Plan: -goals and objectives of using computer technology in language teaching -types of technologies in the field of language learning -pros and cons of using computers in language teaching

Plan:
-Goals and objectives of using computer technology in language teaching
-types of technologies in the field of language learning
-pros and cons of using computers in language teaching
Computer-assisted learning technologies are teaching that uses computer-assisted language learning. Computer language technologies are a variety of different informative technologies. Apart from this, people can use different types of technologies such as TV, video, radio, etc. Computer technologies are developing not only programming, but new types of education, not yet known to many people, associated with the unique capabilities of modern computers and telecommunications. Telecommunication systems, including computers, are a product of modern progress that does not stand still. Learning at a new level, at the most understandable for a person. That is, on the basis of computer training technology, you can achieve the maximum efficiency of the educational process. Computer technology of teaching is based on the adaptability of the computer to the individual abilities of a person, the possibility of optimal operational control of the learning process, the universality of the dialogue nature of this type of training, psychological comfort, and unlimited learning. A distinctive feature of the content of computer technology of teaching is the pedagogical software included in the computer memory. Software tools can be developed on a topic, section or the entire academic discipline, including diagnostics, assessment and monitoring of the assimilation of educational material. Along with the development of software tools, the effectiveness of computer training technology depends on the correct organization of the educational process and workplaces. With computer technology, the individuality of training, systematic diagnostic computer testing and assessment of the achievement of educational goals are required. With computer technology of teaching, the reproducibility of the learning cycle is most effectively ensured.


Recently, there has been a tendency to decrease the interest of students of higher educational institutions in foreign language classes. Traditional forms of education are radically lagging behind modern perception of information: students study the necessary material in an abstract way, preferring to stealthily browse the news on social networks in class. In the process of traditional education, students often lack the opportunity to realize their needs for self-expression and self-knowledge. The practical lesson is mainly aimed at passive assimilation of the material offered by the teacher, memorizing the rules, without taking into account the abilities, inclinations, interests of students. We believe that in the modern educational process it is necessary to apply interesting, non-standard forms of education, which, in our opinion, will make it possible to return the students' lost interest in learning a foreign language. The teacher needs to move away from the standard practical lesson to some extent, to introduce something new into it that could attract attention, activate students' activities, encourage them to take action, reflection, and search. The use of new information technologies makes it possible to implement a student-centered approach in teaching English. The relevance of the use of new information technologies is dictated, first of all, by the pedagogical needs to increase the effectiveness of developmental education, in particular, by the need to form students' skills of independent educational activity, the development of research, creative competencies. The increasing variety of Internet resources, the emergence of a large number of training materials on CDs - all this poses the task of conducting comprehensive studies of the possibilities and features of using these training aids in the educational process. In teaching, the problem of the patterns of cognitive processes becomes especially relevant. In this regard, before rebuilding educational activities in a new way, it is necessary to diagnose the cognitive processes of students. From the point of view of cognitive processes in teaching a foreign language, the peculiarities of students' perception of information play an important role. On this basis, students are conditionally divided into audials, visuals and kinesthetics. An audio person is the person who best perceives information through hearing. The visual perceives most of the information through sight. A kinesthetic is a person who perceives information through other sensations (smell, touch, etc.) and with the help of movements. The B.A. test will help to carry out diagnostics with students to determine the representative system (the leading channel for perception, processing and storage of information). Lewis and F. Pukelik. Why is it important to know how the learner perceives information? In a practical lesson, the teacher can present information using all channels of perception: vision, hearing, and the kinesthetic channel. Then each of the trainees has a chance to assimilate at least part of these messages. This is what usually happens. This chance is greatly increased if, for example, both the teacher and the student are visuals (or auditors). The mastery of many important skills, for example, reading or writing skills, depends on which channel the trainee is leading. The features of the mental work of representatives of different types of individuals differ significantly (for example, the level of distraction, the peculiarities of memorization, etc.). Using computer technologies, the teacher will be able to take into account these characteristics of students and provide information in the form in which it will be better for them to assimilate. Computer technologies were used by the author of this work in teaching English to students of the Faculty of Biology and Geography of the North-Eastern Federal University named