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18ПЕДАГОГИЧЕСКИЕ НАУКИ
APPLYING INTERNET RESOURCES IN TEACHING FOREIGN LANGUAGES Akhunova Z.R.1, Kuchkarova K^.2, Otajonova B.S.3
1Akhunova Zarrina Rakhmatovna - Teacher of English; Kuchkarova Kamila Mirojidinovna - Teacher of English;
Otajonova Barno Sobirjonovna - Teacher of English,
DEPARTMENT OF SOCIAL SCIENCES MILITARY ACADEMIC LYCEUM "TEMURBEKLAR
MAKTABI", FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion discusses applying Internet resources in teaching foreign languages. The authors of the article consider that taking into consideration the important role of the Internet in the modern life of every individual, the use of the Internet in foreign language teaching practice is inevitable. In general, the use of Internet resources in the context of foreign language teaching provides advantages for both teachers and learners. The use of innovative technologies, such as the Internet and online resources, is also a motivator for the intellectual development of learners in the educational aspect. Keywords: teaching foreign languages, online resources, modern, educational, process, activities, Internet, communication, Web-technologies.
Under the conditions of technical changes in the modern educational process, taking into account the need to achieve a new quality of education, to ensure the process of holistic development of personality, we can talk about the urgent need to teach each student to receive, process, evaluate and use in practice a large amount of information. For this purpose, a promising direction in the development of modern education is the possibility of creating comfortable conditions in terms of ensuring the organization of learning activities through the creation of information and communication educational environment. The main components of this environment are the
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achievement of quality education, dictated by the updating of new-generation educational standards and didactic capabilities of information and communication technologies (ICTs) and Web-technologies.
The development of computer and Web-technologies inevitably leads to the informatization of all types of educational activities, in particular - the creation of information and educational space. The priority areas of information and educational space creation are the introduction and use of didactic capabilities of the Internet, Web-technologies (Web-services, educational Web-resources, network communities) in the educational process of higher education, which will organize the learning process so that students actively with interest and passion working in the classroom, see the results of their work and can independently assess them. A combination of traditional teaching methods and modern information technology can help to solve this problem. The use of computers in teaching foreign languages can make the learning process mobile, highly differentiated, individualized and interactive.
In recent years, there has been a growing awareness that linguistic competence alone does not ensure successful communication [2]. Language is a living organism that is constantly changing and adapting to existing conditions, and word formation is part of linguistic creativity, reflecting the people's vision and perception of the world [1]. A large number of authentic, up-to-date materials allow students to be in a virtual language environment, to read, see and hear samples of modern foreign language speech and to use them to produce their own statements. A foreign language acquisition occurs through social interaction, through having to use the language with others in authentic communication settings [3].
Thus, the use of the Internet contributes to the development of students' basic speech skills:
• writing (correspondence via e-mail and blogs);
• reading (familiarity with the content of text sites, reading emails and blog posts). In the case of language learning, students
need to be educated with the strategies which can help the learners acquiring the meaning of words [5];
• listening (listening to and watching audio/video materials, listening to audio/video listening;
• speaking (communicating through 8coure, producing in-class "secondary" texts by students based on information from the Internet).
In didactic terms, the Internet includes two main components: forms of telecommunication and information resources. The most common forms of telecommunication (i.e. communication through Internet technologies) are e-mail, chat, forum, ICQ, video, web conferences, etc., which can be used to master writing. For example, today with the help of the Internet it is possible to enter into written communication on-line, creating an authentic situation of dialogic communication in written form. In addition, the internet provides an opportunity to implement a communicative approach to learning, written speech activities. Due to the fact that messages on the Internet become, potentially, accessible to all users, this increases the responsibility in language learning (e.g. Chat, Instagram, WhatsApp, Skype). Originally designed for real communication between people at a distance from each other, they are now used for educational purposes in teaching a foreign language.
Internet resources contain textual, audio and visual material on various topics and in different languages. Internet resources (IRs) are created exclusively for educational purposes as a means of information retrieval and access to knowledge. WWW search engines enable teachers to use authentic audio, video and text materials in the classroom, to discover works of fiction by authors from the country of the target language, to experience culture, etc.
