning the organization of the educational process seek to assist with the students’ listening competence structuring and formation. The article illustrates two types of control over the listening comprehension process, namely teacher control and self-control.

Author Biographies

Mariia L. Pysanko, Kyiv National Linguistic University

PhD of Pedagogical Science, Associate Professor

Olena Ye. Martynenko, National Transport University

PhD of Pedagogical Science

References

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REFERENCES (TRANSLATED AND TRANSLITERATED)

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Published
2020-02-24
Section
ICT and learning tools in the higher education establishments