after M.K. Amosov. In the classroom, information was presented to students simultaneously in two formats. The first half of the lesson was held in the traditional form - according to textbooks, with an explanation of the theoretical foundations. In the second half of the lesson, students mastered the information received in practice: watching and listening to video and audio materials (with and without titles), studying the content of English-language Internet sites, considering materials prepared by both the teacher and students in a presentation form using MS PowerPoint. After each listening and viewing the materials, the students commented on the information received, and, what is remarkable, memorizing the translation of words during such work did not require mechanical memorization. Thanks to the use of audio and video materials, Internet sites, some students associate translation with an image, others with a sound similar in Russian, and still others remember the moments when they met this word in other situations. We found that students of natural science specialties are most inclined to visual perception of information in combination with audio stream and captions, that is, excerpts from popular films. With this mode of work, the teacher less often returns to recalling the material covered. Some students (as it turned out, keen on online shopping) were in demand for practical classes in translating texts from English-language Internet sites. For them, the creative part of their homework included the translation of texts of their choice. Thus, as a rule, students become naturally involved in the process of learning English, interested in work. The computer can be used at all stages of the learning process: when explaining new material, when consolidating, repeating, monitoring. Computerization of education has a significant impact on all components of the modern educational system and, in particular, on the discipline "Foreign language": its goals, objectives, content, methods, technology. Teaching a foreign language using a computer has a number of advantages: • individualization of teaching is provided; • students' interest in the computer leads to high motivation of the learning process; • students willingly conduct a dialogue with a computer, their general, computer and language culture rises; • it is possible to provide direct feedback; • the computer does not show negative emotions when repeating mistakes; • the mark is more objective; • effective performance of exercises and training is ensured. Computer-assisted learning has its drawbacks: • abuse of computer effects, redundancy of colors; • ready-made educational computer programs on the subject are very difficult to adapt to the traditional lesson, since they do not always correspond to the work program of the discipline, methodological goals and didactic principles in teaching. The specificity of the subject "Foreign language" lies in the fact that the leading component of the content of education here is not the foundations of sciences, but methods of activity - teaching various types of speech activity. It is possible to teach speech activity only in live communication, and for this you need a partner. A computer program, a CD-ROM, however interactive they may be, can only provide communication with the machine. The exception is telecommunications, when a student enters into a live dialogue (written or oral) with a real partner - a native speaker. Computer programs should be used on an equal footing with traditional materials and methods. Working with a computer, the teacher inevitably changes the entire structure of the lesson and its purpose. It is necessary to specifically define the appropriate role and place of the computer in the educational process, clarify and determine the basic concepts, introduce methodological and technical aspects. When building an educational process using computer training programs, you should select a specific section from the work program; design a set of tasks; choose software for the selection of tasks; to conduct an examination of the selected computer tasks; develop guidelines for the student. Working with a computer not only contributes to an increase in interest in learning, but also makes it possible to regulate the presentation of educational tasks according to the degree of difficulty, as well as to encourage correct decisions. In addition, the computer allows you to completely eliminate one of the most important reasons for a negative attitude towards learning - failure due to a lack of understanding of the material or a problem in knowledge. It is this aspect that is provided by the authors of many computer training programs. The student is given the opportunity to use various reference manuals and dictionaries, which can be called up on the screen with just a click of the mouse. Working on a computer, the student gets the opportunity to complete the solution to the problem, relying on the necessary help. An important feature of a computer in the teaching and educational process in a foreign language is that it can be an "interlocutor" of the learner, that is, work in a communicatively directed dialogue mode and in a certain way, for example, with graphic tools, an analyzer and a speech synthesizer to make up for the lack of natural interlocutor, modeling and imitating his non-verbal and verbal behavior. The computer makes it possible to present on the display screen elements of a regional character, to demonstrate the features of the environment and situation, which can be used as a background for the formation of speech activity in a foreign language in students. The computer has great capabilities for constructing color images, amenable to the necessary transformations within the specified limits. The noted capabilities of the computer make it an excellent technical tool for various kinds of explanations and generalizations of the phenomena of language, speech, speech activity. Nowadays, there is a wide variety of modern multimedia programs, where you can find enough exercises for students of all ages and different