CC BY
9
ОСНОВНОЙ РАЗДЕЛ
UDK 81-13
Aripova M. X. teacher
Kokand medical college Uzbekistan, Kokand city INNOVATIVE APPROACHES IN THE TEACHING ENGLISH
LANGUAGE
Annotation: In this article highlights the role of innovative methods in teaching foreign language, especially such methods as working with a group, a project, the use of multimedia technology, Internet resources and songs.
Key words: foreign language, innovative method, project, information technologies, Internet resources, song.
Teaching a foreign language as a practical means of intercultural communication requires a wide introduction of advanced technologies that allow changing the paradigm of foreign language education by involving students in active cognitive activity in the target language.
The choice of educational technologies to achieve the goals and objectives set in the framework of the discipline "Foreign language" is due to the need to form a set of general cultural competencies necessary for the implementation of interpersonal interaction and cooperation in the conditions of intercultural communication, as well as to ensure the required quality of education at all its stages[1]. Forms and technologies used for teaching English, implement competence and personal-activity approaches, which in turn contribute to the formation and development of a multicultural linguistic personality, able to carry out productive communication with speakers of other cultures; the ability of students to carry out various activities using the English language; readiness of students to self-development and self-education, as well as enhance the creative potential of the individual to carry out their professional duties.
Game method in teaching a foreign language. Using a variety of forms and methods of teaching in their practice on the basis of the literature on pedagogy and psychology, I realized that in an artificial language environment when teaching a foreign language cannot do without a game method. It is successfully used as an independent method for mastering a certain topic, as an element of some other method, as well as a whole lesson or part of it. Phonetic skills are practiced in tongue twisters, short thematic rhymes[2]. The use of games (phonetic, spelling, grammatical, lexical) allows you to make boring work more interesting and exciting for students. Independence in solving speech-thinking tasks in individual forms of work, quick response in communication in group forms, maximum mobilization of speech skills - all these characteristic qualities of speech skills are manifested during the games.
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Everyone is equal. It is feasible for almost every student, even one who does not have enough solid knowledge of the language. Moreover, weak in language training student can be the first in the game: resourcefulness and ingenuity are sometimes more important than knowledge in the subject. A sense of equality, an atmosphere of enthusiasm and joy, a sense of the power of tasks - all this makes it possible for the student to overcome the shyness that prevents the free use of the words of another language in speech, reduces the fear of mistakes, has a beneficial effect on learning outcomes. The main functions of the game activities in the learning process are: training, educational, entertainment, communication, relaxation, psychological and educational.
Work with group. The interaction with the group in the group and outside of them, ensuring the cooperation of students in the group, the humanities teacher is obliged to create an atmosphere of trust and mutual respect between the teacher and the students, to involve students in active independent activities. In the lessons -credits it is possible to carry out group work, which contributes to the education of collectivism, conditions are created for the disclosure and manifestation of the individual characteristics of the students. In addition, in such a lesson, an atmosphere of cooperation between students and students is created, and the participation of consultants and assistants during the testing phase ensures cooperation between teacher and students.
Project method. One of the ways to activate students in the process of teaching foreign languages is the method of projects, when the student independently plans, creates, protects is actively involved in the process of communicative activities. The educational project is a complex of search, research, calculation, graphic and other types of work performed by students independently for the purpose of practical or theoretical solution of a significant problem[3].
The main objectives of the project methodology are:
1)self-expression and self-improvement of students, increasing the motivation of learning, the formation of cognitive interest;
2)implementation in practice of acquired skills, speech development, the ability to competently and reasonably present the material under study, to conduct a discussion debate;
3)to demonstrate the level of culture, education, social maturity.
The project method helps to develop language and intellectual abilities, sustainable interest in language learning, the need for self-education. In the end, it is assumed to achieve communicative competence, i.e. a certain level of language, country, socio-cultural knowledge, communication skills and speech skills that allow for foreign language communication. Implementation of project and research methods in practice leads to a change in the position of the teacher. From the carrier of ready-made knowledge, he turns into an organizer of cognitive activity, from an authoritative source of information the teacher becomes an accomplice of research, creative cognitive process, mentor, consultant, organizer of independent activity of students. Analyzing the application of the project method in a modern education, I
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believe that this is one of the most powerful incentives for motivation of learning foreign languages, the most creative activity, as all students are involved in the work on the project, regardless of their abilities and level of language training. They apply in practice the acquired knowledge and the formed speech skills and abilities, creatively rethinking and increasing.
In addition, the problem and diversity of forms and types of this technology implies the presence of interdisciplinary connections, which allows the student to give a vivid idea of the world in which he lives, the relationship of phenomena and objects, mutual assistance, the diversity of material and artistic culture. The main emphasis is on the development of figurative thinking, understanding of cause-and-effect relationships and logic of events, self-realization and self-expression of not only students but also teachers. I use various types of projects in my work: creative, informational, practice-oriented, etc.
In addition, the computer allows you to completely eliminate one of the most important reasons for the negative attitude to learning - failure due to lack of understanding of the material or a problem in knowledge. This aspect is provided by the authors of many computer training programs. The trainee is given the opportunity to use a variety of reference books and dictionaries, which can be accessed on the screen with just one click on the mouse. Working on the computer, the student is able to bring the problem to the end, relying on the necessary assistance.
Multimedia technologies allow to create and reproduce software products, the main characteristic of which is interactive visibility - the effect of immersion in the learning environment and interaction with it. In multimedia training programs in the English language uses a variety of methodological techniques that allow for familiarization, training and control of knowledge and skills of students.
Therefore, based on the experience of foreign researchers, we need to develop teaching aids on the innovative foreign language teaching program, and then the motivation of professional practice in foreign language classes will occur: teachers can not only understand, but also manage the changes for effective study and training.
References:
1. Фарходжонова Н. Ф. ПРОБЛЕМЫ ПРИМЕНЕНИЯ ИННОВАЦИОННЫХ ТЕХНОЛОГИЙ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ НА МЕЖДУНАРОДНОМ УРОВНЕ //Инновационные тенденции, социально -экономические и правовые проблемы взаимодействия в международном пространстве. - 2016. - С. 58-61.
2. Konysheva A.V. Game method in learning a foreign language. - SPb .: Minsk: Four Quarters Publishing, 2006. -P. 192.
3. Fateeva 1.А. Method of projects as a priority innovative technology in education // Young Scientist. - 2013. - № 1. - P.377.
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