CC BY
5
UDC 81-13
Latipova D.Sh.
Senior teacher Tashkent Pediatric Medical Institute Uzbekistan, Tashkent city
INTERACTIVE METHODS IN THE TEACHING OF FOREIGN
LANGUAGE
Annotation: In this article highlights role of the interactive methods in the education and importance in the learning foreign language.
Key words: interactive methods, foreign language, learning, teaching, education.
Interactive ("inter "is mutual," act" is to act) means to interact, to be in the mode of conversation, dialogue with someone. Interactive methods are focused on the wide interaction of students not only with the teacher, but also with each other and the dominance of student activity in the learning process. The teacher's place in the interactive lessons is reduced to the direction of students ' activities to achieve the objectives of the lesson. The teacher also develops a lesson plan of interactive exercises and tasks, during which the student learns the material.
Interactive methods are used in teaching foreign language speech. In this process, the innovative method has become particularly effective. The use of optimal means during classroom work creates opportunities for intensive speech assimilation in communicative communication, motivates the learning process.
The modern methodology of teaching English as a foreign language is characterized by acceleration, i.e. acceleration of learning rates, the desire for greater optimization, intensification of the educational process. For a better practical mastery of a foreign language, it is necessary to understand the oral and written language in this language and be able to Express their opinions in it. From this it follows a simple conclusion that in a typical case the subject of training should not be English at all, and speech in English, the processes of speech generation. The distinction between language and speech with the most obvious acts as a time when learning a foreign language, in which, on the one hand, studied the language, i.e. there is a mastery of the theory of language, on the other - the teaching of speech, i.e. the teaching of speaking, listening, reading and writing. As a result of language learning knowledge is acquired, as a result of practice-skills.
Intensive training is perceived as a specific system of training. Within its framework, new principles of selection and organization of speech and language material have been developed, of which the leading ones are activity, personal-role, situational-thematic. A new dynamic model of learning and management of communicative and educational activities of students was created. The ability to communicate in a foreign language is a modeling of the processes of generation, semantic perception and communicative interaction of speech utterances in speech practice and the formation of appropriate mechanisms. Of particular importance is
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the mastery of trained psychotechnics of speech communication and the achievement of a number of pedagogical goals in training.
Intensive training in a foreign language, based on the activity and communicative-personal approaches, considering practices)' foreign language communication with socio-psychological positions. This is a specially organized educational communication, during which there is an accelerated cognitive enrichment and active creative development of the individual with the help of a system of controlled group interactions.
Methods of interactive learning are interpreted as the optimal implementation of some progressive trends in General pedagogy and psychology, in particular in the context of the problems of the educational role of learning processes. Here, the main purpose of training put forward mastering student's foreign language speech.
It is known that foreigners studying English at Home, are powerless, getting into our country. They can't apply their knowledge. Therefore, special importance is attached to the language environment, where the acquisition of practical skills of speech communication.
As interpreted by doctor of pedagogical Sciences, Professor G. Kitaygorodskaya, the goal of intensive training-in the shortest possible time to acquire foreign language communication. She believes that the content of intensive training is the acquisition of a set of skills and abilities sufficient and necessary for effective activity in a particular area, as well as the mastery of language material that provides the formation, development and use of these skills and abilities. Intensive training acts in its educational function. [1]
Based on this, we believe that the implementation of the installation on the disclosure of the student's personality reserves provide such conditions as:
- the authority of the teacher and his creative role;
- creating a trusting relationship in the group and the teacher with the group;
- high emotional tone of the audience and emotional involvement in the learning process;
highly motivated learning activities aimed at content
trainings;
- activity approach to assimilation.
In terms of intensity, there is interactive learning, in which students can use their potential for real communication. It is primarily about discovering and developing the abilities, skills, attitudes and attitudes that are necessary to achieve the intended goal.
Students are offered forms of activity that encourage them to use English and thus learn it. Students become the authors of their statements, they are more likely to learn the language mo1ug, because they determine what they want to Express. Students learn to listen to themselves as they speak. They not only Express their thoughts, but also develop them further and understand better when they are spoken. In the process of speaking, they discover thoughts that were not originally intended in themselves.
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Interactive training takes into account the psychology of human relationships. Here, the Central figure is a group of students who jointly seek a solution to a common problem, actively work with each other and with the teacher, have the opportunity to share their experiences.
In the rapid mastery of foreign language speech occupies an important place proposed by the author of the textbook dialogues and artificial texts. Situations played out in the classroom, repeated and played out live outside the audience, so there is a natural consolidation of the acquired speech models.
The initial stage in teaching English as a foreign language has its own specifics, which is determined by the nature of minimizing the language material, its volume, reproduction and free production by students, methods and techniques of its introduction and consolidation. Therefore, the textbook in interactive learning belongs to one of the main places. For the initial stage, they should linguistically represent the model of the English language in the simplest, but strictly normative form, which is the core of the English speech system. This model should teach foreigners the mechanism of speech generation in English for the needs of elementary communication. The very concept of communicative significance cannot be defined without creating an appropriate dictionary of elementary topics and situations of communication in which these units are mainly used.
The idea of a modern textbook includes, on the one hand, the modeling of the main points of the educational process, on the other hand - the modeling of speech activities carried out within the proposed textbook micro language. The concrete orientation of the textbook assumes first of all allocation of those types of speech activity which are subject to mastering, and a certain level of language proficiency which has to be reached on each of these types.
Modeling of speech activity can be concretized as modeling of speech activity by its main types (listening, speaking, reading, writing) in the proportion necessary for the implementation of specific goals.
With the use of interactive teaching methods, education becomes exciting and in demand, increasing the motivation of students to study.
References:
1. Kitaygorodskaya G.A. the Methodology of intensive foreign language training. -Moscow: Higher school, 1991.
2. Mitrofanova O. D. Methods of teaching English as a foreign language - M: English language, 1990.
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