Methods and paradigms of distance learning technologies in foreign language education

Introduction: The introduction of Elearning (EL) (e-learning) has emerged as one of the directions of the State program of education development of the Republic of Kazakhstan for 2011-2020, which aims to increase competitiveness of education and development of human capital through ensuring access to quality education for sustainable economic growth, ensuring equal access of all participants of educational process to the best educational resources and technologies, creation of conditions for the introduction automation educational process [1]. Learning English through distance learning programs has its advantages compared to classes with a teacher. Professionally made programs often contain much more features than any teacher. This is because CLP employs a large number of people, especially very experienced teachers, to create such distance learning English programs. The fact is that any teacher can work full-time (or via Skype), at his level and with his methodological tools. And only the strongest teachers and methodologists can combine their knowledge and experience for distance learning English in such a way as to get a product that a person can use independently. When added to this technical capabilities, software development-the result of such work has a huge learning potential.

For Kazakhstan, with its large territory and, in this regard, a weak information infrastructure, a large number of scientific and educational centers in remote cities, the opportunity to receive professional education and training without leaving their place of work is extremely important.

It should be noted that there were a number of reasons that hindered the development of Distance learning in foreign language education in Kazakhstan. On the one hand, the traditional form of education denied the effectiveness of distance learning, its possibilities and prospects of improving the quality of foreign language education (preference given to part-time study), on the other hand, the shortage and lack of necessary technology (computers, Internet, software) for implementing and distance learning limits the opportunities for and the teacher as an organizer of the learning process and the learner as recipient of knowledge. Thus, the current system of fulltime and part-time education for a number of reasons and circumstances is not able to meet the existing need of people to obtain the desired professional education, while the number of people wishing to receive a second higher education and professional retraining, who do not have the opportunity to receive education in the traditional form, is growing from year to year [2].

Remote form of language learning, like any other, has its pros and cons, and is not suitable for everyone. The main disadvantage of distance learning, especially with the help of distance programs and simulators for self-study, is the requirement from the listener a much higher degree of self-organization and discipline than classes with a teacher or on courses. Questions of motivation for continuing education are also at the mercy of the student himself.

Objects and methods of research: investigating the advantages of distance learning from literary sources; learn the basic tools DL; to assess the effectiveness of various components of educa-tional and methodological support DL; analyze the application in practice.

There are many students who should combine a variety of approaches to learning English: for example, to study independently with the help of a distance program and in parallel to go to courses or communicate with a native speaker. At the center for language psychology, we offer students solutions that best fit both their specific learning objectives and personal characteristics.

For the implementation of the educational process in the form of distance learning, it is necessary to use technologies and learning tools used in full-time education in combination and integration with DL. Based on this, in E- learning tools can be:

• 1.    Educational books, authentic materials (hard copies on paper and electronic version of textbooks, teaching AIDS, syllabuses, encyclopedias, dictionaries, etc.), publications;

• 2.    Network teaching materials;

• 3.    Computer learning systems used in teaching a foreign language in conventional, hypertext and multimedia formats;

• 4.    Audio training and information materials;

• 5.    Video educational and informational materials;

• 6.    Remote laboratory workshops;

• 7.    Simulators with remote access;

• 8.    Reference databases and knowledge;

• 9.    Electronic library;

• 10.    Training tools (didactic materials) based on expert training systems;

• 12.    Learning tools (didactic material) based on virtual reality [3].

Results and their discussion: Considering in total means, forms and methods of the organization of distance learning it should be noted that distance learning, as well as in traditional system of training, is based on consecutive process of formation of competences which are realized through the state standards of education and standard curricula of specialties. Thus, regardless of the form and technology of training, the implementation of the state standard of vocational education is mandatory for the student. Another thing is how it is implemented in the working curriculum. It is no secret that the basis of the learning process in DL mode is the independent work of students. If in the traditional educational process, the main time is given to classroom lessons with a teacher (practical, SIW and SWST ), then with distance learning, the structure of the working curriculum is radically changed, in it 80% is given to independent work of the student, and under the supervision of the teacher - 20%. In this regard, it is very important to ensure the correct educational and methodological support of the educational process, allowing students to study subjects on their own and effectively move along the educational trajectory[4]. The working curriculum of the specialty should be clearly distributed in credits or hours by forms of educational activity, control and independent tasks.Practical classroom lessons are replaced by lessons via satellite TV or audio-video lessons of the teacher, or lessons posted on the Internet. SIW and SWST are carried out both by electronic and multimedia textbooks, and under the guidance of the tutor, who determines the most optimal learning path for the student. The role of the teacher-advice and explanation of the most complex topics can be carried out both on-line (phone, Skype, WhatsUp) and off-line (e-mail).

The tutor works under the guidance of the teacher responsible for the subject.

However, acceptance of boundary controls, examinations, final state examination and defense of the thesis are carried out contact, directly in head educational institution full-time [5].

Conclusion: Distance learning technologies are based on conducting distance learning sessions in the "online", "offline" mode. Training sessions in the "online" mode provide for the process of educational interaction in real time (video conferencing, through messaging on the Internet, negotiations by telephone).Training in the "offline" include a process of educational interaction in which the communication between the teacher and the learner asynchronously (email, work of the student with textbook on the instructions of the teacher followed by the surrender of total control). Current control of progress and intermediate certification of students is carried out in accordance with the working curriculum, academic calendar and curriculum[6].Thus, DL technologies can be used in integration with new information and communication technologies, which, in turn, provide unlimited opportunities in the use of means and forms of DL in teaching foreign languages. Therefore, for the implementation of the educational process in the form of DL it is necessary to use technologies and learning tools used in full-time education. It is very important to choose the right form and means to ensure not only the assimilation of the discipline, but also the ability to manage the educational process. We believe, If we use the given method during target language learning we will achieve the most effective backgrounds in education.