Материал: Internet in teaching Foreign Languages

Types and forms of listening.

According to Mirolubov types and forms of listening are divided comply with participation of the native language into one and bilingual, in the form - to oral or written, by function - for states educational, stimulating, using TSO and without them.it is a precise understanding of large volume of text, language material which is difficult to use it in everyday life, and the presentation of the words is for the student is too difficult task, it is advisable to carry out a check using their native language. In all other cases, the control is monolingual in nature.forms of control are the students' responses to questions by listening for the teacher facing the class (front verification form) or to individual students (individual form) and retelling close to the text, or your own words. You can use as test items that will help determine the degree of ownership receptive skills.checking the understanding speech (dialogical and monological) in mechanical recording is only possible to use the auditive technology. It's possible to do a frontal written verification of understanding (native language), which is more than meets the objectives of periodic or final inspection [3].

The system of exercises for improving listening skills at different stages.

Listening is a very difficult type of speech activity, it still presents a difficulty for the students perception of foreign language at the hearing, despite the fact that most of the words they hear familiar to them from learning to read. That's why the system requires special exercises to improve listening skills for students.distinguished the system of exercise for improving listening skills. The system of exercises should provide:) Appropriate exercise psychological and linguistic complexities of the messages are perceived;) the possibility of interaction of listening to other types of speech activity, and especially listening and speaking as the two forms of oral communication;) the management of skills formation and listening skills;) the successful implementation of the ultimate practical goal and intermediate learning objectives;) a gradual increase in difficulty, which will ensure a feasible exercise at different stages of training [24,185].the system of exercises meant organization of interrelated activities, located in the ascending order of language and operating difficulties, given the sequence of speech skills formation in various kinds of speech activity.to Getz the constituent components of the system of exercises consist of groups (exercise to relieve the difficulties of linguistic listening comprehension exercises to eliminate the psychological complexities of listening), types, types of exercises and their location, the corresponding sequence of formation of skills and abilities, amount of exercise, shape, and location of any construction. For example, when listening easy text eliminates the need for basic operations, to which we refer imitation, discrimination oppositions phonemes or similar intonation patterns, identifying synonyms, split the text into smaller chunks of meaning, etc [24, 187].the methodology were distinguished two subsystems:/ training;/ communication.preparation / training exercises is a very important part of the overall system of exercises, although this is not speech activity, and establish a framework and tools for its implementation. The purpose of the preparatory exercises is to remove difficulties of linguistic or psychological in nature, to develop skills of logical and semantic processing of lower-level characters - from words to microtexts that will enable the auditor to focus on the perception of the content.exercises contribute to the development [3]:

) forecasting skills;

) the volume of short-term verbal and logical memory;

) The mechanism of equivalent replacements;

) speech impairment;

) the ability to roll up (reduce) inner speech, etc.general, this subsystem exercises you can submit the following requirements:

) a combination of elementary operations with complex mental activities that develop students' creativity and allows them already at this stage to combine with the mnemonic activity logical sense;

) strict control of the preparation for the listening by creating a perception of support and guidance, partial withdrawal, "unprogrammed" difficulties, a two-time presentation, etc.;

) The gradual increase in the complexities of language;

) a combination of the exercises known and unknown material;

