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INTEGRATION OF LINGUISTIC AND INFORMATION TECHNOLOGY METHODS TO TEACH PHILOLOGY STUDENTS Mukhammadiyev F.G. Email: Mukhammadiyev681@scientifictext.ru
Mukhammadiyev Feruz Gafurjonovich - Teacher, DEPARTMENT OF MODERN INFORMATION TECHNOLOGIES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article demonstrates main importance of ICT that can be used to good advantage in a rich learning environment and the use of video as an ICT tool in the foreign language classes. The paper also discusses the role of the teacher in supplying up-to-date technologies and we argue that is the teacher, not the technology who elucidates the quality of learning and teaching. Some people are afraid that the role of teachers would be compromised, if we integrate information technologies in education. But there is contrary opinion that we militate for "a techno-humanistic" system, in which teachers, learners and technology would form a lasting meaningful alliance.
Keywords: ICT, video, teacher, benefits, challenges, access, games, content.
ИНТЕГРАЦИЯ ЛИНГВИСТИЧЕСКИХ И ИНФОРМАЦИОННО-ТЕХНОЛОГИЧЕСКИХ МЕТОДОВ ОБУЧЕНИЯ ФИЛОЛОГИИ СТУДЕНТОВ Мухаммадиев Ф.Г.
Мухаммадиев Феруз Гафуржонович - преподаватель, кафедра современных информационных технологий, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: эта статья демонстрирует основную важность ИКТ, которые могут быть использованы с пользой в богатой учебной среде, а также использование видео в качестве инструмента ИКТ на уроках иностранного языка. В документе также обсуждается роль учителя в предоставлении современных технологий, и мы утверждаем, что именно учитель, а не технология, объясняет качество обучения и преподавания. Некоторые люди боятся, что роль учителей будет скомпрометирована, если мы интегрируем информационные технологии в образование. Но есть противоположное мнение, что мы выступаем за «техно-гуманистическую» систему, в которой учителя, ученики и технологии образуют прочный значимый альянс.
Ключевые слова: ИКТ, видео, учитель, преимущества, проблемы, доступ, игры, контент.
UDC 81-139
Introduction. In fact in our century the role of communication technologies (ICT) is very important for both teaching and learning foreign languages. Educators access and implement innovations without always realizing their full implications for them and their students. But it is not importantly disadvantage side of the issue, the cause is that, if anyone do not use innovations and modern technologies, there would be little progress and would be nothing to evaluate. Technology has become an expected literacy in higher education and in our society, a universal language spoken worldwide, regardless of the profession [1]. Attempting to keep up with the demands of current society and to gain more profits of the advances in technology, teachers all over the world implement information communication technologies (ICT) in the classroom so as to deliver content effectively and address
student's needs. Using computers and modern technologies in teaching foreign languages has already occupied an increasing role. However, everyone has to admit whose job belongs to teaching and learning foreign languages. But we should remember that teaching and learning are social process and, of course, require face to face communication between teachers and students; therefore technology facilitates but can't replace these social possesses [3]. Since ICT is obviously an enormous topic I will narrow the focus of this article to two main points. The first is that the paper begins by defining ICT and it encompasses and certain features of ICT.
Methodology. Originally, it was all about how teacher presented the information using the copy machine, tape recorder, VCR, and others, but now it is about the way teachers and students access information and transforms via technology active learning into interactive learning by sharing ideas, collaborating with colleagues or even creating ideas. Beyond the technology Text books and notebooks are not sufficient anymore, teachers need to bring it alive by adapting it and provide supplemental resources by the help of changing, simplifying, reviewing and supplementing the content with online games, flashcards, songs etc [4].
