CC BY
108MODERN PROBLEMS OF TEACHING FOREIGN
LANGUAGES Nurullaeva G.
Nurullaeva Guzal - Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3,
UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: foreign language proficiency is the most important condition for communicating. In the modern world people's interest in learning foreign languages is growing rapidly. Thanks to the scientific and technical progress and changes taking place in society, the education system is also improving. The article is devoted to the modern problems of teaching English as a foreign language and some innovations in this sphere. Keywords: problems of EFL teaching, global language, cultural competence, intercultural communication.
At present stage of development of society, the process of intercultural communication takes on new forms. The development of electronic means of communication has led to the development of a "computer-mediated form of communication that radically changed the nature of discourse" [1, 231]. In the process of interaction between the participants of intercultural communication, various electronic means of communication are widely used: e-mail, Skype, voice and video communication, social services on Facebook, Twitter, as well as platforms for creating their own blogs.
Innovations in the teaching foreign languages in the era of globalization are associated with changes in the content of teaching foreign languages, changes in educational technologies, methods and means of teaching. The content of teaching foreign languages as a methodological category answers the question "What to learn?". There are several approaches to determining the content of teaching foreign languages. Some scholars consider the
content of learning from the point of view of the object of study, the object of mastering and the results of training: "The content of learning is made up of those skills, abilities, competences, the mastering of which ensures the ability to use the language as a means of communication, the formation and development of a person" [3, 123].
The text appears in the teaching process as an object for recognition of reading and listening, as well as a product of speech generation (speaking, writing). The text is able to carry any information from all areas of knowledge, which gives a variety of directions to learning foreign languages. Learning to read (work with the text) is directly related to learning to play. Karakozov in his works paid special attention to teaching reading: "Teachers who believe that reading can be learned only for speaking purposes, imperceptibly fall into a false circle: in order to learn to read books, you need to learn to speak, but it turns out that in order to learn to speak, you need to read a lot " [2, 99].
So, the main components of learning are the learning objectives, the activities of the participants in the learning process and a favorable learning environment, which largely depends on the conditions in which the learning process takes place, when we are talking about the modern information and educational environment.
The formation of foreign language communicative competence and its constituent parts (linguistic, speech, socio-cultural, and educational-cognitive) is the goal of teaching a foreign language. To achieve this goal, it is necessary to create an information and educational environment which is effective for acquiring language skills, the main types of speech activity (speaking, listening, reading and writing), regional geographic and general cultural knowledge, and the ability to communicate.
Considering the text as the basic unit of the content of teaching foreign languages, using the Internet, we have access to relevant, authentic information in the Internet resources, which contributes to increasing the motivation of students to learn foreign languages. Information about the latest events in the world (sports, cultural, political, etc.), texts of native speakers (speeches
of political figures at conferences, seminars, information of leading television programs, films, videos, etc.) expand the content of the textbook, which causes interest in another language and culture.
The abundant information resources of the Internet, with the skillful use of them, have a positive impact on the process of learning. Studying a foreign language and a foreign language culture in comparison with the native language and native culture is one of the characteristics of modern language education. Consequently, foreign language teachers need to create situations for students to interact with native speakers. Real and virtual travels contribute to a deeper learning of a foreign language, foreign language culture and the knowledge of one's own culture. Virtual space today provides a large selection of online educational communities for students.
Answering the questions "how to teach" and "which means should be used in the process of teaching" a foreign language, one cannot ignore modern information and communication technologies and the possibilities of the Internet (Skype, video conferencing, chat rooms, forums, electronic libraries, virtual museums, virtual worlds and others). They allow students to communicate in a foreign language more frequently and effectively.
References
1. Gorshunova E., Gorshunov V. Intercultural communication and ethnic stereotypes and labels of the English-speaking community. Moscow, 2016. - 112 p.
2. Karakozov S. D., Uvarov A. Successful information transformation of the learning process within digital education environment. http://www.pmedu.ru
3. Leontovich O. A. Introduction to intercultural communication. Moscow, 2007. - 368 p.