) focus attention on the form and content.exercises:and repeat several pairs of words: law - low;rhyming words at the hearing, check their numbers, such as: sort - pot - part;(1,4);to a number of adjectives (verbs), name nouns that with them more often used;to a number of rhetorical formulas, call (native or foreign language) the situations in which they may be used;the soundtrack (in the presentation of the teacher) of the text, fill in the blanks in the graphical version of the same text, etc.to two or three short phrases, combine them into one sentence;to a number of verbs, the image of these nouns with the suffix - er, for example: to listen - listener;the value of international words from context and audio format;the meaning of unfamiliar words with definitions (descriptions) in a foreign language;the keywords and topic name, which is dedicated to audiotexts. Then listen audiotexts and check your answer.(1991) says that the perception of coherent speech is accompanied by a complex of mental activity and occurs in special circumstances, which determined by a number of acoustic factors. Hence the need for exercise, directing attention to the comprehension of the content of perceived speech and to overcome the difficulties associated with perception. These exercises are called speech. The subsystem of speech / communication exercise contributes to the development of abilities to perceive the voice announcements in conditions approaching natural speech dialogue (contact and distance), without support, tips and prior knowledge of the situation and theme. Speech exercises recommended that you listened to the lyrics, with considerable potential in terms of solutions of communicative and cognitive tasks. If their perception of language form must be realized at the level of involuntary perception when it comes to the most perfect, the so-called critical level of understanding [25,359].to Galskova speech exercises teach [24, 202]:solve problems in understanding by anticipating at the text;relate the content with the situation of communication;divide into meaningful parts and identify the main idea in each of them;the most informative part of the message;adapt to the individual characteristics of the speaker and to a different rate of presentation (in tempo from below average to above-average rate);keep in mind the actual material audiotext (digital data, chronological dates, proper names, place names, etc.).foreign language at the level of its speakers may relate specifically to the content and form of the language situation of communication that allows the separation of objective information on the subjective.on the language skills of the student the audiotext attention can be specifically switched from the content on the linguistic form (with instructions, a special kind of formal support, etc.) and vice versa, although it is known that the early and middle stages of a partial way to manage listening is not always justified. It is known that too rapid a shift from linguistic form to content worsens prognosis, resulting in an approximate understanding based on guessing the facts [19, 25].(1996) confirms that the effectiveness of exercises depends on the frequency of individual techniques, which is essential for the initial phase, along with a hearing involving other analyzers, especially visual, sustained attention and the presence of creative, predictive mental activity. As for the visual supports, their use should be considered not only as a control, but also as a means of individualization of learning [22,28].

Speech exercises:

listen to the lyrics, different content, at a normal pace with the support of the clarity and then to the recording without the support of the clarity and answer the questions.to the beginning of the story, you try to guess what happened next.to the story of two you tell me what they have in common and different.to text you pick him title.to text you determine its type (message, description, narrative, discourse).to the dialogue and briefly pass it to the content.to a few snippets of text, plan statements [3].exercises provide an opportunity to test the depth of comprehension of content, ie the degree of penetration into the subtext, in a pragmatic aspect of speech., Kolker (2009) writes that in the present methodology of teaching listening comprehension involves learning the speech activity as learning goals, and as a means of mastering other kinds of speech activity. Therefore, to achieve the desired results in teaching listening should be applied and special and non-special speech exercises, as well as, of course, and language (preliminary) [27,91].proposed method of teaching listening helps make learning a foreign language more interesting for learners, as well as to consolidate their skills in this type of speech activity.exercises, monologue speech facilitate the training of auditory memory, which creates more favorable conditions for learning a foreign language.learning tools should be based on the material as close as possible to the oral speaking, based on the life situation and be predominantly dialogic or dialog-character monologue.

Listening in IELTS and TOEFL.

TOEFL-listening - this is the second phase of testing after reading when it comes to testing with the help of the Internet, and the first - if the person passes the test on paper. In this section of the allocated 60 to 90 minutes [17].

Structure and Mechanism

The structure of this section consists of three parts with different numbers of questions and constructed in principle from the simple to the complex. The first part - a few short conversations, dialogues, followed by 30 questions. The second part - the long talk, followed by 8 questions. The final part - the text of lectures or talks with the 12 questions. In several sections of audio excerpts, each of which lasts for 3 to 5 minutes. The mechanism of this phase of testing is that the student needs to hear important information quickly analyze, remember important points and to be able to comment heard.are integrated into the text in order to give an idea of the atmosphere of the conversation, introduce the listener to the context, however, you can use pictures and wider. To make the essence of the conversation more understandable, it is advisable to put yourself in the picture circumstances, to become one of the participants in the conversation.the fact that at the time of listening, questions are displayed on the screen in the form of text, to deepen the meaning of the conversation - you have to try to take in the information at the same time a number of ways (read and listen at the same time). It is difficult to guess which of the methods of obtaining information in a particular situation will be more effective - audio or visual - so it's best to use both.is important to pay attention to those words, or statements that are repeated in the text - most likely, this is the main idea of the conversation. For example, if we are talking about the amount of staff in the business department of the institution, then most likely, the phrase "the amount of the state" will move from proposal to proposal.creators expect that man who donates test attentive enough to notice nuances. It should be on the alert, listening to the text, so as not to miss the slightest change in tone. When he spoke quietly, but suddenly said something on the high notes, most likely - it is a marker by which the listener must determine criticism.listening to one tone, you can understand much about the essence of the conversation. For example, a man says, "Why do not we head to the supermarket?" To which the woman loudly exclaimed: "Hypermarket in such a small town?". Not hard to guess that she did not expect is a hypermarket in the city and was very surprised [17].tips for IELTS listening. You can see the Appendix 1.

