DIDACTIC JUSTIFICATION OF COMPONENTS OF EFFECTIVE FOREIGN LANGUAGE TEACHING WITHIN DISTANCE LEARNING

Abstract

The concept of distance learning in the context of teaching foreign languages is defined. The author states that distance learning is a set of network, information and pedagogical technologies for purposeful and organized learning process through synchronous and asynchronous interactive teamwork of students and teachers, and work with textbooks, regardless of their location. 7 major skills which teachers should possess in order to successfully conduct classes during distance learning are outlined in the article. The list of key elements of effective foreign language teaching is determined. Those main elements include material presented by a teacher, interaction between participants of the learning process, feedback and focus on the task. Material presented by a teacher consists of foreign newspapers, magazines, radio programs, TV shows, video clips, cartoons, lectures, podcasts, fiction and websites. It is stated that interaction between participants of the learning process during distance learning can occur synchronously as well as asynchronously. The opinion about feedback as an element of effective foreign language teaching in distance learning is necessary during both synchronous and asynchronous online communication is voiced in the article. It is stressed that focusing on the task is extremely important in distance learning since it is in the context of online teaching that students gain access to a variety of language material, they are involved in individual and team activities, establish relationships with native speakers with whom they can create meaningful and interactive discourse. Practical advice is given to teachers on developing an online foreign language course with illustrations of specific examples of implementing these tips. The actions of teachers in relation to each individual element of effective online foreign language teaching are described in details. The expediency of using authentic material in distance learning courses is indicated. The need to involve students in creating their own audio and video material as part of practical tasks is mentioned. Moreover, the importance of providing prompt feedback both from the teacher and groupmates is emphasized.