Peculiarities of language excavation

CHAPTER II. EXPERIMENTAL STAGE IN USING IT IN ELT
2.1. General overview and demonstration of application “LinguaLeo” in secondary schools
LinguaLeo is an educational online platform of English language learning service, and initially a Russian- language service. The company is named after its mascot, Leo the Lion. LinguaLeo is available as an app for iOS, Android and Windows Phone. Also, there is a browser and a web version in Google Chrome. Program based on Self-Study language learning program, and using in a classrooms for investigate new material. The application has a large number of categories, which based individually for users own preferences. Every utilizer has the opportunity to fill out a form with personal information, where need to provide information about full name, age, gender, and level of English (beginner, elementary, pre-intermediate, intermediate, upper- intermediate, expert). The app has four main designations: home, study, dictionary and jungle. Home is the main page, which contains four sections and diagram of users progress. First section is training, exercises for listening, reading, and new words. Listening unit compose of two activities. Second section is recommendation of the day, this recommendations are based on users preferences, for instance sport, art, music and etc. This section consist of video material as, TED Talks and motivational texts². Third section is course, the main aim of section is to practice in grammar and improve knowledge by theoretical part. Fourth section is grammar, section has two categories theory and practice. Category theory consists of grammar rules, phrasal verbs, modal verbs and etc. Training is the practical part with different types of activities as reading, listening, vocabulary trainings and grammatical constructions. The training part contains exercises for improving reading skills by activities as, restoring the text, it develops speed reading and understanding. Also organizing the words and gaps, which improves lexical memory and teaches proper sentence structure, and boosts linguistic intuition. Third part of application is dictionary. Dictionary is a folder of new words, which is updated by the student and program. After passing the test, the program independently replenishes the educators’ dictionary. Also, application has proper word sets such as Top 100 adjectives, time, nationalities, human structure and etc. The main part of the application is named Jungle. The general part consists of five parts, which are also composed according to the preferences of apprentices. The final part consist of materials which educator start to investigate, recommendation and famous TedTalks and collection of TED Musics.
In a experimental stage used the three methods, as the questionnaire, interviewing and the experiment in this experimental stage. The aim of my course work is applying the knowledge gained about the innovative technologies. So, I chose a questionnaire, an interview and an experiment to get the above information and results in the end. Also, I will explain the process of my work using all the methods that carried out.
First is a questionnaire or an online survey refers to a quantitative method, because of the information that is collected in numbers. So, the results are cumulative in percentages and accurate, exact statistics. To determine the role and impact of the program on users with a high level of English, we used a questionnaire (Appendix A). The questionnaire consists of 8 questions that are presented in the appendix of research work. The survey was created in a program names after SurveyMonkey. This program provides a questionnaire and makes an analysis of student responses. The survey is completely ananonym , so that students respond honestly and are not afraid of the critics of teachers or students.
Practice of the application in a class of students. Due to lack of practice in secondary schools, I conducted a practical lesson in the group FL-35. List of students (Appendix B) After a new language application has been introduced and presented by teacher, and practiced by students the lesson is far from over. The teacher must evaluate the students to make sure that they are performing the new technology correctly and then provide activities that require students to take what they have practiced in class and try to apply it correctly in “real life” situations. The “real life” situation is a lessons in a classes by using application “LinguaLeo”, and for lesson teacher must use plan (Appendix C).
Besides searching for information, playing educational games was also mentioned by the teachers while talking about the use of smartphones. Firstly, in order to get general information about the topic we use different internet sources and books from libraries to collect background information about theme. As there was a lot of information in the internet about particular themes, students have been facing the issue seems to be a worldwide importance, however some of the information was not authoritative enough for reading and there must be key information about date, author, and etc. They provided an easy access to different kinds of game applications, which could be used in teaching. One of this application is “LinguaLeo”, first of all educators must download the application “LinguaLeo” from official sides in Play Market or in AppStore. As a result of questionnaire in a experimental stage of the research work used theme fully connected with TED Talks. First of all students needs one notebook per student of the exercises and notes. It is important for all students to have successful experiences in language learning, even though their language skills might be lacking. Since technological devices provided an easy access to information, students could easily use them for their own purposes during a lesson. Even if they were advised to do specific tasks, it was difficult for the teachers to keep track on everything that happened in a classroom. Thus, rather than doing their tasks, students used social media or did other things they were not supposed to with their devices. Therefore, they lost their concentration on the subject and disturbed the lesson. For the lesson teacher has an opportunity to choose topics from TED Talks, for example: “Can art amend history?”, “4 reasons to learn a new language”, “How to let altruism be your guide”. The technological devices and application offered to students special list of words with transcription and translation. Teacher should dictate the following themes of texts or write them of TED Talk on the board for students. And, explain that themes are all related to today’s lesson theme. Students must discuss their ideas in their groups and make suggestions about the theme of TED Talk. Students has an opportunity to discuss themes in a pairs or small groups. Then, tell students that you are going to show them a poster about themes. Before they read the poster they are going to do a preparation activity. Students do the preparation activity from the worksheet focusing on vocabulary from the text. Also, after reading texts TED Talks has any after riding activities. Activities are based on the theme of certain TED Talk. In a lesson students work in pairs or small groups to classify the eight questions from the most useful part of TED Talk. Explain that they can include more than one question in any position. Teacher should conduct feedback as a whole class, elicit ideas for other information for certain theme and encourage all pairs or groups to make a project. Later on, students will make projects and perform in front of the audience or maybe students. Each pair or group of students has a time for performance. Students make a project activity to practice the vocabulary they have learnt. As a result of the extensive use of technological devices, online materials had become available for teaching purposes. The work the teachers used to do with paper and pencil was mostly done on computer or other devices. Since material could be found online or saved to computers for further use, the teachers saved a lot of time compared to previous working methods, when technology was not so extensively used. Technology provided ways to teach cultural phenomena and knowledge in multiple ways. It also provided a new way to teach geography, since it was for example possible to make a walk through a city by using technology. Thus, it gave the students a more genuine picture of the surroundings of cities.³ It also brought authenticity to the teaching, since rather than looking at pictures, they got an overall view of the surroundings. Besides making walks through cities, authenticity could be increased with the help of exercises.