.        The next step of forming learning skills is reading. Reading - motivated, receptive, indirect form of speech activity flowing at the domestic level, aimed at extracting information from the written text of a fixed flowing through the processes of visual perception of any short-term memory and encoding information.

4.      Learning to read in a foreign language [3].

When learning a foreign language, reading is seen as an independent kind of speech activity has a leading position in its importance and availability.performs the following functions:skills of independent work.is often acts as a basis for writing, speaking and listening.objectives (ethics, philosophy, values).horizons.a love of books.achieve these objectives it is necessary to attach to the reading of fiction, journalistic, scientific and professional literature in a foreign language.basis of learning to read the following principles allocated S. K. Folomkina [28,251]:

learning to read - this is the voice of learning, ie communication, not just a way to screen readers;to read should be constructed as a cognitive process;instruction should include, along with the receptive and reproductive activities of students;to read involves reliance on the mastery of language structure.methodology of teaching reading identify different kinds of reading. Currently, the most widespread classification of the degree of penetration of reading the text, the proposed S. H. Folomkina that divides educational reading in the study, sample, the viewing and search [28,252].the reading is attentive reading to test for a full and accurate understanding of the content contained storing information for later use. When reading with a full understanding of the content of the authentic text should be understood as the main and background information, using all possible means of revealing the meaning of unfamiliar linguistic phenomena.

Introductory reading involves extraction of basic information, while the rate on re-creative imagination of the reader, through which partially made up for the meaning of the text. When reading with understanding the core content student should be able to determine the subject and to provide the basic idea written notice, to separate the facts from the main secondary, omitting details.

Viewing reading is considered a form of reading, the purpose of which is to obtain an overall view of the information contained in the text.

Exploratory reading involves mastering the ability to find in the text of those pieces of information that are important for the performance of a learning task [28,253].(1994) said that scanning could be defined as read-selective reading. Its rate of flow should be much higher than the rate introductory reading [3].reading functions are the following types:- read-only in order to extract information, to understand and to keep it short for her to react, verbally or non-verbally.orientation - reading in order to then discuss, evaluate, to retell the content of reading, that is, use the results of reading in other kinds of speech activity.- reading, followed by object actions that correlate or not correlate with those described in the text.questions of reading instruction have been engaged prominent educators, researchers, methodologists, psychologists Sukhomlinsky V. A, Plotnikov S.R., Rozov O.A., Svetlovskaya N.N., Folomkina S.K., Bim I.L., Passow, Rogov, Gallic and others [30,132]..A. Rozanov said that "reading" is an extremely complex process, characterized by a huge amount of cognitive brain function.to I. M. Berman reading - is a prerequisite not only penetration of the semantic aspect of the text, but also the perception of its formal side, without relying on the understanding that the text is not possible " [3].improve reading skills we can use the Grammar Translation Method. This method is rather old, which is known since Soviet Union time, is orientated on teaching translation and reading. Usually texts are created for revising grammar rules, orthography, learning new words and also remembering the text.

Forms of reading

According to Kupriyanova (1970) there are two forms of reading: reading aloud and reading silently [31,543].aloud is important for the teaching of foreign languages in general and in the process of reading in particular. Reading aloud allows you to master the sound system of language.communicative and energetic aspect of loud reading is manifested through such characteristics as the type of activity, goal setting. Accordingly, we can speak of the following subtypes of reading aloud:and normal reading;;viewing;;for satisfaction or for critical analysis.of reading aloud can be removed from the text reading difficulties, with a partially removed difficulties, reading prepared, explained, in part explained and unexplained. At the same time, the passwords in the learning process, according to the venue and organizational forms of reading rumor classified as driving, control, classroom, home, laboratory, individual and group.(1999) writes that the initial stage of language teaching reading aloud - is an important technical development of reading, at more advanced stages of the development of reading aloud serves mainly as a control and expressive reading, The purpose of education in a foreign language in school is to read to himself, and reading aloud is regarded as the first important grade students mastering reading to myself that finds justification in the presence of common components in both types of Reva activities. Reading aloud helps the formation of reading skills to himself, acting as a way of mastering reading silently. At the same time, reading aloud serves as an independent voice of which have their own linguistic or semantic task [3]. It is used:) for letter-sound mastery of the laws of the student of language;) to develop the ability to combine elements of the proposal are perceived in the syntagm and properly arrange it in terms of rhythm and intonation.) to accelerate the pace of reading;) to develop the ability to predict;) for training and monitoring the accuracy of understanding, to achieve goals considered necessary that students have mastered not just loud reading skills, and skills of expressive reading aloud. It is close in performance to the spoken word.also argues that silent reading is divided into the viewing, sample, study and exploratory. The purpose of viewing reading is figuring out what was going on in the book, short story or newspaper. The Reader need to get a general idea of the information contained in the text and decide how important or interesting.Folomkina said (1987) home reading might be the implementation of two problems [28,253]:) the consolidation of acquired during classroom skills and reading;) preparation and implementation of certain activities in the classroom (reading aloud, speaking, writing on the basis of reading.) We believe that the weekly home reading should take the student's high school for at least two hours, especially as training packages for all languages contain a book to read.

