BENEFITS OF INTERACTIVE LANGUAGE LEARNING AT SCHOOLS IN UZBEKISTAN

Sabina Ruzieva

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

BENEFITS OF INTERACTIVE LANGUAGE LEARNING AT SCHOOLS IN

UZBEKISTAN

Sabina Ruzieva

Master's student at UZSWLU majoring in Linguistics (English)

ABSTRACT

The following research paper investigates the interactive characteristics of methods and illustrates the systematization of theoretical and practical experience, gained at the initial stages of teaching English process. The key objective of this research is to identify the potential implications of the use of various methods implemented by the teachers, serving at the school "Knowledge academy " and to find out how use of interactive teaching methods helped the teachers make the English classes more effective in comparison with the conventional techniques. The research was carried out by a number of modes of data collection, namely observation and focus group. The results generated by different experiments indicated that by expanding the interactive approach in teaching foreign languages, the potential of the outcome of a lesson would considerably higher, meaning that children would become more exposed to social interactions and communication- required activities as well as being provided with assimilated forms of teaching materials.

Keywords: language learning, interactive methods, communication, innovation

INTRODUCTION

Currently in educational institutions of Uzbekistan much attention is paid to the implementation of the Decree of the first President of the Republic of Uzbekistan dated December 10, 2012 "On measures to further improve the system of studying foreign languages" [1]. Uzbekistan introduces a system of continuous teaching of foreign languages, mainly English language, from first grade schools.

The word "interactive" came to us from English word "interact" ("inter" -reciprocally, "act" - do, perform). Interactivity is the ability to interact or be in the mode of conversation, dialogue with someone (person) or something (for example, a computer) [4].

Interactive education is a way of learning, carried out in the form of joint activities of students. All participants in the educational process interact with each

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

other, exchange information, jointly solve problems, simulate situations, immerse themselves in a real atmosphere of business cooperation to resolve problems. At the same time, there is a constant change in activity modes: heuristic conversations, games, discussions, work in small groups, a small theoretical block (mini-lecture), presentations, brainstorming, the round table method.

Interactive learning implies a logic of the educational process that is different from the usual one: the experience and knowledge of the participants in the educational process serve as a source of their mutual learning and mutual enrichment.

Interest in interactive teaching methods is due to the following reasons:

1. social changes have led to a change in the educational paradigm, a transition from predominantly regulatory, algorithmic forms and methods of teaching to developing, problematic, research, search;

2. creating a comfortable, stimulating atmosphere, respect for the personality of the student solves the problem of his/her motivation and activity in the lesson;

3. the new quality of education is focused on the development of the student's personality, his/her cognitive and creative abilities, the formation of his/her key competencies.

The purpose of interactive learning is to create conditions in which the students themself will discover, acquire and construct knowledge. This is a fundamental difference between the goals of interactive learning and the goals of the traditional system.

METHOD

On writing the research paper, the following methods of data collection techniques were employed: observation and focus group. The focus group method is a subjective method of research, in contrast to sociological research, which is an objective method of collecting and processing information. Most often, focus groups are used to generate ideas, test hypotheses for quantitative research, interpret the results of quantitative research, study the behavior of certain groups of people, etc. The focus group method is most effective when research results are unpredictable, more open feedback from the consumer is required, and not a comparison of potential results, as in a quantitative research method. A focus group also allows consumers to express clear ideas and share feelings that would not normally come out in a quantitative survey or test. Because of the open conversation between group members, topics and discussions become freer.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

Methods were applied with 5-6 teachers conducting elementary grade students (1st-4th grades). Relevant data was collected with assistance of private school "The Knowledge Academy" in Bukhara during the period of October - November, 2021. Concerning questions and objectives of research paper:

> to systematize the theoretical and practical experience of using interactive methods in teaching English at the initial stage of education;

> to analyze the use of various methods by teachers of the private school "The Knowledge Academy";

> on the basis of the experiment to determine how effective the use of interactive methods is in comparison with traditional methods.

RESULTS

All the educators of school hold supportive view of conducting on basis of interactive methods. Most of them follow basic methodological principles of interactive learning:

• careful selection of working terms, educational, professional vocabulary, conditional concepts (development of a glossary);

• comprehensive analysis of specific practical examples of professional activities in which the student performs various role functions;

• maintaining continuous visual contact with all students;

• performance of the moderator function at each lesson by one of the students (leader), who initiates and orients the discussion of the educational problem (the teacher in this case acts as an arbiter);

In modern conditions, pedagogues realize that the teacher is tasked with teaching the basics of foreign language communication and ensuring such a level of proficiency in the colloquial norms of the language being studied, which will allow using it as a means of communication. The ability to easily communicate in a foreign language in real life situations is one of the most important indicators of the quality of language proficiency.

Faced with the problem of a low level of active speech activity, however, it became necessary to analyze the reasons for the insufficient effectiveness of students' speech and thinking activity. Among them:

o using the "teacher-student" communication model;

o communication exercises offered by the authors of textbooks are not always fully focused on the personality of each student, his motivational sphere, and

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

independent activity;

o lack of collective cooperation in the classroom;

o the absence of real-life situations in the content of the lesson [5].

