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How technology in language learning supports students? Technology increases the students' opportunity for authentic interaction with native speakers and other language learners at various levels within or outside the classroom. Practice leads to perfection and technology-rich language learning makes it possible. Virtual and augmented reality technologies have the potential to transform the way English language education is delivered. These technologies provide immersive learning experiences, allowing students to interact with English language environments and practice their language skills in real-life scenarios. It has enormous educational potential both within and beyond the classroom milieu as it allows learners to easily access various instructional materials using different educational platforms, it facilitates learners' exposure to native speakers' lessons and tutorials and their engagement in diverse online courses. References:
1. Microsoft. «Innovative Technologies in Education Continuing Education Center LLC». Microsoft Education. Retrieved 20 July 2022.
2. «DiSTANT iXTiSASARTIRMA T9UML9RÏ». Bakimektebleri.edu.az. Retrieved 20 July 2022.
3. «Masallida musllimlsr uçun kurikulum kurslari tsçkil olunub». Azertag.az (in Azerbaijani). Retrieved 20 July 2022.
© Durdyyeva G.A., Rejepova N.N., 2023
UDC 37
Gurbanmyradova G.,
senior lecturer, Dovletmammet Azadi Turkmen National Institute of World languages Gurbanmyradov M., lecturer,
International University of Oil and Gas named after Yagshigeldy Kakaev Muhammedova E., educator,
The Institute of Engineering-technical and transport communications of Turkmenistan
MULTILINGUALISM - ANOTHER POSSIBILITY AFTER BILINGUALISM
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language,
that goes to his heart." Nelson Mandela
Annotation
Multilingualism is a great wealth. Multilingualism is the highest degree of development of linguistic consciousness. Numerous studies show that multilinguals outperform monolinguals on intelligence tests, mainly in solving problems for the manifestation of originality of thinking, mental flexibility, and better focus on performing several tasks as the same time.
Key words:
Multilingualism, bilingualism, monolinguals, intellectual development, linguistic consciousness, spatial
imagination and mental flexibility.
Гурбанмырадова Г,
старший преподаватель,
Довлетмаммет Азади Туркменский национальный институт Мировых языков
Гурбанмырадов М., преподаватель,
Международный университет Нефти и Газа имени Ягшигельды Какаева
Мухаммедова Э., преподаватель,
Институт инженерно-технических и транспортных коммуникации Туркменситана МНОГОЯЗЫЧИЕ - ЕЩЕ ОДНА ВОЗМОЖНОСТЬ ПОСЛЕ ДВУЯЗЫЧИЯ
"Если вы говорите с человеком на языке, который он понимает, это ударяет его в голову. Если вы говорите с ним на его языке,
это ударяет в его сердце».
Нельсон Мандела
Аннотация
Многоязычие - большой богатство. Мультилингвизм высший степень развития языкового сознания. Многочисленные исследования показывают, что мультилингвы превосходят монолингвов по результатам тестов умственного развития, главным образом в решении задач на проявление оригинальности мышления, умственной гибкости, лучше фокусироваться выполнять несколько задач одновременно.
Ключевые слова:
Многоязычие, двуязычие, монолингвы, интеллектуальное развитие, языковое сознание, пространственное воображение и умственная гибкость.
Multilingualism is the ability of an individual speaker or a community of speakers to communicate effectively in three or more languages. Contrast with monolingualism, the ability to use only one language.
A person who can speak multiple languages is known as a polyglot or a multilingual.
Multilingualism refers to the presence in a geographical area, large or small, of more than one 'variety of language' i.e. the mode of speaking of a social group whether it is formally recognized as a language or not; in such an area individual may be monolingual, speaking only their own variety.
Multilingualism is often invisible. Even in the great multilingual cities a large number of languages are used principally in the family or the community (the private sphere) and emerge in public only on special occasions. Then they may indeed become a part of the lived urban experience of many people, including those from other linguistic groups. In other ways, too, citizens experience multilingualism almost unconsciously in their daily lives. The most ubiquitous example of this is commercial - as in the local shop run by different language communities (Bengali, Turkish, Kurdish, Chinese, Polish, and Italian) but serving the whole local community, and increasingly preferred over national supermarket chains. There are many other local and community initiatives (cultural, sporting, educational and religious) which constitute practices which become an accepted and essential part of the daily fabric of urban life.
Bilingualism is the ability of an individual or the members of a community to use two languages effectively.
More than half of the world's population is bilingual or multilingual: "56% of Europeans are bilingual, while 38% of the population in Great Britain, 35% in Canada, and 17% in the United States are bilingual," per statistics referenced in "Multicultural America: A Multimedia Encyclopedia."
Bilingualism is a natural state of the human brain, and due to its demands on self-monitoring and control - after all, the language not needed at any particular moment has to be inhibited - it keeps us mentally agile and appears to delay cognitive aging. Nevertheless, the long-term coexistence of more than one linguistic system within a single head hardly remains without consequences.
At the result, multilingualism is a great wealth. Multilingualism is the highest degree of development of linguistic consciousness. Numerous studies show that multilinguals outperform monolinguals on intelligence tests, mainly in solving problems for the manifestation of originality of thinking, mental flexibility, and better focus on performing several tasks as the same time. In general, multilingualism has a positive effect on the development of memory, intelligence, mathematical skills and logic. Multilinguals have a higher level of intellectual development and spatial imagination compared to a monolingual peer. Thus, multilingualism opens the door for faster and easier communication. References:
1. Baker K. 'Base of bilingualism and multilingualism, Issues of multilingualism.' US, 2011.
2. Brainraih U. 'Monolingualism and multilingualism'. Moscow, 1972.
3. Dr. Lid King. 'The impact of Multilingualism on Global Education and Language Learning'. Cambridge Assessment English, 2018.
4. www.thoughtco.com
© Gurbanmyradova G., Gurbanmyradov M., Muhammedova E., 2023
УДК 37
Hemzayev O.H.,
Senior lecturer of the Institute of International Relations of the Ministry of Foreign Affairs of Turkmenistan, Ashgabat, Turkmenistan.
METHODS OF TEACHING THE PHONETICS OF A FOREIGN LANGUAGE
Annotation
Creating and developing students' phonetic skills is based on several didactic principles. Implementation of the Consciousness Principle does not mean the theorization of the entire learning process. One of the most necessary situations is to explain the pronunciation of hard-to-pronounce sounds. This makes it easier to pronounce sounds. Pronunciation takes on an auxiliary character and ceases to be used after the formation of the appropriate phonetic skills and habits. Implementation of the activity principle means that students are encouraged to say the sounds on their own according to the patterns.
Key words:
foreign language, grammar, phonetics, discourse, phonetic phenomena, teacher, listener, skills, students.
Аннотация
Создание и развитие фонетических навыков учащихся базируется на нескольких дидактических принципах. Реализация Принципа Сознания не означает теоретизирования всего процесса обучения. Одна из самых необходимых ситуаций - объяснение произношения труднопроизносимых звуков. Это облегчает произношение звуков. Произношение приобретает вспомогательный характер и перестает
