THE USE OF ICT IN TEACHING GIFTED STUDENTS ENGLISH COMMUNICATION
The article analyzes the method of developed author program for teaching gifted students the English communication, changing of the form of conducting lessons, taking into account the phenomenon of gift and using the ICT. The teaching program of the dialogical speech for the gifted students is developed taking into account: psychological features of the gifted children, age peculiarities, nature and specificity of dialogue, as the type of speaking activity. The special attention in the research is paid to the use of modern technologies (ICT). The experimental program is based on the conceptions of communicative and cognitive method of teaching English, didactic and methodical principles of teaching. Among four basic principles of teaching English there is a communicative orientation; personality orientation; self-education; computer-integrated teaching all types of speaking activity (listening, speaking, reading and writing) and a new principle – cultural.
The system of exercises included reproductive, reproductive-creative, creative (preparatory, introductory, training, finishing, control) exercises, it was orientated on realization of all types of speaking activity and based on reproductive and productive facilities of knowledge mastering and the development of abilities and skills of the dialogue speech of senior pupils. The main idea of our methodology is the use of audio-visual material in foreign language teaching because of the increasing emphasis on communicative techniques, and as it is obvious that the use of video is a great help for foreign language teachers in stimulating and facilitating the target language.
1. Brian, K., Williams, S., Sawyer, S. & Hutchinson, E. (2000). Using information technology: a practical introduction to computer and communications. Boston: McGraw-Hill.
2. Grabe & Grabe. (2005). Integrating technology for meaningful learning. USA: Houghton Mifflin.
3. Davydov, V.V. (1991). Educational activity: the state and problems of research. Voprosy psychology, 6.
4. İsmail Сakir. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, vol. 5, Iss. 4. ISSN: 1303 6521.
5. Flecknoe, M. (2002). How can ICT help us to improve education? Innovations in education and teaching international, 39(4), 271-279.
6. Kazachiner, O.S. (2007). Organization of training gifted students. English language and literature. Osnova, 2, 2-5.
7. Komissarova, S., Vedmedenko. D., Bilogrina. M. (2006). Working with gifted children. Psycholog, 25-28, 57-65.
8. Krajka, J.G. (2002). “Using the Internet in the Language Classroom to Foster Learner Independence? Ideal and Reality”. Retrieved from http://www.iatefl.org.pl/tdal/n/krajka.htm.
9. Matyushkin, A.M., Yakovlev, E.L. (1991). Teacher for Gifted. Moscow.
10. Molyako, V.A. (1994). The problem of the psychology of creativity and the development of an approach to the study of talent. Voprosy psychology, 5, 86-95.
11. Rensulli, J.S. (1986). The Three-ring conception of giftedness. A developmental model for creative productivity. Sternberg, R.L.(Eds.). New York: Cambridge University Press.
12. Shatalov, V.F. (1989). The experiment continues. Moscow: Pedagogy.
13. Yankovchuk, M.M. (2008). Psychological organization of individual education and the education of gifted children. Practical Psychology and Social Work, 3, 63-65.