CC BY
2
UDK 81-13
Makhsumova S. S.
teacher
Ferghana industry and service college Uzbekistan, Ferghana city APPLICATION OF EDUCATIONAL INTERNET RESOURCES IN THE PROCESS OF LEARNING ENGLISH Annotation: In this article highlights of application of educational Internet resources in the process of learning English language.
Key words: English language, learning, Internet resources, education, application.
In recent years, the question of the use of new information technologies in the classroom in educational institutions is increasingly raised. These are not only new technical means, but also forms, methods of teaching, a new approach to the learning process. The main purpose of teaching foreign languages is the formation and development of communicative culture of students, teaching practical mastery of a foreign language. Modern pedagogical technologies such as training in cooperation, project methodology, the use of new information technologies, Internet resources help to implement a personality-oriented approach to learning, provide individualization and differentiation of learning based on the abilities of children, their level, inclinations.
Currently, the era of Informatization has touched all spheres of human life, therefore, the use of new technologies makes adjustments to the traditional teaching of foreign languages, transforming it into a completely new degree of development. Modern society imposes the highest requirements for the training and comprehensive development of students, as a result, the prevailing goal of each student is to obtain, process, evaluate and use in practice a significant amount of information in a short period of time. A combination of traditional technologies, including computer technologies with the use of Internet resources, can help the teacher and the student in this difficult task. Most of the authors propose to integrate the Internet into the educational process, while maintaining the traditional means of learning. To find answers to all these questions is really necessary at the stage of preparation for the lesson. Answering the first question, the above-mentioned author believes that the involvement of network resources is ineffective at the initial and advanced level, justifying this by the fact that "during this period, the role of training exercises is great. In this sense, the Internet does not provide any new features compared to the textbook." Answering the question "what should the Internet be used for in English lessons" methodologists and teachers of practice note that the Internet allows to effectively solve a number of didactic tasks: •to form a stable motivation; •to activate the mental abilities of students;
•provide the learning process with new, previously inaccessible materials, authentic texts;
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•provide live communication with representatives of other countries and cultures;
•implement personality-oriented and differentiated approaches to learning. English, like many other language disciplines, performs a communicative function, which is why, as a subject it is both a goal and a means of learning.
At this time, the Internet published a myriad of all kinds of multimedia files in English, which include educational and methodological and scientific information that allows you to organize operational advice, simulate research activities, conduct virtual training sessions in real time. During the preparation for the English lesson teachers have the opportunity to use the materials of various sites, mainly foreign authors, as at this stage of development, the scientific base of domestic producers is not improved. However, we are convinced that in the near future, our domestic scientists use all available potential in order to invent the latest scientific base in the field of English language learning. Equally important is the question of how to work with Internet resources in the classroom. Offers the following forms of work with Internet resources:
- the Use of Internet resources in the passage of a new topic;
- Independent work of students with Internet resources for the preparation of reports, messages;
- Participation in international projects;
- the Creation of their own sites;
- Communication of teachers with colleagues, exchange of experience. So, in this scientific work we will try to find out what online resources are most often used by the teacher in teaching, and which of them may be most useful in conducting an English lesson. According to a survey conducted by the British Council among teachers, the following chat rooms, online dictionaries, blogs and virtual learning environments were identified as the most used online resources.
Also, the significant fact that about 10% of respondents do not use the Internet at all in English lessons cannot be ignored. Initially, in the event that English teachers encounter difficulties using online resources in the classroom or in preparing for them, on the Media Awareness Network website(<url>). http://www.media-awareness.ca/english/teachers) it is possible to find both detailed development of lessons with step-by-step indication of actions, and materials for self-education and improvement of professional skills of the teacher. Here are the articles of foreign practitioners working with Internet technologies and website developers and consultants are ready to answer any questions. Much attention is paid to the safety of children when using the Internet, privacy, compliance with ethical standards of communication in virtual communities, all these issues are discussed in a special section for parents. Summarizing the above, it is worth noting that this site teaches us to analyze and evaluate the information that we face while working on the Internet. moreover, access to the materials of the site is free of charge. With the support of the British Council, a series of websites have been created for both teachers and English learners.
Site Teaching English(http://www.teachingenglish.org.uk) has been specially
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designed for English language teachers. Here are the articles of Methodists devoted to the teaching of various aspects of the language. Communication in the forum with teachers and Methodists from around the world gives the opportunity to discuss any issues. The materials are suitable for the development of elective courses in English on differential topics, both for primary school students and for high school students. In addition, in the learning process, students may be offered tests in English that will help them evaluate their lifestyle, intelligence, memory and attention. In particular, if we talk about the study of English grammar, here is a real treasure is the site English 101 Grammar(http://lessons.englishgrammar101.com). This site will provide tremendous assistance in preparing for grammar lessons, in the preparation of tests and tests. Each rule offers a series of training exercises. There are sites where teachers can create their own tests, that is, can be effectively used for didactic purposes. Among these sites, we can single out one, as we use it in our lessons, our teacher uses this site for feedback from students. Students can answer the tests created by the teacher from tablets, laptops, smartphones, that is, from any device that has access to the Internet.
However, we should not forget that the computer will not replace the traditional school textbook, but only complement it, making the lesson more interesting, informative, motivating students to actively engage in the learning process. Today, for anybody it will not be difficult to find on the Internet countless variety of sites designed specifically for people learning English. Here are some examples of such sites.
Learn English(http://learnenglish.britishcouncil.org/ru). First of all, it should be noted that there are authentic audio and video materials, tests for students of all ages with different levels of language proficiency, games. Materials can be used at any stage of the lesson. For example, texts are suitable for teaching search reading skills in high school. Various subjects, a small amount of texts and a fairly simple vocabulary allow you to select for class stories that correspond to the theme and goals set by the teacher. After each text, students can take a small test to understand the text and immediately check the correctness of the answers, as well as receive an independent assessment.
At the end of the assignment, the student receives a result in percentage and can independently set a score depending on the criteria set by the teacher. As practice shows, significant progress in the development of computer technology leads to a change in the process of learning foreign languages. The use of information technology contributes to the development of new forms and content of traditional activities of students, increasing motivation to learn a foreign language, increasing the level of training, promoting self-education. In addition to this, the use of information technology provides a great opportunity for teachers to realize their creative pedagogical ideas, potential and share experiences with colleagues. We believe that in this way the basic requirement of modern education is realized - the development of the subjects of the educational process of individual style of activity, culture of self-determination, stimulation of their personal development. In the end, based on the above, we came to the conclusion that today the use of interactive
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technologies in teaching is a modern reality and necessity.
References:
1. Karamysheva T. V. Learning foreign languages using a computer. SPb., 2001.
2. Podoprigorov L. A. the use of the Internet in teaching foreign languages. IYASH, 2003, № 2.
3. Koptyug N. M. Internet projects as part of the school curriculum//Foreign language at school. - 2008. - №2. - P. 29.
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