CC BY
2
UDK 37.02
Mukhammadjonova Sh.Sh.
master student supervisor: Abbasova N.K. Ferghana State University
INNOVATIVE TECHNOLOGIES IN THE TEACHING FOREIGN
LANGUAGE
Annotation: The article reveals the necessity and importance of using innovative technologies in foreign language classes. The article also discusses in detail multimedia technologies that act as special intellectual means of activity.
Key words: multimedia teaching tools, learning paradigm, students' communicative activity, intensification of independent work.
Learning foreign languages is impossible without the use of multimedia teaching tools. The ability to illustrate the real process of communication in English, the need to bring the educational environment closer to the real conditions of the functioning of the language and culture being studied, are of course the actual tasks of the methodology of teaching foreign languages. The XXI century-the age of informatization makes its own adjustments to the traditional teaching of languages. The use of computer technologies in teaching of great importance in our time, thanks to new opportunities. The introduction of new information and communication technologies expands access to education, forms an open education system, and changes the perception of the qualified characteristics that a modern certified specialist should have.
The most significant group of advantages is the methodological advantages of computer training. For example, teachers use the computer's ability to respond instantly to input information to create simple training programs in the form of exercises. The technical advantages of learning English using multimedia are that sound cards allow the user to record their speech, then listen to it and compare it with the pronunciation of native speakers. Computer graphics capabilities can represent any type of activity in the form of images or animations. This is especially important when learning a new vocabulary, since images on the monitor allow you to associate a phrase in English directly with an action, rather than with a phrase in your native language. Moreover, multimedia is an excellent means of interactive communication between different language groups, which is especially evident when using a computer network. This can be either a local network connecting several machines in one educational institution, or an Internet global network that connects millions of users around the world.
These advantages allow us to conclude that multimedia tools have a very great potential in teaching oral foreign language speech. Thanks to the optimal combination of the capabilities of a number of technical training tools (language classes, videos, television, radio, Newspapers, magazines, books, bibliographic reference books, telephone) and having additional features (interactivity, graphic
capabilities, etc.), multimedia provides almost limitless opportunities for learning and self-learning. Recently, the Uzbek education system has been experiencing a trend of changing the paradigm of education, according to which higher education is moving from transferring knowledge to students in a ready-made form to organizing and managing their independent educational and cognitive activities. Today's requirements for education, where independent work of students is the main one, force higher education institutions to apply educational methods and forms of work organization that promote an active learning process, which develop the ability to learn, find the necessary information, use various information sources and develop students ' cognitive independence.
Modern pedagogical science strives to use new technologies in teaching. The above-mentioned interactive media are also being put to good use. Most of the most diverse interactive educational computer programs for learning English are aimed at independently working out phonetic and grammatical aspects and bringing them to automatism in use. The features of these programs are interactive dialogues, speech recognition and pronunciation visualization systems, animated videos that demonstrate the articulation of sounds, exercises for the development of all types of speech skills, video clips with translation, and tracking your own learning results. Since the purpose of teaching English is the communicative activity of students, that is, the practical knowledge of the language, the task of the teacher is to activate the activities of each student in the learning process, to create situations for their creative activity. The use of modern tools such as information programs and Internet technologies, as well as training in collaboration and project methodology allow us to solve these problems.
Thus, as Internet sources that can help a foreign language teacher in organizing independent work, we can include broadcast, interactive and searchable Internet resources, where you can get cognitive information, training materials and conditions that contribute to the formation of professional competence of future specialists. Even today, we have a unique assistant that allows us to bring the best teachers from any country closer through their software products.
The intensification of the process of transition to the information society, associated with the widespread introduction of new information technologies and computer means of telecommunications, necessitates the development of other forms and methods of teaching foreign languages. Along with traditional teaching technology, the use of new information technologies can help the teacher to select more interesting and diverse educational material, implement a differentiated approach to each of the students, and thus contribute to the better assimilation of necessary knowledge and skills by students
Multimedia technology (multimedia and media environment) is considered as an information technology of training that integrates audio-visual information of several environments (text, video, audio, graphics, animation, etc.), implementing an interactive dialogue between the user and the system and various forms of independent activity. The use of multimedia technologies in the learning process allows: to improve the process of organic combination of traditional forms and methods of education with innovative ones; to implement training,
information, game, modeling, constructing and analytical functions; to perform such general didactic principles as visibility, accessibility, feasible difficulty, consistency, transition from training to self-education, a positive emotional background of learning, the connection between theory and practice.
In addition, multimedia technologies are supported by multimedia programs, encyclopedias, dictionaries, and special information educational environments designed to learn about the entire world in the context of its computer design, modeling, and construction. Multimedia technologies act as special intellectual means of activity and have a number of advantages in comparison with other information technologies of training, as they:
1. They are a pedagogical means of continuous improvement of the content and methods of education in modern conditions.
2. Provide an opportunity to identify and support students with linguistic abilities.
3. They are the basis of distance learning.
4. They provide access to advanced methods of education and training to the General pedagogical public through the world wide Internet and an extensive communication network.
5. Multimedia technologies present new and seemingly limitless possibilities for creating visual AIDS. Multimedia (a computer with additional devices) can become a powerful means of independent work for each student of a foreign language, carrying out careful monitoring and constant operational assistance. Along with the positive aspects, there are negative trends that prevent the mass creation and implementation of multimedia technologies in the learning process. These include:
1) insufficient readiness of the existing education system to actively use multimedia technologies, their integration into the pedagogical process and its organization on the basis of these technologies;
2) lack of qualified developers;
3) lack of a developed methodology for building multimedia technologies;
4) lack of financial resources for the creation and widespread implementation of multimedia technologies;
5) no evaluation apparatus has been developed. In order to implement multimedia technologies in the learning process, it is necessary, first of all, conditions for the pedagogically and methodically justified use of multimedia technologies. The issue of integrating the Internet into education and, in particular, its use in teaching foreign languages is currently quite relevant. At the moment, most schools and universities in our country are equipped with multimedia English language classrooms. These rooms are equipped with a computer, a projector and an interactive whiteboard.
Thus, the combination of traditional methods of teaching the language and new ones will ensure a higher level of learning. However, unfortunately, currently the use of multimedia for the purpose of intensifying independent work in learning a foreign language is hindered to a large extent by the high cost of computer equipment, as well as the lack of a sufficient number of theoretically based and
experimentally tested computer programs designed for independent work in teaching a foreign language. In General, at the moment there is a situation where, on the one hand, there is a small number of theoretical studies that have not been widely implemented in practice, and, on the other, there is a mass of disparate programs that do not have a serious theoretical basis. This is primarily due to the complexity and lack of development in the theory of the concept of multimedia as a didactic tool.
Sources used:
1. Robert I.V. Modern information technologies in education. -Moscow, School-Press, 1994.
2. Yang L.R. Benefits and drawbacks of controlled laboratory studies of second language acquisition. -Cambridge: Cambridge University Press, 2001.