levels of knowledge. For example, Bridge to English - Doki English is a cartoon world where you can learn English in a playful way. Movie Talk. English. Interactive video course ”will help you improve your listening comprehension of English. “English in action. The royal family ”is a computer course based on video materials from the life of the British royal family. Computer training programs have huge databases, provide high adaptability to the performance of individual training exercises, make it possible to most optimally combine the methods of analysis and imitation based on consciousness, orient the student to a free pace of learning, individual logic of cognition. The computerization of our society leads to the emergence of more and more people who want and can use these smart machines in everyday life. Computers make life easier and more interesting. After all, if with the help of this machine for an hour or two you can attend training courses on the Internet on any subject, see the world in its current state and diversity, communicate with a huge mass of all kinds of people and get access to libraries, museums and exhibitions about which one can only dream, then there really is no better means for self-development and individual education and self-education. Teaching a language means teaching communication, transmission and perception of information. There are three areas where the Internet can take English language learning to the next level. These are communication, information and publication. Communication is carried out using e-mail, huge layers of information are enclosed in the World Wide Web, publication can be carried out by creating your own page on the Internet. So, the simplest application of the Internet is to use it as a source of additional material for the teacher in preparation for the lesson. The materials can be printed and then used in a traditional lesson. Of course, in this case, only part of the Internet's capabilities is realized. But even with this use of the Internet, learning a foreign language is changing: the Internet user gets access to relevant and authentic information that is difficult to select from other sources. The Internet can be your assistant in teaching students to write. Penpals with a native speaker are ideal for this purpose. Moreover, you can improve your pronunciation skills by talking to a foreign friend using Skype. While communicating in virtual reality, the student uses his foreign language skills, establishes friendly contacts and thus learns the culture of another country. It should be noted that training through computer telecommunication networks ensures the immersion of the student in a real language environment and thereby significantly weakens the traditional language barrier to the practical use of a foreign language in this environment, since information is exchanged between peers, the content of materials includes thoughts, feelings, ideas, situations, interesting for learners and important in their lives. The possibilities of using Internet resources are enormous. The global Internet creates conditions for obtaining any information necessary for a student and teacher, located anywhere in the world: regional material, articles from newspapers and magazines, the necessary literature, etc. Students can take part in testing, competitions, olympiads held on the Internet, correspond with peers from other countries, participate in chats, video conferences, etc. Students can receive information on the problem they are working on at the moment within the project. This can be a joint work of Russian students and their foreign peers from one or several countries. Using the information resources of the Internet, it is possible, by integrating them into the educational process, to more effectively solve a number of didactic tasks in a practical lesson:
• to form skills and abilities of reading, directly using materials of the network of varying degrees of complexity;
• improve the skills of monologue and dialogic oral speech;
• replenish vocabulary, both active and passive, with the vocabulary of a modern foreign language;
• to get acquainted with cultural knowledge, including speech etiquette, peculiarities of speech behavior of different peoples in the context of communication, peculiarities of culture, traditions of the country of the target language [5. P. 22]. So, computer technology helps:
• attract passive listeners;
• make the practice sessions more visual;
• provide the educational process with new, previously unavailable materials that help students to show their creativity;
• to accustom students to independent work with the material;
• provide instant feedback;
• objectively evaluate the actions of students;
• implement student-centered and differentiated learning approaches;
• remove such a negative psychological factor as the fear of an answer;
to increase the level of development of psychological mechanisms (imagination, attention, memory).
Summing up, it should be noted that the undoubted advantage of using computer technology is the transition to methods of search and creative activity of the teacher and student. This helps to influence the formation and development of the language competence of students, listening, speaking, reading skills, improving written language, bringing up a creative, socially active personality. The use of computer technology makes it possible to free the teacher from a significant part of routine work, such as checking the performance of individual exercises, frontal questioning, and presenting a large amount of language material. The use of computer technology makes the lesson attractive and truly modern, there is an individualization of training, control and summing up are objectively and timely. In modern conditions, ever higher requirements are imposed on the process of teaching foreign languages. The volumes of information are growing rapidly, and modern methods of storing, transferring and processing them are no longer effective. And computer technology presents a wide range of opportunities to improve the productivity of learning.
