Application of reference internet resources in the teaching of aviation English to representatives of the digital native generation

Following this task, students should use a dictionary to find out appropriate parts of speech (verb, noun, adjective, and adverb) from the derived words.

Table 9 Demonstration of using online tools for translation in the process of ESP learning. Parts of speech

During practical classes with future aviation specialists, we use the machine translator Google Translate and Multitran online dictionary. The English-Russian-English dictionary Multitran contains more than four million entries, while the general database contains about eight million entries. We believe that the use of online dictionaries and translation programs during practical classes with future aviation professionals helps to form students' basic and, in part, special components of translation competence, which means a set of knowledge, skills and abilities that allow future aviation professionals to solve their problems and professional tasks successfully. Special components of translation competence are the elements necessary for the translation of the text of a particular genre and style: legal, economic, scientific and technical, etc. In our case: aviation; scientific and technical literature. Students are asked to translate a professionally-oriented fragment from the document using the Google translator. (Doc 9835- AN/453. (2004). The use of ICT in foreign language (FL) lessons increases the cognitive activity of students, broadens their horizons and allows the use of a personality- oriented technology of interactive learning.

Conclusions and prospects for further research

The general availability of free machine translation programs, the creation of appropriate applications for mobile phones and tablets has led to the fact that every student uses these tools in the course of studying a foreign language (English) and other subjects as well as in everyday life. Representatives of the `digital natives' generation can't be prohibited from using machine translation tools in daily life and the process of learning. It is impossible and does not make sense. This must be taken into account when organizing the learning process and teaching students effective and rational use of IT reference tools.

We consider the use of modern information resources in the process of teaching foreign languages is useful and timely. Online dictionaries and machine translators are effective tools for students' foreign language competence formation and development, especially in t he field of special texts translation. The approach activates the cognitive ability of students and promotes the students' autonomy formation.

The results of the research proved that the guided use of IT reference tools in ESP lessons (Aviation English) make a positive influence on students' professional English competence development, increases their cognitive activity and broadens their horizons. The teacher, on the other hand, is an active assistant and a facilitator of the process, his main function is to organize, direct and stimulate the learning process. So, the above stated allows us to note, that online dictionaries and translation machines are valid tools for students ' of non-linguistic university foreign learning English as a language of speciality skills improvement.

During the experiment, we explored the possible benefits and disadvantages of online dictionaries and machine translators using in the ESP learning process and concluded that online dictionaries (OD) and machine translation (MT) tools make it possible to check the meaning of a word when it is difficult to figure out from the context, besides they also provide a wealth of important information about the meaning and appropriateness of lexical elements, technical terms and idiomatic expressions using besides they help to build form-meaning connections. Due to their incomplete perfection these tools, supply learners with many details of language use, including examples of grammatical explanations and contextualized use of words, expressions and phrases.

We practised the application of modern reference tools such as online machine translation Google translate and combined work with a suitable Multitran online dictionary. This work implied students' researching the English vocabulary in a digital environment and developing their skills to use lexicographic materials correctly. As a result of the research, we concluded that attention should be paid to the fact that some words can be both a noun and a verb. We believe teaching students to work with online dictionaries and machine translation is a necessary condition at the present stage for ensuring the competitiveness of nonlinguistic universities graduates. In our teaching ESP work, we used different types of language learning activities and combined them with the complex of exercises on translation. We assert that the development of skills to use lexicographic materials correctly enhances students' four language skills and translation and helps them to acquire and strengthen their ability to use English and rise their professional knowledge. It must be an integral part of the process of learning foreign languages at different levels of education. The electronic resource Multitran, which provides access to dictionaries in many languages, and Google translator are valuable sources of assistance in the work of teachers and students. Our students are also advised to refer to other dictionaries (e.g. English Oxford Living Dictionary and Merriam - Webster Dictionary and others), which interpret lexical units in English and provide examples of their use in writing, as well as provide access to games and video clips. We claim that instructional practices on integrating technology in the digital natives' classroom are a prospect for further research.

Guidelines for online dictionaries and machine translators used in the ESP learning process were developed. To form and develop students' skills in working with an online dictionary, it is appropriate to have an introductory lesson and explain the common signs and abbreviations. In further work, it is worthy to demonstrate to students the ways the tools can be used and explain how specific information can be obtained. Machine translation must be preceded and combined by grammatical and lexical exercises to practice and improve certain difficulties that students have. Input should be simplified and transformed, while row output needs to be revised and edited. To develop students' skills in working with the online dictionary is expedient to show examples and explain how words can be used in various professional fields or have several meanings, familiarise with highly specialized and professional terms.

The prospects of further development we consider in creating effective practices for teaching students of different specialities using reference internet resources for their cognitive abilities activation and their learning autonomy formation.

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