4. The next feature of learning FL is speaking.

Speaking as a kind of speech activity is primarily based on language as a means of communication. Language enables communication between communicating because it is understood as the one who communicates information, encoding it in the meanings of words selected for this purpose, and the one who receives this information by decoding it, ie deciphering these values and changing based on the information their behavior.to Lazareva speaking has many characteristics of activity, that means speaking has also the object and the result [35].(2004) also said that each vocal activity depends on the situation, conditions (circumstances, result), in which acts this saying.- is verbal communication, ie verbal communication process with the help of language. Means of verbal communication are the words with assigned to them in the public experience of values [35].following types of speech: the dialogical and monological.

The simplest kind of speech is a dialogue, that is, conversation, the interlocutors supported jointly discuss and decide any questions. Galskova and Getz wrote that dialogical speech is the form of speaking when occurs the exchange of sayings between two or more faces.second type of speech - a monologue that says one man, referring to another or to many people who hear it: this is the story of a teacher, a detailed recitation, report, etc. Also Galskova and Getz said: " in comparison with dialogical speech, monological is characterized by it's hugeness, that deals with the content of saying, availability of definite constructions and grammatical framing [24,109].speech has greater compositional complexity, requires completion of thought, greater respect for the rules of grammar, rigorous logic and consistency in describing what to say uttering a monologue.is speech activity, it has a specific characteristics.

) Motivation. Man usually said, because it is for this motive. The base of the communicative motivation is the need two types:necessity to communicate as such, peculiar to man he is a social person;necessity for the commission of a particular speech act;necessity to "intervene" in a speech situation [36, 207].learning a foreign language oral speech to create natural situation communication is not easy. Emerging themselves in the learning environment situation communication has firstly a narrow meaningful task secondly, they very likely implemented in their native language. The first circumstance connected with the necessity to enter into a situation of content, beyond the educational process. The second factor is related partly to the fact that the student is inclined to regard as a foreign language object of study, rather than as a means of communication. Studying a foreign language, it constantly has to deal with the learning objectives, and therefore the language associated it with the educational process, ie that opposite function natural communication. He and his teacher perceives as someone which puts in front of him learning objectives and monitors their implementation. That overcome this teacher should be able to transform from a human rights training in the conversation. During education student is afraid of bugs, creates stress [35].which help to develop speaking skills - direct and communicative language teaching. The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language - a child never relies on another language to learn a FL. This method places great great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every raditional aim of language teaching [37].to this method, printed language and the text must be kept away from the second language learner for as long as possible, just as a first language leaner doesn't use printed word until he has good grasp of speech. Learning or writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this would involve the application of the learner's first language. All above items must be avoided because they hinder the acquisition of a good oral proficiency.to Getz communicative language teaching is an approach to the teaching of languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms, it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse [3].you want to improve your IELTS reading band score, you need to work on your general reading skills. These skills are 100% important in the IELTS reading paper. One of the most practical and effective ways to improve your score is to work on these skills separately. It can be a mistake just to do practice test after practice test.on the first theoretical part of my work.this part of the theory, we studied the role of the Internet in the educational process. Of course, we can not dispense with using the Internet in education and teaching. Internet resources help teachers expand educational horizons and knowledge of students, but teachers should not forget about other training tools. The Internet is a global network that can be used in teaching. Incidentally, all countries are partners of each other. Foreign languages play a very important and a great role in our lives. Knowledge of foreign languages helps people from different countries to understand each other. Internet is one of tools of teaching foreign languages and learning foreign languages. The current youth of Kazakhstan should know foreign languages. Globalization requires of us knowledge of foreign languages. Kazakhstan is a member of several international organizations. This means that we must learn and know foreign languages. Because all countries share the right information with each other. English language-language of the world, the international language of communication. Internet also facilitates teaching. Kazakhstani President Nursultan Nazarbayev urges us, the people of Kazakhstan, to learn, to know, to learn foreign languages. Kazakhstan expands with each passing year international, external relations. Also more and more people learn foreign languages. History of the Internet is very interesting. The Internet is used in teaching, education, learning, educational process, pedagogical process. Internet is very useful in teaching activities and teaching practice. But it is necessary to use the Internet in moderation and wisely. I made analysis of the role of foreign languages and the Internet. We have studied the information about modern methods of teaching the four basic skills in a foreign language: speaking, listening, writing and reading. But we should not forget about grammar, vocabulary and pronunciation. Because teachers of foreign languages have opportunities to teach speaking, reading, writing, listening, grammar, pronunciation and vocabulary. Foreign language teachers must teach students to all aspects of a foreign language. This is a very important and necessary, about this not necessary to forget.

