ARPHA Proceedings 3: 751-760, doi: 10.3897/ap.2.e0751

Mobile Technologies as a Digital Didactic Environment for Teaching French in Secondary Schools: a Regional Aspect

Telman G. Grigoryan, Tatyana N. Lomteva

Corresponding author: Telman G. Grigoryan ( telman_92@mail.ru )

This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Citation: Grigoryan TG, Lomteva TN (2020) Mobile Technologies as a Digital Didactic Environment for Teaching French in Secondary Schools: a Regional Aspect. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 751-760. https://doi.org/10.3897/ap.2.e0751

Abstract

The relevance of the study is due to the need to choose a new strategy for the formation of the content of teaching a foreign language in the conditions of an information society. A special role in the new realities is played by educational and cognitive competence, which determines the modernized content of the methodological component of the content of teaching a foreign language.The article is devoted to the consideration of the problem of using mobile technologies as a digital didactic environment in the process of teaching French in a secondary school. This formulation of the problem includes such aspects as the study of the format and context of the information society and the digitalization of the educational system as a modernized social order of society for education, the mobile technologies and its essential characteristics as a reflection of the modern content of the methodological component of the teaching, the optimization of the educational process of teaching a foreign language by introducing mobile technologies into the structure of the lesson.The leading method in the study of this problem was a pedagogical experiment, which made it possible to test the effectiveness of the author’s model of introducing digital mobile technologies into the structure of the lesson of a foreign language.As a result of the analysis, it is concluded that the introduction of mobile technologies in the process of learning the French language according to the author’s model, taking into account the determining factors in the optimization of educational and cognitive activities, positively affects both the level of skills and knowledge of implementing digital mobile technologies into the learning process as well as the language and communicative competence of the pupils.The justification is the fact that such an approach correlates with the changed structure and methods of developing educational and cognitive activities in mastering the subject area of the educational process at the current stage of the development of the information society. The author’s model using digital technologies will contribute to the effective teaching of a foreign language (French) in a secondary school in the aspect of new paradigmatic settings in education.

Keywords

information society, digitalization of education, digital technologies, mobile education, foreign language, optimization