12Chirchik State Pedagogical University Volume 4 | CSPU Conference 1 | 2023
Effectiveness of Introduction of Digital Ta'lim jarayonida raqamli texnologiyalarni
INNOVATIVE APPROACHES TO TEACHING FOREIGN LANGUAGES
Etibor Gayrat kizi Murodova
Chirchik State Pedagogical University
ABSTRACT
The article discusses the effectiveness of using modern pedagogical technologies to increase motivation for learning foreign languages. Definitions of such concepts as "smart education", "pedagogical technology" are given. The article provides an example using different internet resources when teaching a foreign language to adult learners using the English language as an example. The role of using Internet resources in combination with traditional teaching methods is discussed. The role of a language teacher is revealed as a coordinator who directs students to independent activities. The author concludes that today the teacher a foreign language has a lot of opportunities to make the learning process more diverse, interesting and effective. For the correct organization of his educational process, the teacher needs to constantly develop himself, be aware of all the innovations, analyze the reliability information, discuss with students possible ways of independent work.
Keywords: new information technologies, innovative approaches, adult listeners, Internet resources, pedagogical technology, smart education.
INTRODUCTION
In the last decade, the problem of adult education has become the more relevant in the context of the continuous introduction of innovative technologies in various areas of human activity. This is a necessary view of the development of modern society. In periodicals and scientific publications terms such as "innovation", "innovative approach", "innovative processes" are always on the to of discussion. Smart education and smart technologies are new terms that are increasingly discussed in the educational environment. The goal is to consider the problem of finding new ways and techniques to increase to motivate adult students to learn foreign languages, determine the range of the main media resources that contribute to the effective mastery of speech students' skills as well as to define the concepts of "new", "smart- education", "pedagogical technologies"[2,115].
Innovative activity is "one of the main concepts of modern pedagogy associated with the creation of a new practice of education "(I.A. Kolesnikova, A.M. Saranov, V.A. Slastenin,
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M.A. Petrenko, N.R. Yusufbekova and others). Let's define the term "new". In the conventional view it is "first created or made, appeared or appeared recently, instead of the former, reopened"[3,25].
We live in an era of rapid change. These changes are taking place in education. They cover the entire educational processes. In these areas there are specialists who are aware of the trend of constant changes. They strive to keep up with the times, keeping up with the pace of life.
Modern technologies have been introduced into the field of studying foreign languages immediately and now are a permanent element of language classes. Process teaching a foreign language is a system of teaching methods and techniques, aimed at developing the student's communicative knowledge. This implies the emergence of new methods and forms of teaching and their introduction into the educational process. The use of innovative approaches and technologies actualizes the effective new mastery of a foreign language. In the classroom, where they are constantly used Internet resources that allow you to listen to the media in real time languages (such as Youtube, for example), language acquisition and development of speech skills and audiovisual skills in students occur much faster and more unobtrusive. The main task in teaching a foreign language is the development of communicative foreign language competence of students.
Learning a foreign language is a rather laborious process that requires large energy. Due to psychological and age characteristics, adult students often experience difficulties in mastering a foreign language. As a result, their motivation is reduced. They feel uncomfortable, it is difficult for them to concentrate. Monotonous memorization and pronunciation of lexical material do not give a stable result[4,89]. Thanks to the use of modern sources in the learning process, adult students become more motivated, they awaken an interest in learning and a desire to speak the language that they are learning as soon as possible. As they listen to native speakers online, they develop audiovisual skills and they gradually realize that they began to understand at first individual words, and then whole lines.
Communication skills develop faster and this makes the learning process interesting, unobtrusive and easy. Let us define the concept of "pedagogical technology". "This is a set of techniques in an area of pedagogical knowledge that reflects the characteristics deep processes of pedagogical activity, features of their interaction, the management of which ensures the necessary efficiency of the educational process "[5,78]. Complementing traditional teaching methods, which, despite the "digitalization of
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education", are fundamental in the learning process, modern pedagogical technologies contribute to the formation of communicative communication skills in a foreign language, reveal the creative potential of an adult listener, and help increase interest in the language being studied.
With the introduction of a computer in the process of teaching foreign languages, there were such concepts as "computer learning of foreign languages", "computer lingo-didactics", etc. Access to foreign language sources contributes to the diversity of the educational process, the creation of an authentic language environments conducive to interpersonal communication of adult learners.
The use of interactive resources contributes to the intensification of the process teaching foreign languages. Thanks to the use in teaching foreign languages of multimedia resources, the process of mastering the student accelerated speech skills, and communication with a teacher via the Internet increases a level of self-education of students.
Of greatest interest there are training videos that contribute to the gradual development of speech material. Using this video as an example, let's look at how it can be used in the classroom. At the stage "preview" the teacher distributes to the students prepared in advance methodological developments with lexical material. Trainers become familiar with new vocabulary. Next, the tutorial video starts. At the first watching the video, adult listeners try to understand the general meaning of what they heard. At the second listening, the teacher stops the video for working out the most difficult replicas for a better understanding. At the same time, students should try to reproduce the heard remark. At the stage "post-viewing" the teacher asks questions: "Who? What? Where?" etc. and on. At the final stage, students read aloud a pre-prepared the text of the video they listened to. Further work is being done in pairs. Students must reproduce what they have heard and worked through[6,91]. Material can be in a dialogic form. The only homework left is consolidation of lexical material and independent viewing of the video and speaking aloud all the key authentic replicas of native speakers. A few decades ago it was not possible to listen native speaker in real time, but today thanks to modern technologies, it becomes ubiquitous in teaching foreign languages. This contributes to the rapid mastery of the speech skills of a foreign language.
The need for a language curriculum that would allow students to utilize the second language in everyday settings led to the development of communicative language education in the 1980s. Prior until now, the primary focus of foreign language instruction has been on
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grammatical proficiency rather than on improving students' communication and interpersonal skills. Role-playing is a well-liked CLT pastime. Role-playing has a lighthearted element that allows pupils to practice speaking without feeling under pressure. You may, for instance, give your kids parts to play or let them choose the location. Pick a subject that your pupils will find interesting or that relates to other concepts covered in class. As a result, role-playing will be included into language classes rather than being used as a standalone activity.
CONCLUSION
We can expect to see much more investments in personalized learning, greater acceptance of blended and hybrid learning, a build-up of asynchronous learning modules to promote independent study, and more brave innovators embracing artificial intelligence, augmented and virtual reality in the classroom.
Very often we find ourselves in a time and place where the status quo is the goal. We may be coasting with enough success in the classroom that there isn't much appetite to shake things up. For better or worse, that isn't the current landscape and not one we can expect to return to anytime soon.
Innovation in the classroom has been unleashed. School districts have quickly realized that they're behind and will look to not only catch up but surpass their innovation deficits. Innovation in education trends of 2022 are going to continue and accelerate what we've already seen throughout 2020 and 2021. Embracing innovation in education promotes critical thinking, a sense of adventure, and an openness to adapt that will serve our students in the classroom. It will provide them with the necessary tools to tackle the challenges of their future workplace and give them the confidence and skills to continue to adapt.
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