The Use Of Internet Technologies In Punctuation Lessons

Research Questions

To achieve this goal, the following questions guided the research:

3.1 describe the Internet technologies needed in teaching punctuation in the Russian language lessons;

3.2 to identify modern methods of punctuation literacy development in the lessons of the Russian language.

Purpose of the Study

The purpose of our work is to consider modern methods of teaching punctuation in the Russian language lessons in the training material for the 8th - 9th grades of secondary school by identifying the role of Internet technologies in improving the level of punctuation literacy of students.

Research Methods

In the study of the problem we used analytical method (analysis of literature on the research topic), pedagogical experiment, testing method, statistical method, mathematical data processing. In order to detect the level of punctuation the pedagogical experiment was held at 8 A form of Secondary School 16, the city of Orekhovo-Zuevo. The study was conducted in three stages: ascertaining the experiment; forming the experiment; and controlling the experiment. Ascertaining the experiment allowed the revelation of the level of development of punctuation literacy of 8th class pupils. At the first stage, a group of 30 pupils did the test on 4 rules of punctuation:

• punctuation in compound sentences;

• punctuation in Complex sentences;

• punctuation in the gerund;

• punctuation with the participial phrase.

It was found that the punctuation literacy of students in this class was not sufficiently developed. The results were as follows: 5 pupils made 5 mistakes, 15 persons – 10 mistakes, 10 persons – 15 mistakes.

So the next step was a formative experiment. At the lesson the teacher used the Internet technologies: electronic textbooks, electronic tables with the rules, electronic schemes of discussion that the teacher made up together with the students as well as games, quizzes and tests combined with the traditional methods: dictation, control dictation, free dictation, creative dictation, drafting proposals, presentation, and composition. Special attention was paid to the punctuation with the participial phrase. The experiment stage was organised in the following way: the class is divided into groups of 4-5 students, and about 4 or 5 groups were formed each with its own theme for the project. Working, say, on a project on the topic "Setting a dash in a simple sentence", the group members with the help of Internet technologies find the necessary information such as the rule itself, examples of setting a dash in a simple sentence, presented in a table for greater clarity; interesting training tasks to consolidate the rules, from the simplest to the most complex, creative tasks on this topic of punctuation, for example find examples of setting a dash in a simple sentence in the media, in reference literature, in linguistic dictionaries. All these questions are distributed in the group, and each performs its part. On the day of the project presentation each student demonstrates his part of the task. The teacher provides assistance in the preparation of the project by advising on helpful sites. In short, the teacher directs students in the right direction and helps them cope with all difficulties.

The final stage of the study was a control test, in which there were ten sentences with the omitted commas on the topic “Punctuation with the participial phrase”. The pupils showed good results: 10 persons made no mistakes, 10 persons made only 5 mistakes, 10 persons made 7 mistakes. So we see the positive dynamics.

Findings

During the pedagogical experiment the Internet schemes of discussion upon the theme “Punctuation with the participle” was made up:

• Read the sentence, find the main word and its participial phrase

• Detect that the participial phrase stands after the main word

• Put a comma

These schemes are installed at the personal computer of each pupil.

The electronic tables with the punctuation rules were also created at each student’s personal computer.

Conclusion

During the research of the problem of teaching punctuation at the Russian Language lessons at the secondary school the methodological literature was studied. It was established that the question of punctuation competency of students is very important.

It was detected that in order to increase the literacy of students a teacher must use the Internet technologies: electronic textbooks, electronic tables with the rules, games, quizzes and tests. The teacher also uses traditional methods of work: dictation, control dictation, free dictation, creative dictation, drafting proposals, presentation, and composition.

The pedagogical experiment with the use of the Internet technologies showed good results of punctuation among pupils of the 8^th form of School 16, the city of Orekhovo-Zuevo. In these cases, we see how with the help of Internet technologies, children develop general educational skills, self-organization and reflection skills, how they develop the skills of using information technologies, automation of information retrieval activities. This is the activity contact of students with modern information technologies.

The results of our study are of practical importance, because its theoretical material, guidelines, exercises, tasks, and conclusions can be used by teachers in the lessons of the Russian language, as well as students at the work upon the Russian punctuation at the secondary school.

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