Abstract: This article discusses various computer programs for teaching foreign languages. The organizational forms of work in the conditions of a modern computerized educational process are also described. The advantages of using a computer and various computer programs in the course of teaching a foreign language are given. Key words: foreign language; computer programs; Information Technology. In the 21st century, teaching with the help of computer technology makes it possible to organize students' independent learning. For example, when teaching listening, the student gets the opportunity to hear a foreign language speech, when teaching speaking, he can pronounce phrases in a foreign language into a microphone, and when studying grammar, each student can perform grammar exercises, etc. At present, the use of information technologies, as well as the Internet in universities and general education schools, is still limited and rather weakly connected with the educational process. The use of computer technologies in teaching a foreign language (FL) greatly facilitates the work of both the student and the teacher. But this teaching method has not yet been fully appreciated. The computer can be used at all stages of learning: when explaining new material, during consolidation, repetition, and also control. Teaching a foreign language using a computer and various computer programs has a number of advantages. E.S. Polat identifies the following advantages: - students' interest in computer technology often leads to high motivation for the learning process; - during training with the use of computer programs, students improve their general, computer and language culture; - the learning process is individualized; - developing the cognitive abilities of students; - the assessment is objective; - effective exercise performance is ensured. It should also be noted the advantages of using computer programs and, directly, a computer. The list of these advantages includes: - Free learning mode (independent choice of time, pauses and pace of work). - Objective assessment of students' answers; lack of bias towards any of the students.
There are also inherent deficiencies in teaching using information and communication technologies (ICT). These can be: - Difficulties in transferring large amounts of information; - the need to use the labor of highly qualified specialists to support and update the software system and data. When using computer programs in teaching IL, specific goals are pursued :
When teaching phonetics - the formation of skills in distinguishing the sounds of a foreign language; - formation of rhythmic and intonational pronunciation skills; - the formation of articulatory pronunciation skills.
When teaching vocabulary - expanding the passive and potential vocabularies of trainees; - control of the level of formation of lexical skills on the basis of test and game computer programs using visual clarity; - the formation of productive lexical skills, mainly in writing.
When teaching grammar - control of the level of formation of grammatical skills on the basis of test programs; - the formation of receptive grammatical reading and listening skills; - the formation of productive grammatical skills mainly in writing;
When teaching reading - teaching the technique of reading aloud; - consolidation of receptive lexical and grammatical reading skills; - mastering the skills of extracting various types of semantic information from the text; - teaching various types of text analysis; - control of the correctness and depth of understanding of the read text.
When teaching listening - the formation of phonetic listening skills; - control of the correctness of understanding of the listened text.
When teaching speaking - the formation of phonetic speaking skills.
There are the following organizational forms of work in a modern, computerized educational process: 1) PC is used as an additional technical teaching tool for organizing students' independent work in the classroom under the guidance of a teacher. 2) Autonomous work of a student with a computer in an individual mode. 3) Distance learning, in which a computer and computer programs are a means of communication between a teacher and a student. 4) Collective creative work of students. 5) Communication between different groups of trainees organized by the teacher using telecommunication computer facilities (e-mail). 6) Work of students at one PC (when teaching speaking). In the 21st century, there is such a thing as computational linguodidactics. Computational linguodidactics is a field of linguodidactics that studies theory and practice in the use of computers in language teaching. Nowadays, research scientists distinguish two stages in the development of linguodidactics: traditional and modern. The first stage covers the 60-80s, when computers were used to teach certain types of speech activity, as well as aspects of the language. The most common types of programs at the time were considered training and training-control programs, which were designed to teach vocabulary, grammar reading and writing. The second stage began in the 90s of the XX century. This stage is associated with the emergence of multimedia, telecommunication technologies, as well as with changes in the technical capabilities of computers. All these tools made it possible to use the computer to work on all aspects of the language. Also, there was an opportunity for real communication with native speakers (both in writing and orally). The use of computers in language teaching has developed in two areas: 1) in teaching the native language; 2) in teaching a foreign (second) language in the language environment and outside it. When using a computer in teaching, a special process of interaction and cooperation is created, which must be based on professional interest and the performance of students of practically significant work. The use of computer technology in foreign language lessons is one of the types of organization of the educational process. There is a huge variety of programs that allow you to learn a foreign language using computers. Computer programs can be used in training. Word-stock (a program for working with a dictionary).
This program is intended for self-compilation of the dictionary. The student can write down up to 1000 words with their definitions and examples. At any time, he can look at a word or check his knowledge of vocabulary: the definition of a word is shown on the screen and a question about the word itself follows.
