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2. Jacobson K. "What is a reading approach?",Virginia, SIL International press, 1998. P-67.
3. Lamb Annette and Johnson Larry. "Skimming and Scanning". London. Macmillan press, 2001. P. 89.
4. Subhadra Ramachandran. "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.
INTERNET-BASED TECHNOLOGIES IN TEACHING FOREIGN
LANGUAGES Aripova G.I. Email: Aripova677@scientifictext.ru
Aripova Gulchehra Ishanqulovna — Senior Teacher, DEPARTMENT OF MODERN INFORMATION TECHNOLOGIES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article purposes to investigate the implementation of IC Technologies in classroom. The use of effective comprehension is highly important when learning to improve comprehension in learning process. The strategies below provide specific instructions for developing and retaining comprehension skills. The techniques and instructions with intermittent feedback have been found to improve reading comprehension across all ages, specifically those affected by mental disabilities. A modern foreign language lesson cannot meet the requirements of new standards in teaching if the teacher does not apply new technologies. All types of educational Internet resources were examined in detail; examples of their use in the English lesson were given.
Keywords: innovations, technology tools, ICT, mobile assisted language learning, electronic communication, internet-based language learning, computer based classes, motivation.
ТЕХНОЛОГИИ, ОСНОВАННЫЕ НА ИНТЕРНЕТЕ, В ПРЕПОДАВАНИИ ИНОСТРАННЫХ ЯЗЫКОВ Арипова Г.И.
Арипова Гулчехра Ишанкулова — старший преподаватель, кафедра современных информационных технологий, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: статья основывается на изучении применения Интернет-технологий в занятиях. Использование эффективного постижения является важным в процессе обучения и его улучшения. Нижеуказанные стратегии предоставляют специальные инструкции для развития и удерживания навыков осознания. Приёмы и указания с прерывающимися результатами были открыты с целью улучшения осознания навыков чтения для людей всех возрастов, в особенности для тех, кто страдает умственными заболеваниями.
Современный урок иностранного языка не может соответствовать требованиям новых стандартов в обучении, если учитель не принимает новые технологии. Все типы образовательных Интернет-ресурсов были подробно рассмотрены; приведены примеры их использования на уроке английского языка.
Ключевые слова: инновации, технологические инструменты, ИКТ, мобильный помощник в изучении языка, электронное общение, изучение языка на основе интернета, занятия, основанные на применении компьютера, мотивация.
UDC 13.00.08
Introduction. Information communication technologies can be an extremely useful resource for teachers and learners of foreign languages. Various innovations (including Google-assisted language learning and concordances) have revolutionized the approaches to teaching foreign languages.1
'Jean W. Leloup and Robert Ponterio, "Second language acquisition and technology: A review of the research," New Orlean, CAL digests, December 2003 : p. 134/
The proliferation of Internet-based software over the past decade undoubtedly has transformed the way foreign languages are taught. And yet, while educators increasingly exploit these pedagogical tools, the real story seems to be the way students use them to acquire foreign language competency.
Methodology. Note that in the following discussion, computer-assisted language learning (CALL), mobile-assisted language learning (MALL), Internet-based language learning (IBLL), online language learning (OLL), Google-assisted language learning (GALL), and technology-enhanced language learning (TELL) are different forms of technology-based language learning (TBLL)1.
Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.
"Technology's impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered," said Carolyn April, director, industry analysis, CompTIA." With emerging technologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead."
Studies completed in "computer intensive" settings found increases in student centre, cooperative and higher order learning, students writing skills, problem solving, and using technology. In addition, positive attitudes toward technology as a learning tool by parents, students and teachers are also improved.
Social networking sites are virtual communities for people interested in a particular subject or just to "hang out" together. Members communicate by voice, chat, instant message, video conference, and blogs, and the service typically provides a way for members to contact friends of other members2.
For the teacher, social networking provides professional development by introducing them a discovery of the learning potential for themselves, finding other educators who are using such technologies in their classrooms, and then connecting with those educators who automatically provide a virtual support community.
In particular, the advent of Web 2.0 technologies and applications has been hugely successful in allowing students to learn independently or collaboratively through the media — from listening to language files to watching YouTube videos to using specific language-instruction software.3
Over the past several decades, studies analyzing the relationship between technology and foreign language learning have tended to focus on several key issues, including motivation, reading and writing, research, and mobile-assisted language learning4.