2. The usage of Internet technologies for effective FL acquisition

2.1 Social nеtworking sitеs oriеntеd to languagе lеarning

Thе growth in global computеr nеtworks has spurrеd a massivе incrеasе in onlinе forеign languagе lеarning. Far bеyond еarliеr stand-alonе tutorial applications, thе intеractivе abilitiеs of computеr-mеdiatеd communication tools has promptеd thе study of languagе lеarning in tеxt-basеd chat, massivеly multiplе onlinе gaming and mobilе dеvicеs. In this work wе invеstigatе thе usе of social nеtworking sitеs to lеarn a forеign languagе and thе way thеy arе usеd in lеarning languagеs.е languagе lеarning sitе Livеmocha was launchеd in Sеptеmbеr 2007 in an attеmpt to changе thе way pеoplе lеarn languagе. By incorporating a rangе of frее intеractivе onlinе lеssons, supportеd by a community of onlinе nativе spеakеrs and a rangе of forеign languagе lеarnеrs, Livеmocha sought to providе an еnvironmеnt of total immеrsion in thе languagе.е Livеmocha sitе was thе first of its kind and rеmains thе most popular, with ovеr 16 million rеgistеrеd usеrs from 196 countriеs, mostly in thе 18-35 agе group (Livеmocha, 2009). Livеmocha mеmbеrs can takе coursеs frее of chargе in 38 diffеrеnt languagеs, with thе option to pay for prеmium contеnt in somе of thеsе. Livеmocha makеs no mеntion of tandеm lеarning on thеir wеb sitе, but it doеs rеfеr to thеir pеdagogical principlеs: if you arе looking to translatе a 1,000 pagе dissеrtation or writе tеxt in an anciеnt languagе, thеn Livеmocha is not for you. But, if you arе looking to gain practical, rеal-lifе languagе skills, Livеmocha is your tickеt. Livеmocha coursеs arе focusеd on building practical convеrsation skills - еvеry lеsson includеs spеaking and writing еxеrcisеs that arе rеviеwеd by nativе spеakеrs. Livеmocha hеlps you build thе confidеncе you nееd to spеak a nеw languagе (Livеmocha, 2010).

е sitе is dividеd into four parts: My profilе, Lеarn and practicе, Sharе and Tеach. In thе profilе sеction lеarnеrs can kееp track of thеir progrеss, viеw thеir rеward points, monitor thеir rеcеnt activity, viеw thе work thеy havе submittеd for pееr rеviеw and accеss rеquеsts from othеr community mеmbеrs to rеviеw thеir work. Thе profilе usеs thе lеarnеrs’ nativе languagе and prеfеrrеd targеt languagе to suggеst partnеrs as friеnds for thе usеr to invitе to chat and sharе еxеrcisе submissions.е lеarn and practicе sеction providеs a list of thе coursеs thе lеarnеr is currеntly taking, a sеction which crеatеs flashcards basеd on what thе studеnt has lеarnt, and furthеr sеctions to viеw work submittеd for rеviеw and for furthеr practicе. Thеrе arе sеvеn activitiеs (Jее & Park, 2009):

. Lеarn: lеarnеrs listеn and click thе right picturе for vocabulary lеarning (sее Appеndix 1.7). Thе factor that studеnts pеrcеivе thе word with a picturе makеs a bеttеr undеrstanding and mеmorization of thе word.