The example with a space serves as a hint. The program is extremely easy to use and is ideal for one-to-one learning, as well as group lessons and information exchange. 2. Matchmaster (program for matching). This versatile program is in constant demand among students. The student must correctly connect the lexical units (from a word to a paragraph in three lines) of the right and left columns. The selection is made by viewing both columns using the arrow-indicators. The printing device allows you to reproduce exercises on paper for individual and class work. 3. Choismaster (a program with a choice of options). This is an easy-to-use multi-choice exercise program. The programmer can set 3 to 5 choices or a different number for each example and, if necessary, turn on error indicators that log each wrong action. Questions can be shown in order or randomly. The trainer does not have to adhere to a certain number of questions when designing the exercises. After completing the exercise, questions can be added. For this, the program "Editor" is used. The computer worker can choose the testing and training modes. At the first, until the end of the exercise, the student does not know which of his answers are correct. The second mode provides an immediate response and error indicator action. If necessary, the results of the trainee's work (number of errors) can be issued in printed form. 4. Closemaster (program for filling in gaps). The program allows the teacher or trainee to enter, write to disk or edit texts of up to 50 lines. The student selects the text by name and, before showing it on the display, sets which words in the text should be omitted (from every fifth to every fifteenth). Then, looking through the text with numbered spaces, he fills them in. Texts in different languages ​​with spaces can be obtained in printed form. Trainees can fill them out on paper at a convenient speed and check the results of their work with the data of a computer at a convenient time. 5. Crosswordmaster (program for filling in a crossword puzzle). The program allows you to create, record and solve crosswords on a computer, and also provides an operating mode for two students. The programmer can size the diagram (from five to fifteen squares in any direction) and type words and spaces in it. A crossword puzzle can be of any type - educational or entertaining, with words invented right there or taken from the text. 6. Unisab (substitution program). In the displayed text, preselected words or expressions are highlighted one by one with a brighter image. The learner should substitute other words or expressions for them. 7. Unilex (program for working with a dictionary to the text). The program compiles a list of all words in the text alphabetically and indicates the frequency of use of each word. The list can be written to disk or issued in hard copy. It can be used in the preparation of lexical explanations for certain texts. 8. Hepmaster (program for filling in the gaps). The program allows the teacher to enter large texts and define the element that should be omitted - prefixes, suffixes, words or expressions. If necessary, he can set permission to another, also correct answer. The text is entered through a special processor. The trainee can fill in the gaps in any order and choose the testing or teaching mode. Each answer can be accompanied by a key that appears for any answer. This program is often chosen by teachers for strict control of the formed skills in the use of language units. 9. Pinpoint (guessing program). The program is a well-known game for restoring the theme of the text through a minimum of context. It includes 60 sample texts on various topics. The program uses one of the six topics shown on the screen and displays one word from that text. The rest of the words of this text have been omitted. The learner, using a minimum of information, should guess which topic out of six fits this text. He can ask for additional words until he guesses the topic. 10. Speedrid (speed reading program). The text is shown on the screen in parts of 8 lines for a certain time (the student must choose the presentation time: from 1 minute to 9 seconds - for very slow reading; 9 seconds - to train the RAM). The aim of the exercise is to train fast reading with a general coverage of the content. Multiple choice questions may be asked after each page or all of the text. The text can be displayed in both normal and enlarged font. When teaching Spanish, the following programs can be used: 1. "Byki4Deluxe" - spanish, this program is designed for learning foreign languages. The program interface is completely Russified, which makes the task easier for those who do not speak English. Byki works like a dictionary card. This computer program is versatile and allows you to learn words in any combination, add pictures or videos to cards, and voice the cards using a microphone. The program is aimed at developing spoken language, listening skills, as well as oral and written translation.
2. Español de Oro 2000 is a multimedia Spanish textbook. This program brings the user as close as possible to the language environment. This tutorial is divided into several sections. In the dialog section, you hear Spanish speech, and also try to understand it, speak, write dictations, translate, while simultaneously replenishing your vocabulary and getting to know the grammatical forms. The grammatical section has theoretical material and exercises for the formation of writing skills. The Spanish phonetics section is presented in the course with a separate teaching system. Here there is theoretical material and exercises for practicing each sound, intonation, stress, speed, as well as the rhythm of speech. 3. A multimedia self-study guide in Spanish on CD-rom (for grades 5-9), this is a well-thought-out computer textbook. All subsystems of the course (vocabulary, dialogues, grammar, regional studies) are collected in a single training system. This program evenly develops all aspects of the language. This tutorial will be useful for everyone - for beginners and for those who continue to study the Spanish language. The volume of this training material is designed for continuous sessions for one and a half years, and by practicing for two hours daily, each user will be able to communicate in Spanish in three months. Also on the Internet there are many online programs for teaching foreign languages. The Internet provides unlimited opportunities for language learning.
