CC BY
3
Bolbekova U.J. teacher
Department "Teaching languages" Samarkand Institute Economics and Service
SHADOWING EDUCATIONAL TECHNOLOGY IN TEACHING
ENGLISH
Abstract. This article provides information on the importance of shadowing educational technology in language teaching, as well as the opinions of scholars on English language teaching methods and educational technologies. The stages of Shadowing educational technology are explained.
Key words: teaching, foreign languages, English, educational technologies, shadowing, motivation, listening, speaking, learning activities.
President Of The Republic Of Uzbekistan Sh. M. Mirziyoyev said that it is necessary to popularize the study of foreign languages among the population and create the necessary conditions for their perfect assimilation, coordinate the introduction of internationally recognized programs and textbooks of teaching foreign languages at all stages of education, and develop modern teaching skills in teachers.
As N. N. Normatova states, "The process of developing the oral speech skills of foreign language for linguistic departments of Higher Education is different from the process of developing it for non-philological departments. The process has its own pecularities. The quality of education, which is a bilateral process between the teacher and student, depends on the didactic perfection of teacher's mastery, and on the other hand, the on the student's motivational activity".
Whether we are going to use the traditional or innovative methods we have to make sure that teaching goals should be established according to the needs, lacks, and necessities of the targeted student population and educational environment to strengthen motivations and ensure interactive participation in the learning process. [Nurutdinova et al., 2016]
Nowadays there are a lot of techniques and methods for teaching English.
People can frequently distinguish the finest language educators by their dedication to inventive and novel classroom teaching techniques. These language instructors know they can employ no quick fix to allow pupils to rapidly acquire fluency in their target language. However, things have changed over the years, and though it was one of the most effective methods of teaching English to young students, it no longer considered the same now. This is due to various reasons, maybe because: the present generation gets exposure to the world through social mediatheir knowledge base is augmenting by the information available on the
internetthe students nowadays are more impatient and to grab their attention, teaching methods need to cater to their dynamic thinking process.
Shadowing educational technology is one of the useful educational technologies in the development of teaching English.
Shadowing helps you develop two skills at the same time: listening and speaking. Listening to a native speaker, you will learn to distinguish between individual sounds and the features of pronouncing whole phrases. Then you repeat behind it by copying the correct accent.
The Shadowing technique is suitable for students. In order to repeat correctly after the carrier, you need to know the rules of pronunciation. Only a few can learn the language by ear from scratch. Perhaps, without prior preparation, you will not hear the difference in pronunciation.
There are four main parts of classroom action research in the shadowing technology. They are; planning, action, observation, and reflection.
Part one is planning. At this stage, everything needed in the teaching and learning process that will be carried out includes what, who, where, and how. The planning stage can be described as follows; Determine the research schedule, design learning activities (lesson plan), prepare teaching materials and prepare observation sheets and student worksheets (tests).
Part two is action. The researcher, as well as the lecturer, will take the following steps; Students are given a clue about the material to be delivered, students are divided into small groups and given the task to predict the contents of the lecture to be listened to (pre-listening study), students are allowed to listen to listening material through audiovisual, and each student is given a worksheet about the material they will hear (While-listening task), the students are divided into small groups to brainstorm on perceptions and interpretations of what they have listened to through the audiovisual media (Post listening task), in the final stages of students individually instructed to make a summary based on the results of interpretation and brainstorming in small groups.
Part three is observation. At this stage, the researcher observes students' activeness in group discussions and the concentration and focus of students during listening activities with audiovisual media applied.
Part four is reflection. In the final stage of this cycle, the researcher collects student work in worksheets and summaries. Then analyze the observation checklist and video recorder data to conclude the activities that occur in cycle
The technique of data collection that are applied in this research are 1) Observation. The researcher had used an observation checklist and field notes. The purpose of the observation was to know the activities during the teaching and learning process, such as how the lecturer explained the materials, what the students would respond to, and how the students have been worked in doing the test. 2) Test. The researcher also used tests to know the students' improvement in listening by using the shadowing technique. The researcher analyzed data using a checklist/observation sheet and field notes to describe the process of teaching and
learning. Besides that, the researcher calculated the data of students' score listening skills by using a formula.
Conclusion. Today, the teaching and learning of foreign languages is becoming very popular. Various methods and educational technologies have been developed in teaching English. Shadowing educational technology is important in teaching English.
References:
1. Mirziyoyev Sh.M. on measures to effectively organize the popularization of foreign language learning " Resolution No. 312 of May 19, 2021.
2.Normatovna, N. N. (2022). Problems in Enhancing Oral Speech Skills of English as a Foreign Language and Chances to Eliminate Them. International Journal on Integrated Education, 5(12), 96-99. Retrieved from https: //j ournals.researchparks. org/index.php/IJIE/article/view/3762
3. Jalolov J. Methodology of foreign language teaching, "Teacher" Creative house of publishing house Tashkent-2012
4.Nurutdinova, A. R., Perchatkina, V. G., Zinatullina, L. M., Zubkova, G. I., & Galeeva, F. T. (2016). Innovative teaching practice: Traditional and alternative methods (Challenges and implications). International Journal of Environmental and Science Education, 11(10), 3807-3819.Rogers, T. (2001). Language Teaching Methodology. ERIC Issue Paper. In ERIC Clearinghouse on Languages and Linguistics.
5.Liang, Y., Zheng, T., & Wang, M. (2011). English audio-visual teaching mode and its teaching environment construction - Henan Institute of Science and Technology as the example. 2011 International Conference on Multimedia Technology, 3050-3053. https://doi.org/10.1109/ICMT.2011.6001924