"Since nowadays' society demands the learners to be able to face a multitude of complex situations, the traditional education based solely on the transmission of knowledge is no longer sufficient" [2]. On the contrary, acquainting technology is an overwhelming work for anyone attempting to select the best tools while considering the goals for student learning too. Yet, technology is integrated in almost every aspect of our life and every job, considering the factor educators should find a balance between technology and offline socializing and interpersonal skills [5]. In fact, in order to do it and work to master a language and obviously there is not enough time in the class for that, so language educators should urge their students and teach them how to access knowledge and data from around the world so as to become independent learners. By letting them know what is useful and available on the Internet, providing online access to our teaching materials and also by sharing with students in an online environment and communicate with native speakers, we can do this [6]. Now that we are aware of the meaning and certain characteristics if ICT, I would like to highlight some of the profits and challenges of using technologies in the foreign languages. Technologies enrich the content (photos, videos, Power Point); make the delivery of the content more interactive by the help of using interactive whiteboards for example; and enable repetition and adaptability of the content. By the help of technologies teachers provide students authentic audio and video of the target culture and modern materials so as to engage students.
Video in Foreign Languages Classes
There are great number of videos on the internet that teacher can use to add a special dimension to the learning experiences in order to stimulate student's interest. Additionally, one of the main reasons of usage of videos is the increased level of interest shown by most students when watching and generating discussion and different activities related to the video [2]. The teacher can show in the classroom a video regarding as academic presentations and provide the students are able to watch it again at home, review the main points and use it to make their own academic presentation. Sometimes, it would be easier to understand some complex topics, such as, political system or elections in a foreign country by watching a short educational video. As we mentioned above, there are a lot of advantages and convenience of using videos in the foreign language classes for both the teachers and students. However, we should not forget about the potential problems we encounter while trying to introduce a video. It is obvious that videos can enhance student's recollection and comprehension. But if we want the learning experience to be effective we have to exploit it and use it together with their instructional methods, such as, discussions and learning activities. It is not enough that simple playing of the video. The educators have to consider that the quality of the video and the viewing conditions. As we now, it is very common that each student can see and hear the video clearly. Some teachers use the start and stop button excessively, as a result, students get irritated, although, sometimes that stopping the video
can give a chance to know what would happen next. There is another thing that should be taken into consideration is the length of the video. Most agree that the videos between one to five minutes are the best option. These are easier to handle and can be highly motivating. [6], However, if we can that our videos' length to be more five minutes, we should divide it into parts in order not to make the students bored. If we take as an example the video of British political system, the video can be divided into three parts: parliament structure, making laws, elections and voting. Students should learn to appreciate the value of the video, which is often associated with leisure and entertainment. Teachers should integrate the video as part of a course and not us it as a supplementary material.
Finally, Stempleski says there are three stages of activity that teachers should take into count while planning a video based lesson: previewing, viewing and post viewing. These stages are considered very important. At the end of this section I wanted to focus on certain video teaching techniques [3]. Jeremy Harmer suggests some prediction activities to awake the student's curiosity: silent viewing, freeze frame, partial viewing, picture less listening and picture or speech [3].
Conclusion. Learners, teachers, and technology should form a lasting meaningful alliance. Having known the advantage and disadvantage sides of integrating information communication technologies in teaching and learning foreign languages, in addition, the importance of teacher's role in educational process and the bond that creates between teacher and learner, I argue that we should always appreciate the post and the years of research of good teaching practices developed by skilled teachers and researchers.
References / Список литературы
1. Brent Kelsen. "Teaching EFL to the in Generation: A Survey of Using You tube as Supplementary Material with College EFL Students in Taiwan". Indonesia, CALL-EJ, 2009. Р. 35.
2. Jean W. Leloup and Robert Ponterio, "Second language acquisition and technology: A review of the research". New Orlean, CAL digests. December, 2003. Р. 134.
3. Read Gilgen. "Holding the World in Your Hand: Creating a Mobile Language Learning Environment". London, EDUCAUSE, 2005. P. 134.
4. Ramachandran Subhadra. "Integrating New Technologies into Language Teaching: Two Activities for EAP Classroom". Canada, TESL Canada Journal, 2001. P. 89.
5. West Michael. "The Reading Approach and the New Method System". Columbia. The Modern Language Journal, 1997. P. 35.