There are 3 main areas of their application:
1. obtaining information and access to various materials;
2. the possibility of distance learning;
3. organization of real communication with native speakers.
An example of working with the computer program "Español de Oro 2000" in a Spanish lesson
1. Teaching dialogical speech Consider working with dialogues of the computer program "Espaňol de Oro 2000" in grade 10. From the proposed dialogs, select one, for example "In a cafe". Several pictures appear on the screen - scenes of this dialogue. Stage I - familiarization with the dialogue. Stage II - learning the dialogue. If there are multiple computers in the classroom, students can work in pairs or groups of 3. They repeat phrases after the speaker, here the mode of working with a microphone can also be used. In parallel, they develop phonetic and grammatical skills. Stage III - staging a dialogue. Students reproduce the dialogue, first based on pictures, then stage it on their own. Stage IV is the control of dialogical speech after studying all the dialogues of this program. Students choose a card with an assignment (the teacher himself prepares cards with a description of the situation) and make up their own dialogue, using the vocabulary of this program and showing their imagination.
2. Learning vocabulary When introducing and practicing topical vocabulary such as shopping, food, clothing, etc., you can also use the Español de Oro 2000 computer program.
The stages of working with a computer program are as follows: demonstration, consolidation, control. Let's consider each of the stages. At the first stage - the introduction of vocabulary, for example, on the topic "La ropa". Using the demo computer, the teacher selects the automatic mode: pictures appear on the screen depicting wardrobe items: shoes - zapatos, shirt - camisa, hat - sombrero, skirt - falda, coat - abrigo and others. Students watch and listen. Working time is about 1 minute. At the second stage, work is underway to improve pronunciation and consolidate vocabulary. The teacher or student switches the program from automatic to normal mode, clicks the mouse over the desired word or phrase. Students repeat the announcer in chorus. If there are multiple computers in the classroom, students work individually or in pairs using headphones and a microphone. Working time - about 5 - 10 minutes, it depends on the number of words of the topic being studied. At the third stage, the control of the studied vocabulary is carried out. Students choose an assignment containing a different number of questions on the topic: 10, 20, 30. At the end of the exam, a table of results in percent appears on the screen. Of course, every student strives to achieve the best results. If there is only one computer in the class, it is used as a demonstration computer for the introduction and frontal consolidation of vocabulary. Control of thematic vocabulary can be carried out individually using the handout material - cards.
The tasks on the cards can be similar to the tasks of a computer program, for example: • Specify the correct translation: Shirt - abrigo, falda, sombrero, zapatos.
• Which of the written words is superfluous in the sense of pimiento, leon, ciudad, zapatos, abril, país, gordo, madre. Thus, we can conclude that even in the presence of constantly expanding IT technologies in teaching foreign languages, it is pedagogically justified to find a way to introduce them into the educational process in such a way that the technologies organically fit into the education system with all program language and speech material. ... The most effective form of teaching is a form in which the learning process is closely related to the active activity of the student himself. The use of computer technology in foreign language lessons is one of the types of such organization of the educational process. The teaching of a foreign language began to develop especially successfully with the popularization of educational computer programs and the Internet. This increases interest in the subject, enhances motivation, creates conditions for independent work and a comfortable learning environment. Computer technologies are aids for better learning a foreign language, it is a tool that helps teachers improve the process of acquiring knowledge. Obviously, it is difficult to imagine a modern educational process without the use of new information and communication technologies and various computer programs. They provide an opportunity to work independently, to evaluate their skills and abilities acquired in the learning process. The main content of the studied subject can be presented in the form of printed publications (textbooks, didactic materials, various manuals, reference books), also with the help of textbooks, electronic textbooks, reference books on laser disks, and so on. For example, e-mail is an indispensable tool for communication between a teacher and a student. Email allows pupils, students and teachers to quickly communicate with each other. During such communication, students can consult with teachers; discuss various projects and solutions with them. Obviously, for use in the educational process in the Spanish language and in extracurricular (independent) work, ICTs provide ample opportunities for students of almost all ages, thereby making it possible to make up for the insufficient number of lessons per week (2 hours) in Spanish.
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