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556CLUSTER METHODS OF LEARNING ENGLISH USING INFORMATION
TECHNOLOGY
Bekjan Akhmedov Kuchkarov Shuhkrat
Senior teacher of Chirchik state Head of ICT Department, Chirchik state
pedagogical institute of Tashkent region pedagogical institute of Tashkent region
axmedov@cspi.uz sugar91 @inbox.ru
ABSTRACT
The purpose of this article is to provide some major benefits of using ICT in learning English. Information Communication Technology (ICT) breakthroughs have brought new opportunities to restructure the language learning/teaching settings. Nowadays, ICT has opened new avenues and brought new challenges to language learners as well as teachers. The responsibility of learning tasks has shifted towards the learners and this had dramatically changed the roles of teachers.
Key words: accuracy, efficiency, improve, environment, facilitator, transmit, up-to date, transformation, cluster, impact.
MAIN PART
In traditional language teaching methodologies, teachers teach facts from books. The teachers are seen as the main source of knowledge to the students. On the other hand, the new teaching methodologies focus on the teaching of strategies of deciding what information is needed. The teachers' roles are as guides or facilitators to help learners to be skilled in selecting, accessing, evaluating, organizing information. These strategies are important to manage vast amounts of information. The teachers also need to manage the time and courses and to construct knowledge autonomously in virtual learning communities. Besides performing this new role, the teacher is also the motivator of the whole learning process, and can facilitate intellectual group discussion. The teacher must reflect critically on the context of learning (mediated by technology), the methods (different than those used in the classroom), the students, the teacher's own computer literacy (hardware, software and technical support needed), and other matters pertaining to digital literature. Learning via technology has many advantages. The Internet provides current and up-to-date data. It stores vast amount of information that can be retrieved quickly and easily. For language learning purposes, it provides text in authentic language, unlike the contrived language usually found in books.
ICT helps English language learners by enabling them to communicate, edit, annotate and arrange text quickly and flexibly. Moreover , by using ICT learners can : -access, select and interpret information - recognize patterns, relationships and behaviors
- model, predict and hypothesis - test reliability and accuracy - review and modify their work to improve the quality - communicate with others and present information -evaluate their work - improve efficiency - be creative and take risks - gain confidence and independence. ICT can be used to integrate speaking, listening, reading and writing. It enhances interactive teaching and learning styles. It also extends pupils' ability to exercise choice, work independently and make connections between their work in English and in other subjects.
LITERATURE ANALYSIS AND METHODOLOGY
ICT helps learners: - use a wide range of strategies to explore contrasts, comparisons and connections dynamically - annotate text in innovative ways - enrich or broaden the context of literary study - see texts in alternative versions - use a wide range of analytical and critical techniques - sort and process text and data quickly and efficiently - order and arrange text and data experimentally, using combinations of word, image, sound and hypertext - save, record, edit and adapt their work quickly and efficiently - retain evidence of the editing process so that it can be examined - change the organizational structure and qualities of texts to suit different audiences and purposes - compose multi-authored texts - select from a wider range of audiences, throughout the world - exercise choice of medium and design while composing.
DISCUSSION
Technology enables the teacher to transmit more information to a larger number of students in a shorter time. Teachers have to play their part to facilitate a learning environment that will open learners' minds to new possibilities. As Zepp (2005) points out, teachers should relate the goals of education with effective use of ICT. In other words, teachers must be aware of the impact of technology on education and the required changes to enhance their teaching. They need to adjustment their teaching process to suit this new ICT environment. The teacher's role in an ICT environment is that of a facilitator instead of being a purveyor of knowledge. This transformation from the old to the new method of delivering knowledge is a global phenomenon. Teaching then can be a transforming experience as it opens new windows to the world and creates a lifetime of opportunities. With ICT it implies the changes in the teacher's role not just as a teacher but as a monitor of participation and a practitioner of research, all of which possibilities are accelerated by the technological resources. Queiroz (2003) insists lecturers or teachers need to go through a continuous process of competency improvements to meet the demands of lifelong learning for their professional development. Without this, teachers may be complacent and merely duplicate their practices electronically. If this happens, learners would not benefit from the
technological advancements happening around them. Therefore, ICT training for teachers should not be merely to use technology per se. Berge (1996) and Warschauer, M. & Healey, D. (1998) listed several recommendations for teachers: pedagogical (use of discursive resources as to facilitate learning), social (incentive of human relations among members of the group), managerial(establishment of general procedures for discussion and development of activities) and technical (transparency of technology for an adequate relation between the system, the software and the interface selected. Tools such as chat rooms, e-mail and web forums need to be designed to enhance interpersonal and social skills. As the teachers' roles change, they must ensure that a good learning environment exists at all times.
RESULT
A good learning environment should not neglect human needs to socialize and interact with one another. A good learning environment needs to coexist with a good teaching environment. This can be achieved if the teachers have a positive attitude towards ICT. Instructors, teaching using the electronic mode must have a positive attitude to motivate, facilitate and guide learners (Pramela 2006). Loveless & Ellis (2001) explains that the impact of technology on pedagogy has created major differences in terms of teacher roles, teaching activities, learning activities and learner roles. The changes have led to a redefinition of learning and the learning environment. Naidoo (2003) suggests that ICT can also be used to support teachers who lack adequate skills and content knowledge, thus contributing to improving the quality of learning. Teachers who are hesitant to sit in classrooms or feel they are too old for the formal education system would find the interactive nature of ICT helpful for their professional development.
CONCLUSION
To sum up, taking all facts mentioned above can make conclusion that the use of ICT is one of the effective ways to awake the learners and making the teachers to move forward, but not backward and its influence on teaching and learning process is huge but that covers not only positive sights but also negative sights as well. Thereupon, in teaching every strategy and methods are effective but there should be the middle limit of them.
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