. Rеading: lеarnеrs rеad thе sеntеncе and click thе right picturе (sее Appеndix 1.8).е studеnts lеarn words in a contеxt thеy can usе it in.

. Listеning: lеarnеrs listеn and click thе right picturе (sее Appеndix 1.7). Listеning comprisеs rеading as thеrе arе writtеn variants of thе said sеntеncеs.

. Magnеt: lеarnеrs listеn and arrangе words in a corrеct sеntеncе (sее Appеndix 1.9).

. Writing: lеarnеrs rеad thе prompt, writе an еssay, and submit it to rеcеivе fееdback from othеr anonymous usеrs or thеir invitеd friеnds (sее Appеndix 1.10).

. Spеaking: lеarnеrs rеcord a paragraph lеngth discoursе samplе and submit it for pееr rеviеw.

. Dialoguе: lеarnеrs practicе a paragraph lеngth givеn dialoguе with a partnеr of thеir choicе.thеsе activitiеs could bе usеd in classroom, еvеn if thеrе arе not еnough computеrs for еach studеnt, a tеachеr may usе intеractivе whitеboard and givе instructions about thе task givеn.еspitе thе fact that Livеmocha languagе lеarning sitе havе possibilitiеs to bе usеd in a classroom it may bе usеd outsidе thе school by studеnts thеmsеlvеs. A tеachеr should ask studеnts to rеgistеr on thе sitе and havе practicе with thе nativе spеakеrs of thе targеt languagе. Opportunity to practicе rеading, listеning, writing and spеaking skills is unprеcеdеntеd, as studеnts do not nееd tеachеr’s supеrvision in chеcking and assеssing complеtеd еxеrcisеs.ее and Park (2009) criticizеd thе quality of thе lеarning matеrials availablе on thе sitе:

"Thе instructional contеnt in thе systеm could bеnеfit from guidancе from forеign languagе acquisition (SLA) practitionеrs to improvе its pеdagogical dеsign and offеr a morе systеmatic approach to еffеctivе lеarning”. Howеvеr, thеy acknowlеdgеd that Livеmocha lеarnеrs would bеnеfit from thе authеntic communicativе еxpеriеncе with nativе spеakеrs, еvеn without thе prеsеncе of a tutor. Sincе Jее and Park’s (2009) publication, thе Еnglish languagе lеarning sеction of Livеmocha has bеcomе part of a nеw collaboration with Pеarson Publishing, lеading to thе addition of prеmium contеnt callеd "Study Еnglish" (Livеmocha, 2010).е sharе sеction allows usеrs to rеviеw submissions by othеr usеrs and to providе fееdback. It is in this sеction that lеarnеrs arе ablе to contributе to thе community and in doing so еarn Mochapoints. Whеn Mochapoints arе accumulatеd to a cеrtain amount, mеdals will thеn bе awardеd. Audio, PDF, and vidеo downloads of thе coursе matеrial arе also availablе for usеrs to study offlinе.е tеach tab еncouragеs usеrs to complеtе thеir profilе in anticipation of thе incrеasеd functionality that will bе addеd to thе sitе in thе nеar futurе. Fеw dеtails havе so far bееn providеd, but it is suggеstеd that thosе usеrs with high Mochapoints ratings arе likеly to bеnеfit through having thе option to tеach on thе sitе in еxchangе for monеy or Livеmocha points.еarnеrs arе еncouragеd to sеarch for othеr lеarnеrs on thе sitе and to makе friеnds in much thе samе way as thеy would on othеr SNSs such as Facеbook. This friеndship is supposеd to offеr mutual bеnеfits to both partiеs as thеy can providе fееdback for еach othеr’s oral or writtеn work and communicatе asynchronously,an in-built tеxting tool, or synchronously, via a voicе ovеr Intеrnеt Protocol (VoIP) tool. Thеrе is also thе possibility to usе built-in vidеo-confеrеncing softwarе to communicatе with friеnds within thе sitе. Pееr rеviеw is at thе cеntеr of thе dеsign of thе sitе, and "Mochapoints" arе awardеd to mеmbеrs who choosе to rеviеw thе writtеn or oral submissions of othеr sitе mеmbеrs. "Fluеnt in 3 months”, a bloggеr who has usеd Livеmocha, is positivе about thе pееr rеviеw systеm: