CC BY
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//Теория и практика современной науки. - 2017. - №. 5. - С. 483-485. УДК 378.89
Murodov U.N.
Tashkent State Pedagogical University Uzbekistan, Tashkent city NEW INFORMATION TECHNOLOGIES IN THE LEARNING OF
ENGLISH LANGUAGE Abstract: This article discusses new information technologies in teaching English. features of information technologies are considered
Keywords: information technology, language, method, distance learning
One of the most revolutionary achievements in recent decades, which significantly influenced the educational process throughout the world, was the creation of a worldwide computer network, called the Internet, which literally means "international network" (English, international net). The use of cybernetic space (syberspace) for educational purposes is an entirely new direction of general didactics and private methodology, since the changes that occur affect all aspects of the educational process, beginning with the choice of methods and style of work, ending with changes in the requirements for the academic level of students.
The substantial basis of mass computerization of education is undoubtedly connected with the fact that a modern computer is an effective means of optimizing the conditions of mental labor in general, in any of its manifestations. R. Williams and K. McLeely write in their article "Computers at School": "There is one feature of the computer that is revealed when using it as a device for learning others, and as an assistant in acquiring knowledge, it is its inanimation." The machine can "be friendly" communicate with the user and at some moments "support" him, but she will never show signs of irritability and will not make her feel bored. In this sense, the use of computers is perhaps the most useful in the individualization of certain x teaching aspects. "
The main goal of studying a foreign language in a secondary school is the formation of a communicative competence, all other goals (educational, educational, developing) are realized in the process of implementing this main goal. A communicative approach involves learning to communicate and forming the ability for intercultural interaction, which is the basis of the functioning of the Internet. Outside of communication, the Internet does not make sense - it is an international multinational, cross-cultural society whose life activity is based on the electronic communication of millions of people around the world, speaking at the same time - the most gigantic in terms of the size and the number of participants the conversation that has ever occurred. Incorporating it into a foreign language lesson, we create a model of real communication.
Communicating in the true language environment provided by the Internet, students find themselves in real life situations. Involved in solving a wide range of meaningful, realistic, interesting and achievable tasks, schoolchildren learn
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spontaneously and adequately respond to them, which stimulates the creation of original utterances, rather than a template manipulation of linguistic formulas.
Priority is given to understanding, conveying the content and expressing meaning, which motivates the study of the structure and vocabulary of a foreign language that serve this purpose. Thus, the attention of students is concentrated on the use of forms, rather than on themselves, and instruction in grammar is carried out indirectly, in direct communication, excluding the pure study of grammatical rules.
The computer is loyal to the variety of student responses: it does not accompany the work of students with laudatory or negative comments, which develops their independence and creates a favorable social and psychological atmosphere in the lesson, giving them self-confidence, which is an important factor for the development of their individuality.
The development of education in our days is organically connected with the increase of its information potential. This characteristic trait largely determines both the direction of the evolution of education itself and the future of the whole society. For the most successful orientation in the global information space, students need to master the information culture, as well as computer-screen culture, because the priority in the search for information is increasingly given to the Internet.
As an information system, the Internet offers its users a variety of information and resources. A basic set of services can include:
e-mail (e-mail); teleconferences (usenet); videoconferencing;
the ability to publish your own information, create your own homepage and post it on a Web server;
access to information resources:
reference directories (Yahoo !, InfoSeek / UltraSmart, LookSmart, Galaxy); search engines (Alta Vista, HotBob, Open Text, WebCrawler, Excite); talk on the net (Chat).
These resources can be actively used in the lesson.
Mastering communication and intercultural competence is impossible without the practice of communication, and the use of Internet resources in a foreign language lesson is irreplaceable in this sense: the virtual environment of the Internet allows you to go beyond the time and space limits, giving its users the opportunity to authenticate with real interlocutors on topical for both sides topics . However, it should not be forgotten that the Internet is only an auxiliary technical tool for training, and to achieve optimal results, it is necessary to integrate its use competently in the process of the lesson.
Bibliography:
1. Polyakova T.Yu. "English for dialogue with a computer" - M .: Higher School, 1997Polat E.S. Training in cooperation // IYASH №1 2000r.
2. Polat E.S. The method of projects at foreign language lessons // IYAS No. 2, 3 2000
3. William R., McLean K. Computers in the school. - Moscow: Education, 1988.
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