The analysis showed that the solution of communicative problems in the light of the requirements of today is possible only with the expansion and diversity of the use of interactive forms and teaching methods, since they provide students with the opportunity to enter the real language environment, allow them to master the skills of speech activity within the framework of modern speech norms and the sociocultural situation in which they can be applied.

DISCUSSION

In the lessons in elementary school, it is advisable to use an interactive teaching method - a game one. For elementary school children, play is the leading activity. Children are interested in games, competitions, role-playing games. Students willingly copy speech samples, imitate the intonation with which they are pronounced by the teacher, like to participate in choral work. The children enjoy singing English and American songs. Children participate in dramatization, which creates favorable conditions for the formation of the ability to communicate in English. The task of the teacher is to make each lesson interesting, exciting and to ensure that it develops cognitive interest, encourages students to actively participate in the learning process.

An important place in the work is occupied by project activities. The project method is one of the modern active methods that allow developing the communicative competence of students in English lessons. Project work is always popular with students of all ages. In practice, one has to deal with mixed projects, in which there are signs of research and creative projects at the same time.

There is a problem at the heart of the project. To solve it, students need not only knowledge of the language, but also the possession of a large amount of various subject knowledge, necessary and sufficient to solve this problem. In addition, students must possess certain intellectual, creative and communication skills. The formation of many of these skills are the tasks of teaching various types of speech activity. Thus, working on projects, the teacher forms, improves and develops listening, writing, reading and speaking. In the process of working on the project, the guys acquire the skills of international, intercultural communication. During

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researcher's hands-on experience with 3 graders, schoolchildren worked on the

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

project "Keep it clean" in groups of 2. They came up with creative posters and presented works to the group.

Colloquium - a type of educational and theoretical classes, which is a group discussion led by a teacher of a fairly wide range of problems (situations). At the same time, it is also a form of control, a kind of oral examination, a mass (frontal) survey, which allows the teacher to determine the level of knowledge and skills of students of an entire academic group in this section of the course in a relatively short time. The colloquium, as a rule, takes the form of a discussion, during which students are given the opportunity to express their point of view on the problem (situation) under consideration, learn to justify and defend it. Arguing and defending their opinion, students at the same time demonstrate how deeply and consciously they have mastered the studied material [2,11].

Decision tree method. Using the decision tree technique allows one to master the skills of choosing the best option for a decision, action, etc. Building a "decision tree" is a practical way to evaluate the advantages and disadvantages of different options. At the stage of suggesting options, and at the stage of their evaluation, it is possible to use the brainstorming method.

Brainstorming, is a method in which any student's answer to a given question is accepted. It is important not to evaluate the expressed points of view at once, but to accept everything and write down everyone's opinion on a board or piece of paper. Participants should be aware that they are not required to justify or explain their answers. Brainstorming is an easy way to generate ideas to solve a problem. During brainstorming, participants freely exchange ideas as they arise in such a way that everyone can build on other people's ideas.

Educational expedition (live parallel). Learning through live observation and living, immersion in the patterns of development that operate everywhere. An educational expedition is a direct contact with the external educational environment, its specific educational object [3]. (Children were out of classroom to explore the nature around and think of ways to "Keep it clean")

The use of information technology in teaching English opens up new opportunities. Multimedia tools are easy to use, their role is great in intensifying the lesson and increasing its emotional impact on students. It is visual, colorful, interactive.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-92-97

CONCLUSION

Analyzing the practical experience presented above on the use of interactive forms of the lesson in teaching foreign languages, we can conclude that the use of information and computer technologies and project methodology enriches not only the student, but also the teacher, stimulates search, initiative, makes him keep up with the times. The interactive teaching method forms a motivated interest among schoolchildren in the English language, contributes to a more effective assimilation of educational material by students, contributes to the development of sociocultural education, enriches communicative experience, and ensures adequate behavior in the context of intercultural interaction.

REFERENCES

1. Decree of the President of the Republic of Uzbekistan Shavkat Mirziyoyev PF-4947 "On the Action Strategy for further development of the Republic of Uzbekistan". February 7, 2017. Collection of Legislation of the Republic of Uzbekistan, Tashkent. 2017, №6, Article 70.

2. "Interaktivniye metodi, formi i sredstva obucheniya", Rostoc-na-Donu, 2013

3. Gertsen Svetlana Mikhaylovna, Tyumen state university, Tyumen, Russia Interactive technologies for individual educational trajectories in distance learning, 2020

4. Marine Dgebuadze, Interactive Teaching Methods: Challenges and Perspectives, Business and Technology University, Tbilisi, Georgia, 2017/ https://www.researchgate.net/publication/322056077

5. Pautova E. M. "Ispolzovaniye interaktivnix metodov obucheniya na urokax angliyskogo yazika", Ust-Kamenogorsk, 2014

BENEFITS OF INTERACTIVE LANGUAGE LEARNING AT SCHOOLS IN UZBEKISTAN Текст научной статьи по специальности «Науки об образовании»

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