9Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
MODERN TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES IN
AGRICULTURAL SCIENCES
Ahmad Alisherovich Abdumajitov
Student of master's degree of Tashkent state agrarian university
ABSTRACT
This article describes the specifics of foreign language teaching in agriculture. In addition, the grouping of non-specialist subjects in foreign language teaching, as well as ways of teaching a foreign language are covered.
Keywords: Foreign language, agriculture, non-specialist subject, teaching.
INTRODUCTION
One of the current issues is to educate the younger generation in the spirit of love and devotion to the motherland, national pride, high morals and spirituality, pride in our ancient and rich heritage, national and universal values through the teaching of foreign languages. The development of these issues in general trends plays an important role in the formation of modern and foreign language skills in the younger generation and serves to increase the creative abilities of students in connection with the problems of modern education.
Research on foreign language teaching to students of non-language higher education institutions in the world is carried out in the following priority areas: Improving the pedagogical mechanisms of teaching foreign languages to students in accordance with the requirements of the European CEFR; teaching content, educational technologies, strengthening the objectivity of control, the organization of independent learning in the classroom and outside the classroom.
LITERATURE REVIEW
The goals of foreign language teaching are determined by the needs of society, social order, conditions, policies. The goals of foreign language teaching depend on the development and progress of the society. Teaching a foreign language in higher education institutions has its own goals, and all coaches who teach a foreign language must make it clear in advance. As scholars O. Hoshimov and I. Yakubov say in the book "Methods of teaching English", "the goals of teaching a foreign language determine the content, means, methods and principles of teaching."
Given the goals and objectives of teaching English in higher education, they can be divided into 2 groups:
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
1. Foreign language - universities, institutes, faculties that train specialists in English.
2. Foreign language - non-philological educational institutions that do not train specialists in English.
The objectives of teaching English in these two groups are different, and due to the training of English language specialists in the higher education institutions of the first group, English is taught in a deep, comprehensive, both theoretical and practical. In the second group, non-philological educational institutions, there is a complex goal for English. The goal is to provide students with a general education in English and to teach them to use English in their future work. Part-time communication in the profession involves learning words related to their specialty and reading and translating texts.
RESEARCH METHODOLOGY
The content of teaching is one of the most important issues in the methodology. Nowadays, the content of foreign language teaching in higher education institutions that do not specialize in languages is defined as the amount of knowledge, materials, exercises and skills that are determined by the goals and objectives of the education received by students. When defining the content of a subject, it is important to keep in mind two general requirements and their interrelationships:
1) The requirement that we choose the content of the chosen teaching or not to achieve the goal we set for ourselves;
2) this is a requirement for students to master or not be able to master the content of teaching chosen in our specific context. The content of a foreign language subject can be determined based on these two requirements. The draft Higher Education Foreign Language Program outlines the content of English language teaching. Every foreign language teacher is obliged to organize their work on the basis of this program. O. Hoshimov and I. Yakubov include the following in the content of the subject of methods of teaching foreign languages at the present time.
1. Topic: (topics) oral and reading topics.
2. Language materials (phonetics, vocabulary, grammar.)
3. Formation and development of lexical, grammatical, spelling, pronunciation
skills;
4. Formation, teaching, development of speaking skills (listening comprehension, speaking, reading, writing skills).
5. To teach the skills of working with additional literature when working on English.
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
Texts are selected based on the topic. The acquisition of speaking skills and activities is the essence of the practice of foreign language teaching. The content of foreign language teaching answers the questions of what and what to teach in a foreign language.
ANALYSIS AND RESULTS
Currently, language materials in foreign languages (English, German, French) have been selected for the higher education institution. Properly selected content will help you achieve your goals. Content selection takes into account the purpose of the training and is guided by it. When the content is selected, along with the language materials, speech patterns are also selected. They are the basis for teaching speech. The choice of content takes into account the methodological organization of teaching. The content of the training depends on the conditions of the training. The purpose of teaching a foreign language also affects the amount of content taught.
Another way to meet modern requirements is to reduce the amount of redundant material for students and simplify the learning process. These are taken into account in the new foreign language program. The teacher approaches this in terms of students' comprehensive practical mastery of the material. For this reason, student work focuses on productive (speaking, writing) and receptive (listening, reading) language development, expanding students' potential. The basis of sound education is the effective generalization and improvement of the teaching process. More recently, optimization has been widely used. Optimization is the search for and application of an easy, convenient method, way, method, system, principle, tool, exercise, appropriate to the situation, conditions, students of higher education institutions and their chosen field of study. Optimization is specific to different types of higher education institutions, as class hours vary and students' native language characteristics vary.
CONCLUSION
In short, it is very important to teach a foreign language in higher education institutions that do not specialize in languages, because foreign languages play an important role in preparing students for full-fledged development.
REFERENCES
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
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