MODERN TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN SECONDARY SCHOOL

Maftuna Mustakim Kizi Razokova

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

MODERN TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN

SECONDARY SCHOOL

Maftuna Mustakim kizi Razokova Chirchik State Pedagogical University Faculty of Tourism Foreign language and literature (English) Scientific supervisor: Sohila Aminova

ABSTRACT

The last years increasingly raised the issue of using modern technologies in the educational process. It is not only new technical means, but also a new forms and methods of teaching, new approach to learning. The main goal that we set for ourselves, using modern technologies in learning a foreign language it's to show how technology can be effectively used to improve the quality of teaching foreign language students, the formation and development of their communicative culture, learning the practical mastery of a foreign language

This article aims to highlight the role of using modern technology in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology. Among these techniques are online English language learning web sites, computer assisted language learning programs, presentation software, electronic dictionaries, chatting and email messaging programs, listening CD-players, and learning video-clips.

Keywords: digital, e-learning, slides, student-based, inspires, communicative technologies, practice, exciting, interactive.

INTRODUCTION

From the ancient abacus to handheld calculators, from slide projectors and classroom film strips to virtual reality and next-generation e-learning, educational technology continues to evolve in exciting new ways — inspiring teachers and students alike.

Technology is continually changing the way we work and play, create and communicate. So it's only natural that advancements in digital technology are also creating game-changing opportunities in the world of education. For teachers, technology is opening up new possibilities to enrich and stimulate young minds.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

Today, there is growing excitement around the potential for assistive technology, virtual and augmented reality, high-tech collaboration tools, podcasting, blogging, 3D printing, artificial intelligence, personalized learning and much more. One important definition of educational technology focuses on "the technological tools and media that assist in the communication of knowledge, and its development and exchange."

Gamification combines playing and learning by utilizing gaming as an instructional tool, according to Newman, who explains that incorporating gaming technology into the classroom "can make learning difficult subject matter more exciting and interactive."

1. Running a Virtual Field Trip: Explore famous locations such as the Empire State Building or the Great Barrier Reef; or preview actual field trips by using technology to "visit" the locations beforehand.

2. Participating in a Webquest: These educational adventures encourage students to find and process information by adding an interesting spin to the research process. For example, they could be placed in the role of detective to solve a specific "case," collecting clues about a curriculum topic by investigating specified sources and web pages.

3. Podcasting: Playing relevant podcasts — or assisting students in creating their own — can be a great way to supplement lessons, engage auditory learners and even empower students to develop new creative skills.

Educational technology strategist David Andrade reports in EdTechMagazine.com ("What Is on the Horizon for Education Technology?") that current tools and trends include online learning and makerspaces, "with robotics and virtual reality expected to be widely adopted in the near future." Peeking a little further into the future, Andrade says studies indicate that "artificial intelligence and wearable technology will be considered mainstream within four to five years."

In practice, future innovation will come from the hearts and minds of the teachers who develop the knowledge and skills needed to discover the most engaging, effective ways to use educational technology strategies in classrooms, and virtual classrooms, far and wide.

What is Educational Technology? [Theory & Practice]

Another essential definition of educational technology focuses on the theory and practice of utilizing new technology to develop and implement innovative educational approaches to learning and student achievement.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

Behind all the high-tech tools, the digital bells and whistles, are the teachers who possess the skill — and the inspiration — to use these new technologies to expand the educational universe of their students. According to a report by the International Society for Technology in Education ("11 Hot EdTech Trends to Watch"), "the most compelling topics among educators who embrace technology for learning and teaching are not about the tech at all, but about the students." Benefits for students include expanded opportunities for personalized learning, more collaborative classrooms and new strategies such as so-called "flipped learning," in which students are introduced to the subject material outside the classroom (often online), with classroom time then being used to deepen understanding through discussion and problem-solving activities with peers. For teachers who aspire to make an impact in this discipline, earning a master's in educational technology is obviously about learning new tools, strategies and practices, but it's also about understanding the supporting structures that must be in place to ensure the most successful outcomes. These include:

1. Policy and legal issues

2. Ethical issues (student privacy, etc.)

3. Funding, grants and budgets

4. Real-world applications (the world of work, partnership opportunities, etc.)

5. Networking basics, hardware, learning management software

6. Equity (community/school access and assets, student access)

7. Ability to complete a school or district needs assessment/site tech survey analysis

Therefore, for educators who are inspired by the immense potential of educational technology, the value of a master's degree cannot be overstated.