In the English language lessons, using the Internet you can solve a number of didactic problems: to form reading skills using materials from the global network; improve writing skills of students; replenish the vocabulary of students; to form a motivation for students to learn English in schoolchildren. In addition, the work is aimed at exploring the possibilities of Internet technologies to expand the horizons of schoolchildren, to establish and maintain business ties and contacts with their peers in English-speaking countries. In modern conditions, the teacher's task is to correctly select the necessary material, to prevent the student from drowning in a sea of information, to help him separate the main material from additional information, to remove language difficulties. Moreover, the information presented in educational electronic resources should be evaluated on the basis of the principles of accessibility of its presentation and the need for its use at a particular stage of the lesson, as well as social, practical and personal significance for students.
Conclusion. Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging. Teachers must be aware of their students' motivators in order to successfully implement technology into the classroom. Students are more motivated to learn when they are interested in the subject matter, which can be enhanced by using technologies in the classroom and targeting the need for screens and digital material that they have been stimulated by outside of the classroom.
1 Read Gilgen, "Holding the World in Your Hand: Creating a Mobile Language Learning Environment," London, EDUCAUSE, 2005:P-134.
2 West, Michael, "The Reading Approach and the New Method System." Columbia, The Modern Language Journal, 1997:P-35.
3 Brent Kelsen, "Teaching EFL to the iGeneration: A Survey of Using Youtube as Supplementary Material with College EFL Students in Taiwan," Indonesia, CALL-EJ,2009: p.35
4 West, Michael, "The Reading Approach and the New Method System." Columbia, The Modern Language Journal, 1997:P-35
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. Leloup Jean W. and Ponterio Robert. "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. Subhadra Ramachandran. "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.
TEACHING ENGLISH AS A FOREIGN LANGUAGE TO ADULTS USING COMMUNICATIVE LANGUAGE TEACHING Umarova M.R. Email: Umaro677@scientifictext.ru
Umarova Malika Kiyamiddinovna — Teacher, DEPARTMENT OF INTEGRATION OF LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english language is an international language used in order to communicate in the fields of education, technology, trade and politics so that it is learnt as a foreign language in many countries around the world. The article mainly focuses on investigating new phenomenon— teaching English as a foreign language to adults using CLT. The purpose of doing this research was finding new ways for improving communicative competence. The research proposes some techniques and methods for improving speaking skill as means of communication. The researcher suggested her own strategies for developing the speaking skill based on her experience and data that she collected. The main part of the article includes analyses of the researches done before, research itself and results acquired through workshops. The data was collected from three different sources such as pre-test, while-session and post-test.
Keywords: globalization, secure, competency, experiment, analysis, scholars, adulthood, instructors, communication, methods, progress, participants.
ПРЕПОДАВАНИЕ АНГЛИЙСКОГО ЯЗЫКА КАК ИНОСТРАННОГО ДЛЯ ВЗРОСЛЫХ С ИСПОЛЬЗОВАНИЕМ ПРЕПОДАВАНИЯ КОММУНИКАТИВНОГО ЯЗЫКА Умарова М.К.
Умарова Малика Киямиддиновна — преподаватель, кафедра интеграция языковых навыков, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: английский язык - это международный язык, используемый для общения в сферах образования, технологий, торговли и политики, поэтому он изучается как иностранный во многих странах мира. Основное внимание в статье уделяется изучению нового феномена -преподавания английского языка как иностранного для взрослых с использованием CLT. Целью данного исследования был поиск новых путей повышения коммуникативной компетентности. В исследовании предлагаются некоторые приемы и методы улучшения разговорной речи как средства общения. Исследователь предложил свои собственные стратегии развития навыков речи на основе своего опыта и собранных данных.
Основная часть статьи включает анализ ранее проведенных исследований, само исследование и результаты, полученные в ходе семинаров. Данные были собраны из трех разных источников, таких как пре-тест, во время сеанса и пост-тест.
Ключевые слова: глобализация, безопасность, компетентность, эксперимент, анализ, ученые, зрелость, преподаватели, общение, методы, прогресс, участники.
