CONSTRUCTION OF ELECTRONIC TEXTBOOK FOR TEACHING FOREIGN LANGUAGE TO DIFFERENT CATEGORIES OF LEARNERS

Abstract

The crisis of education in comparison with the rate of scientific knowledge development is shown. In order to solve this problem, the information and communication technologies are introduced. The analysis of electronic textbooks for general secondary and vocational education institutions, as well as of 58 most popular electronic English teaching manuals is performed. According to the results of the analysis, English e-textbooks are divided into four categories: containing grammar material for the beginners; aimed at enriching active vocabulary and offering practical activities to memorize new words; for advanced language learners who wish to improve their skills; business English. It was concluded that people aged 45 and older can not learn the language on their own if they do not speak it. The problem of creating foreign language electronic textbooks for different categories of learners, paying attention to the way of representing educational, didactic, illustrative material and the peculiarities of using such textbooks for selfeducation, is outlined. The urgency of designing the electronic manual, which contributes to the formation of the spatial environment for human activity and the integrity of the material perception, is proved. The educational environment of the electronic manual is outlined. In particular, its main components are human factor, state, publisher. When organizing the structure of an electronic textbook, an integrated model that combines linear and deployed one is suggested to be used. The basic types of electronic textbooks, taking into account different categories of learners, are analyzed: the encyclopedia; problem book; test; creative environment; authoring environment; non-verbal environment. Whereas the basic form of the electronic manual is the encyclopedia, that is, the information provided in a foreign language is complete and contains both grammar and basic topics. For better comprehension of the educational material, students used mind maps and self-examination. The advantages of mind maps have been experimentally proved (98% of respondents completed the task: 92.1% — memorized the words within the corresponding
topic, 96.7% — identified the picture with the word correctly, 90.3% — filled in the gaps (missing words and phrases) in the text. Replicated experiment (in three months) showed the following result: 91,4% of the participants of the experiment remembered the words, 96,7% — identified the picture with the word correctly, 89,9% — filled in the gaps (missing words and phrases) in the text. Such result was achieved due to constant consolidation of skills by the use of mind maps. In the process of electronic textbook development, the fundamental principles were considered, namely: quantization; integrity; visibility; adaptability; branching; management.