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PEDAGOGICAL SCIENCES
UOT: 372.8:81
Gahramanova Zulfiyya Sabir,
senior lecturer Azerbaijan, Ganja State University Nasibova Gulnara Shameddin, senior lecturer Azerbaijan, Ganja State University Hajiyeva Urgiya Farhad lecturer
Azerbaijan, Ganja State University DOI: 10.24412/2520-6990-2024-4197-25-27 INNOVATIVE APPROACH TO ENGLISH LESSONS
Гахраманова Зульфия Сабир,
старший преподаватель Азербайджан, Гянджинский Государственный Университет
Насибова Гульнара Шамеддин, старший преподаватель Азербайджан, Гянджинский Государственный Университет
Гаджиева Ургия Фархад преподаватель
Азербайджан, Гянджинский Государственный Университет ИННОВАЦИОННЫЙ ПОДХОД К УРОКАМ АНГЛИЙСКОГО ЯЗЫКА
Аннотация.
В статье рассматривается современные инновационные технологии такие, как обучение в сотрудничестве, проектная методика, использование новых информационных технологий, Интернет-ресурсов помогают реализовать личностно-ориентированный подход в обучении иностранного языка. На уроках английского языка с помощью инновационных технологий можно решать целый ряд дидактических задач: формировать навыки и умения чтения, используя материалы глобальной сети; совершенствовать умения письменной речи учащихся; пополнять словарный запас учащихся; формировать у обучающихся мотивацию к изучению английского языка. для расширения кругозора обучающихся, налаживать и поддерживать деловые связи и контакты со своими сверстниками в англоязычных странах.
Abstract.
The article discusses modern innovative technologies such as collaborative learning, project methodology, the use of new information technologies, and Internet resources that help implement a student-centered approach to teaching a foreign language. In English lessons, with the help of innovative technologies, you can solve a number of didactic problems: develop reading skills and abilities using materials from the global network; improve students' writing skills; replenish students' vocabulary; to form students ' motivation to learn English. to broaden the horizons of students, establish and maintain business connections and contacts with their peers in English-speaking countries.
Ключевые слова: Современные инновационные технология, технические средства, сотрудничество, проектная деятельность, интернет-ресурсы
Keywords: Modern innovative technology, technical means, cooperation, project activities, Internet resources
In recent years, the issue of using new information technologies in educational institutions has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of students' communicative culture, training in practical mastery of a foreign language.
The teacher's task is to create conditions for practical language acquisition for each student, to choose teaching methods that would allow each student to show their activity and creativity. The teacher's task is
to activate the student's cognitive activity in the process of teaching foreign languages. Modern pedagogical technologies such as collaborative learning, project-based methodology, the use of new information technologies, and Internet resources help to implement a student-centered approach to learning, ensure individu-alization and differentiation of learning, taking into account the abilities of children and their level of learn-
ing.[1]
Forms of working with computer training programs in foreign language lessons include: learning vocabulary; pronunciation practice; training in dialogical
PEDAGOGICAL SCIENCES practicing
and monologue speech; teaching writing: grammatical phenomena.
The possibilities for using Internet resources are enormous. The global Internet creates conditions for obtaining any information students and teachers need, located anywhere in the world: regional studies material, news from the lives of young people, articles from newspapers and magazines, etc.
In English lessons using the Internet, you can solve a number of didactic tasks: develop reading skills and abilities using materials from the global network; improve students' writing skills; replenish students' vocabulary ; to form students ' motivation to learn English. to broaden the horizons of students, establish and maintain business connections and contacts with their peers in English-speaking countries.
Students can take part in testing, quizzes, competitions, competitions held over the Internet, correspond with peers from other countries, participate in chats, video conferences, etc.
Students can receive information about a problem they are currently working on as part of a project.[3, p.319]
The substantive basis of mass computerization is related to the fact that a modern computer is an effective means of optimizing the conditions of mental work, in general, in any of its manifestations. There is one feature of the computer that is revealed when it is used as a device for teaching others, and as an assistant in the acquisition of knowledge.