There are five types of Internet resources that can be used as individual student work. Web quest writing assignments can be carried out on the internet and later used for individual or group work in class:
1. Hotlist (list on topic) - a list of websites with textual material on the topic being studied. To create it, you need to enter a keyword into a search engine.
2. Multimedia scrapbook is a collection of multimedia resources, unlike the hotlist, the scrapbook contains not only links to text sites but also pictures, audio and video files, graphic information, animated virtual tours. These files can easily be downloaded by students and used as informative or illustrative material in the study of a particular topic.
3. Treasure hunt in addition to links to various websites on the topic being studied it contains questions on the content of each website. With the help of these questions the teacher can guide the search and cognitive activities of the students. Finally, one more general question is posed for a holistic understanding of the topic (factual material). An extended answer will include answers to the more detailed questions for each of the websites.
4. The subject sample is the next level of difficulty compared to the treasure hunt. It also contains references to textual and multimedia material on the Internet. The student should not only read the material, but also express and argue their opinion on the issue under discussion.
5. WebQuest (Internet project) is the most complex type of Internet learning resources. It is a scenario for organizing project activities on any topic using Internet resources. It includes all the components of the four above-mentioned materials and implies a project.
These Internet resources are interconnected, complementing each other. Using the Internet in learning activities, the teacher needs to determine the appropriateness of their use, i.e. what goals and didactic tasks the use of a particular resource is aimed at. Educational Web-resources can be used in various kinds of learning activities: the use of authentic Web-resources within the framework of the corresponding topic of the class, students' independent work to find the necessary information within the given topic. The potential of educational Internet resources is most fully demonstrated in the profile training and elective courses when it is foreign language communicative competence, rather than knowledge of the language, that plays the leading role in the educational process.
Researchers believe that the Internet provides a low-cost method of learning a foreign language that meets the needs of learners in the 21st century. The Internet allows language learners to interact with native speakers up to 24 hours a day, thereby introducing the learner to a continuous active process of learning a foreign language, as well as allowing them to choose their own time and place of learning. In addition, Warschauer identifies several possible reasons for the use of the Internet in foreign language teaching [7]. One explanation is found in the claim that the linguistic nature of online communication is desirable to promote language learning. Another possible reason for using the Internet in foreign language teaching is that online resources create optimal conditions for teaching writing, as they are a genuine audience for written communication. The third possible reason is that online communication multiplies students' motivation. A fourth possible reason is the belief of Internet users that mastering computer skills is important for a student's future successful functioning in Internet communication. This does not imply using the Internet to learn a foreign language, but rather the motivation to learn a foreign language in order for the learner to subsequently be well oriented to the Internet.
So, both sides of the foreign language learning process - the teacher and the learner - are interested in the use of Internet technology in the process of learning a foreign language.
Benefits of using Internet resources for teachers:
Mark Warschauer states that the Internet is one of the factors that have a significant contribution in promoting the use of computers for language learning [7].
The increase of computer-established communication by means of the Internet more than anything else has changed the use of computers for foreign language learning for the learner at the end of the twentieth century. With the advent of the Internet, the computer - both in society and in the classroom - has been transformed from a tool for information processing and display to a tool for information processing and communication. For the first time, foreign language learners can now communicate
inexpensively and quickly with other learners or native speakers around the world.
In addition, Dudeney [4] also mentions one of the benefits of using computers and the Internet in language teaching and learning practices especially for teachers. He mentions that, essentially, the computer and live language communication have now become a common resource, always available to the target audience on the blackboard. Teachers and students can use the whiteboard to show content from CD-ROMs and the Internet, and this content can be annotated, illustrated, saved and printed. In most situations, this content can be used as a dedicated resource.
In conclusion, among the various advantages, the first and main one is to provide the teacher with a large number of learning resources through the Internet. It is through the internet that teachers can easily get various materials for teaching students. Some of the main sources of materials are websites such as OneStopEnglish [8] which has a huge database of materials and lesson plans for regular use, and the BBC also has many resources on its English learning platform [9].
References
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