Careers in Educational Technology [Value of a Master's Degree] "We need technology in every classroom and in every student and teacher's hand," says education technology pioneer David Warlick, "because it is the pen and paper of our time, and it is the lens through which we experience much of our world." In recent years, rising interest in educational technology has led to the emergence of new advanced degree programs that are designed to prepare educators to shift into an innovator's mindset and become transformative technology leaders in their classroom, school or district. The best programs are structured to impart a comprehensive understanding of the tools used in educational technology, the theories and practices, and critically important related issues (budgeting, legal/ethical

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

considerations, real-world partnership opportunities, educational equity, etc.) that are essential for such technology-enhanced programs to deliver on their potential to inspire student learning, achievement and creativity. For example, the University of San Diego, well-known for its innovative, online Master of Education program, is launching a new specialization. The program is designed to prepare teachers to become effective K-12 technology leaders and coaches, virtual educators and instructional innovators who embrace technology-influenced teaching practices to empower student learning. The program's fully online format — in which students learn from expert instructors who possess deep experience in the field, while also interacting with fellow teachers from across the country — enables busy education professionals to complete their master's degree in 20 months while working full time

The most important characteristics of teaching technologies are the following:

a) Efficiency (a high level of achievement of the set educational goal by each student),

b) Cost-effectiveness (per unit of time a large volume of educational material is absorbed with the least expenditure of effort on mastering the material),

c) Ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and overwork),

d) High motivation in studying the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities of the student, to reveal its reserve capabilities. Most researchers consider teaching technologies as one of the ways to implement in the classroom a personal-activity approach to learning, thanks to which students act as active creative subjects of educational activity. [4] In the methodology of teaching foreign languages, it is customary to refer to modern teaching technologies as: collaborative learning, project method (project technologies), student-centered learning, distance learning, use of a language portfolio, tandem method, case study technology, computer and audiovisual technologies. Let's consider some of the listed learning technology

The problems of computer learning are investigated within the framework of an independent section of the methodology - computational lingua didactics, which studies the problems of theory and practice of using computers in language teaching. Computational lingua didactics is an interdisciplinary field of knowledge and closely interacts with the development of information technologies, applied and mathematical linguistics, developments in the field of artificial intelligence, computer program design, and research on human-computer interaction, theory and practice of

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

computer learning in general. This discipline has been formed as an independent direction in language teaching since the late 80s of the XX century, and three areas of research have developed in it:

1) Development of theoretical aspects of the use of computers in language teaching (methodological problems of computer lingua didactics, typology of computer training materials, assessment of the effectiveness of computer teaching aids, etc.);

2) Experimental work on the creation and use in the educational process of computer materials for various purposes, stages and profiles of language teaching;

3) Ways of integrating computer teaching into the general process of language teaching. To determine the area of theory and practice of using computers in teaching language from the middle.

In the 80s of the last century, special terms began to be used, including: "Computer Assisted Language Learning" (CALL) and "Computer Aided Language Instruction" (CALI). Nowadays, due to the widespread use of computer technologies, the term "Information and Communication Technologies" has also become widespread. At the same time, the term CALL - Computer Assisted Language Learning - retains its meaning as a generalizing term to denote the entire complex of theoretical and applied problems associated with computer language learning. In domestic lingua didactics, the term "Computer lingua didactics" is used to designate a range of issues related to the use of computer technologies in the educational process. This term is included in the designation of one of the pedagogical specialties for the training of highly qualified specialists ("Foreign language and computational lingua didactics"). [3]

Computer curricula for students of foreign languages are issued in the form of electronic textbooks, the characteristic features of which are:

a) The presence of a software module (video clips, voiced dialogues, a dictionary, grammar commentary), a training module (a set of language and speech exercises), a speech recording and reproduction module;

b) Presentation of educational material in spectator and sound form;

c) The organization of the material in the form of a hypertext, which allows you to quickly move from one section of the manual to another, search for information;

d) The ability, when performing control tasks, to compare your answer with the reference stored in the data bank, and get an assessment for your answer;

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-149-154

REFERENCES

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2. Jonassen, H. Constructing learning environments on the web: Engaging pupils in meaningful learning. EdTech 99: Educational Technology Conference and Exhibition 1999: Thinking Schools, Learning Nation. - 1999 - p. 45-46.

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5. Rodrieguez, R.J. & White, R.N. (2003) From role play to the real world. Rowley, MA: Newbury House Publishers, Horner & McGinley, 2000.

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10. Bakirova H.B. Teaching foreign language terminology at non-language universities. International journal of discourse on innovation. Integration and education. Volume: 01 Issue: 01. 2020 http://summusjournals.uz/index.php/ijdiie

11. Bakirova H.B. Formation of terminological competence in ESP education. Novateur publications. Journal NX- A Multidisciplinary Peer Reviewed Journal, ISSN No: 2581 4230 VOLUME 6, ISSUE 11, India.-2020. P 63.

12. Kitaygorodskaya G.A. Methodology for intensive teaching of foreign languages. M., 1982.

13. Klarin M.V. Pedagogical technology in the educational process: Analysis of foreign experience. M., 1989.

14. https://onlinedegrees.sandiego.edu/what-is-educational-technology-definition-examples-impact/

MODERN TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN SECONDARY SCHOOL Текст научной статьи по специальности «Науки об образовании»

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