The main goal of studying a foreign language in educational institutions is the formation of communicative competence; all other goals (educational, educational, developmental) are realized in the process of achieving this main goal. The communicative approach involves learning to communicate and developing the ability for intercultural interaction, which is the basis for the functioning of the Internet. Outside of communication, the Internet has no meaning - it is an international, multinational, cross-cultural society, whose livelihoods are based on the electronic communication of millions of people around the world speaking at the same time - the most gigantic conversation in size and number of participants that has ever taken place. By getting involved in a foreign language lesson, we create a model of real communication. [4]
Currently, priority is given to communication, interactivity, authenticity of communication, language learning in a cultural context, autonomy and humaniza-tion of learning. These principles make it possible to develop intercultural competence as a component of communicative ability. The ultimate goal of teaching foreign languages is to teach fluency in a foreign language environment and the ability to respond adequately in various situations, i.e. communication. Today, new methods using Internet resources are opposed to traditional teaching of foreign languages. To teach communication in a foreign language, you need to create real, real-life situations (i.e. what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior. New technologies, in particular the Internet, are trying to correct this mistake.
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The communicative
approach is a strategy that models communication, aimed at creating psychological and linguistic readiness for communication, at conscious comprehension of the material and ways of acting with it. The use of the Internet in the communicative approach could not be better motivated: its goal is to interest students in learning a foreign language by accumulating and expanding their knowledge and ex-perience.[2]
One of the main requirements for teaching foreign languages using Internet resources is the creation of interaction in the lesson, which is usually called interactivity in the methodology. Interactivity is "the unification, coordination and complementarity of efforts of a communicative goal and result through speech means." By teaching authentic language, the Internet helps develop speaking skills and abilities, as well as teaching vocabulary and grammar, ensuring genuine engagement and therefore effectiveness. Interactivity not only creates real life situations, but also forces students to adequately respond to them through a foreign language.
One of the technologies that provides student-centered learning is the project method as a way to develop creativity, cognitive activity, and independence.
The project form of work is one of the current technologies that allows students to apply their accumulated knowledge on the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear and understand each other when defending projects. Children work with reference books, dictionaries, and a computer, thereby creating the opportunity for direct contact with an authentic language, which is not possible when learning a language only with the help of a textbook in a classroom lesson.[6, p.36]
Modern technologies also include collaboration technology. The main idea is to create conditions for students to actively collaborate in different learning situations. Children are united in groups of 3-4 people, they are given one task, and the role of each is specified. Each student is responsible not only for the result of his own work, but also for the result of the entire group. Therefore, weak students try to find out from strong students what they do not understand, and strong students strive for weak students to thoroughly understand the task. And the whole class benefits from this, because gaps are closed together. [5]
Thus, the introduction of information technology in teaching English will significantly diversify the process of perceiving and processing information. Thanks to the computer, the Internet and multimedia, students are given a unique opportunity to master a large amount of information with its subsequent analysis and sorting. The motivational basis of educational activities is also expanding significantly. When using multimedia, students receive information from newspapers, television, conduct interviews themselves, and conduct teleconferences.
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Reference:
1. Baylor A.L. Perceived disorientation and incidental learning in a Web-based environment: Internal and external factors J of Educational Multimedia and Hypermedia Vol. 10/3 227-251:2001.
2. Dontsov D. English on the computer. We study, translate, speak. M., 2007
3. Foglia L. & Wilson R.A., 2013. Embodied cognition. Wiley Interdisciplinary Reviews: Cognitive Science. 4 (3). 319-325.
4. Karamysheva T.V. Learning foreign languages using a computer. (in questions and answers). St. Petersburg, 2001
5. Sharpies M., Adams A., Alozie N., Ferguson R., FitzGerald E., Gaved M. & Roschelle J., 2015. Innovating Pedagogy 2015: Open University Innovation Report.
6. Vladimirova L.P. Internet in foreign language lessons. IaSh, No3, 2002. pp. 33-41.
