Teaching foreign languages in terms of distance learning

Abstract

Over the last few decades, the use of technology and multimedia for distance learning of foreign languages has expanded rapidly. Distance learning was an attempt to solve the temporal and spatial limitations of traditional personal learning. Learning online has been the result of the full adoption of technology as part of our lives. This article is devoted to an analytical review of the current state of electronic means of distance learning of a foreign language. The terminology of the concept of “distance education” is considered. It is determined that the distance learning process is carried out using a combination of synchronous and asynchronous tools. To conduct the analysis, a number of the most popular modern distance learning platforms (Moodle, Zoom, Google Classroom) are identified. A careful analysis of the main functions and features of these distance learning platforms revealed that each of them is suitable for learning a foreign language, as they have all the functions necessary to ensure the effective development of reading and speaking, speaking, listening , writing skills. The choice of one of them will depend entirely on the personal preferences of each individual teacher. The teacher must manage and regulate the learning activities of students. To learn a foreign language using multimedia technology, students must be independent and use new strategies. Because language learning in the traditional way usually takes place in live communication, and distance learning through online communication. It is established that distance learning makes new demands on teachers, including improving professionalism, increasing the level of professional competence, mastery of modern technologies, the ability to use them in the educational process. As well as distance learning provides an opportunity to communicate with native speakers of foreign languages from different countries.