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68Animation. Animation is used to show changes in state over time, or to present information slowly to pupils so they have time to assimilate it in smaller chunks. They are also combined with user input enable pupils to view different versions of change over time depending on different variables. According to the last investigations are primarily used to demonstrate an idea or illustrate a concept.
Graphics. Graphics provide the most creative possibilities for a learning session. They can be photographs, drawings, graphs from a spreadsheet, pictures from CD-ROM, or something pulled from the Internet. With a scanner, hand-drawn work can be included. Standing commented that, "the capacity of recognition memory for pictures is almost limitless" [1]. The reason for this is that images make use of a massive range of cortical skills: color, form, line, dimension, texture, visual rhythm, and especially imagination.
The technology needed to support classroom teaching has increased in complexity. Until only a few years ago all that a lecture room needed were some seats for the pupils, and a blackboard and a lectern or table for the teacher. Then came the overhead projector, slide projector and the return of TV with video player. Now there is the computer, networks and related display tools. From having a next to zero maintenance cost, the teaching room is becoming not only costly to equip, but costly to run and maintain, including the escalating costs of security such as typical multimedia based educational environment. The main teaching spaces are equipped with a standard set of presentation equipment and full details of what is, and is not, available in each room.
References
1. Agnew P.W., Kellerman A.S. & Meyer J. Multimedia in the Classroom. Boston: Allyn and Bacon, 1996.
2. Wellington J.J. The role of new technology in teacher education: A case study of hypertext in a PGCE course. // Journal of Education for Teaching, 21, (1), 1996.
GIVING FEEDBACK TO SPEAKING SKILLS OF EFL LEARNERS
Aminova G.
Aminova Guzal - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, THE UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: formative assessment gives information to teachers and students about how students are doing relative to classroom learning goals. Feedback can be very powerful if done well. In this article important research on the significance of giving proper feedback and explaining various techniques used by English teachers when teaching English, as well as my own personal view of these issues are summarized.
Keywords: feedback, formative assessment, effective strategies, technique, models of feedback.
Feedback is an important component of the formative assessment process. Positive feedback was considered "positive reinforcement," and negative feedback was considered "punishment." Both reinforcement and punishment affect learning; thus, feedback was theorized to be effective. The problem with this theory is that not all feedback actually is effective. Feedback can be the information that drives the process, or it can be a stumbling block that derails the process. Buttler and et. all [1] propose a model of feedback that distinguishes four levels:
(1) feedback about the task (such as feedback about whether answers were right or wrong or directions to get more information),
(2) feedback about the processing of the task (such as feedback about strategies used or strategies that could be used),
(3) feedback about self-regulation (such as feedback about student self-evaluation or self-confidence), and
(4) feedback about the student as a person (such as pronouncements that a student is "good" or "smart").
While you are deciding on a feedback strategy, you are also, of course, deciding what it is that you want to say to the student.
Oral feedback involves all the word choice issues that written feedback does, but it also includes some unique issues. Individual oral feedback ranges more broadly than any other type of feedback, from the very formal and structured (student-teacher conferences) to the very informal (a few whispered words as you pass a student's seat). If you keep in mind the feedback choices you have (focus, comparison, function, valence, clarity, specified city, and tone), giving helpful feedback will become part of teaching repertoire.
Harmer states [3] that teachers show students that mistakes have been made and they help students to do something about it. The first set of techniques we need to be aware of is devoted to showing incorrectness. These techniques are only beneficial for what we assume to be language 'slips' rather than embedded or systematic errors. There are different techniques to provide feedback, they are:
Showing Incorrectness
r Repeating: here we can ask the students to repeat what they said.
r Echoing: this can be a precise way of pinpointing an error. We repeat what the students has said, emphasizing the part of the utterance that was wrong.
r Statement and question: we can say simply good try, but that is not quite right or do people think that is correct?
r Expression: a simple facial expression or gesture may be enough to indicate that something does not quite work.
L Hinting: a quick way of helping students to activate rule that they already know is to give a quick hint and this help students to correct for themselves.
L Reformulation: the teacher repeats the correct version of what the students have said, reformulating the sentences, but without making a big issue of it.
Getting It Right
We can say the correct version, emphasizing the part where there is a problem before saying the sentence normally, or we can say the incorrect part correctly. We will ask the students to repeat the utterance correctly.
The way in which we respond to the students when they speak in a fluency activity will have a significant bearing not only on how well they perform at the time but also on how they behave in fluency activities in the future. There are different ways that the teachers should intervene during activities [2]:
Gentle Correction
If our students cannot think of what to say, we may want to promote them forward. We will not stop the whole activity and insist on everyone to say the item correctly before he allowed continuing with his or her discussion. However, we need to be careful of overcorrection during a fluency stage. What we have to judge is whether a quick formulation or a quick prompt may help the conversation move along without intruding too much, it is not especially necessary and has the potential to get in the way of the conversation.
Recording Mistakes
We can act as observers, watching and listening to students so that we can give feedback afterwards. Such observation allows us to give good feedback to our students on how well they have performed.
References
1. Butler D.L., & Winne P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis.
2. Hattie J, Timperlay H. (2007). The Power of Feedback.
3. Harmer J. (2007). The Practice of English Language Teaching.
IMPORTANCE OF USING GAMES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Aminova G.
Aminova Guzal - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, THE UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: studying English may seem a tremendously time-consuming, arduous task for most people at first sight. However, if the methods that the teacher uses are eminently suitable, this process will take a turn for the immensely interesting for them.
Keywords: competitiveness, computer literacy, competitive capacity, adversarial approach.
The topic of teaching foreign languages with the latest innovative ideas and methods is becoming more and more important all over the world in this era of globalization as companies, organizations and individuals need the ability to communicate in a successful way. As a result, teachers have been bombarded with educational terminology such as "The State Standards," "Learning Assessments," "Academic Intervention Services," and "Competency Evaluation" lately [2].
While this is true that the new standards are necessary for some students who are not performing up to a specific standard, yet, through all of these assessments and evaluations, many teachers confess that the joy of teaching, the "fun in the classroom," has been slowly disappearing. Instead, pressure and stress for both teachers and their students have appeared. While it is important that children excel in their age to become successful as adults, they must be shielded from the mounting pressure by maintaining a balance between material and psychological growth. As a teacher, how often have you heard, or even said it yourself, "There is little time for anything else other than preparing students for all these assessments!" Concisely, we need to make learning fun again—both for teachers and, more importantly, for kids as learners. Plain and simple: Students love fun activities.
Because of the many and varied skills that teachers are asked to teach students each day, the classroom is an ideal place to incorporate fun activities to introduce and review the various language arts skills including grammar, mechanics, word development, vocabulary, research, critical thinking, and creative writing, to name just a few. Fun involvement is a wonderful way to achieve classroom goals and improve language arts skills at the same time. It can be believed that students' test scores suffer because teachers include some games and other enjoyable and worthwhile activities in their curriculum. However, studies support the fact that students retain more when they are actively involved or have "hands on" in the learning process.
Through such activities, students will certainly absorb more information as they learn, review, and retain concepts in classroom. Plus, they will be enjoying themselves at the same time which is an ideal way of combination.
It has been observed by specialists from time immemorial that competitiveness in the inner self of a person holds a tremendously momentous position especially in terms of
