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10TEACHING FOREIGN LANGUAGES WITH DISTANCE EDUCATION Khatamova S.M.1, Atabayeva S.H.2, Yagafarova K.M.3
1Khatamova Salomat Mahkamovna - senior Lecturer, 2Atabayeva Sevinch Husniddin qizi - Student;
3Yagafarova Kamila Marsovna - Student, DEPARTMENT OF THE ENGLISH LANGUAGE AND LITERATURE, FACULTY OF PHILOLOGY,
GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: distance learning tools for foreign languages are increasingly being introduced into the educational process. Therefore, the search for innovations in the development of methods and technologies for such activities is considered a priority. This article discusses how scientists work in the following areas: increasing the intensity of classes; expansion of content; building individual trajectories for each student, taking into account his abilities and the motivational-value sphere of the personality; intensification of independent work of students.
Key words: english; education; remotely; teaching; Internet.
Although distance learning (DL) has been introduced into the field of teaching foreign languages relatively recently, it has already become a serious element in this area [1, 47]. This type of foreign language teaching is gaining popularity due to a personal approach, taking into account the student's self-esteem, his motivation and the use of the latest technological tools in the learning process. If a few years ago distance learning involved sending learning materials via mail, today, thanks to the development of technology, this process takes place via the Internet, via email or via Skype [2, 114]. This approach has many positive aspects, the main of which is the ability of the student to study at a convenient time for him in any place where there is access to the network. Naturally, the teacher's work schedule should also be taken into account, but you can always agree with him and somehow adjust your plans. In any case, studying in comfortable conditions, you can remember and assimilate the educational material much better. But in teaching a foreign language remotely, some difficulties may arise. First of all, we are talking about purely technical reasons - a breakdown of a computer, a camera, interruptions in Internet communications, and the like. These problems are solved by DL service providers through alternative telephone communication, rescheduling of classes, their duration, and so on. So what do the developers of distance learning technologies offer? 1) Conducting webinars - interactive lectures, lasting from two to ten minutes, into which course theoretical material is divided [3, 66]. Their main feature is tests, quizzes or control polls conducted at the end of the lesson, revealing the level of understanding of the information read. Such lectures are most often broadcast in recordings. 2) The use of the "Khan" method of presenting information using a graphics tablet. Its peculiarity lies in voice recitation and parallel drawing of explanatory diagrams, graphs and illustrations. It is easy to see a spiral path of development of science in this, since the "Cretaceous" period of teaching with the help of chalk, blackboard and the voice of the teacher is translated into electronic form. 3) Submission of additional theoretical material in the form of links to sources on the Internet or a more advanced multimedia method. 4) Workshops, which are various kinds of classes, both with native speakers and in the form of virtual interlocutors. 5) Automated verification of the results of completed tasks, since each teacher sometimes has such a number of students that he is physically unable to process the entire flow of information. 6) Students are involved in independent, as well as mutual, cross-evaluation of work. 7) Online discussions are held on thematic forums. They should be considered as places where students can help each other and ask questions, express a personal attitude to a particular course, receive support and encouragement for their achievements, receive information about the course, form into study groups, and even organize meetings if desired [4, 55]. 8) Much attention is paid to the cooperation of students among themselves, forums of questions and answers are organized. The key point of cooperation is to improve the quality of education by clarifying misunderstood points by students to each other. After all, live communication of interested parties makes it possible to quickly eliminate the gaps that have arisen for one reason or another in the information they receive. Joint viewing and discussion of lectures is encouraged, as well as the search for answers to tasks set in quizzes.
As a rule, the founders of large DL projects in English carry out serious research work, taking into account, among other things, also the information received on specialized forums from customer reviews. Such studies provide an opportunity not only to assess the quality of information services and innovations they promote to the market, but also to improve their training sessions in a timely manner. The following conclusions have been drawn on the basis of the studies already carried out:
1) Lectures - the basis of the theoretical course of classes, are quite competitive with webinars, provided they are enriched with communication between students, discretization and control.
2) Another problem of online courses is the numerous, unjustified rather serious reasons, concessions provided by teachers to students in terms of compliance with the temporary lecture regime, due to which its
effectiveness is significantly reduced. The solution in this case can only be a strict adherence to the schedule of classes.
3) Educational institutions that offer distance learning courses in our country underestimate the importance of automating knowledge testing, as well as self- and mutual testing of knowledge by students. Too much emphasis is placed on independent learning. And cooperation, even minimal, between students gives a very tangible result.
4) In foreign distance learning courses in foreign languages, much attention is paid to the communication of students with each other on thematic forums and social networks, which has a positive impact on the learning outcome.
Thus, thanks to distance technologies, a more effective and accelerated learning of a foreign language is possible, which gives a chance to improve your career. For those people who are engaged in scientific activities, there is an opportunity to receive timely information about various latest developments and achievements of scientists from all over the world, as well as participate in international symposiums and conferences. In addition, an unexpected effect of DL was noticed - the activation of human brain activity, the development of memory and the improvement of concentration. So, by studying a foreign language remotely, you can not only gain new knowledge, but also conduct an effective training of brain activity.
References
1. Andrade M.S. & Bunker E.L. (2009). A model for self-regulated distance language learning. Distance Education. 30(1). 47-61.
2. Blake R., Wilson N. L., Cetto M. & Pardo-Ballester C. (2008). Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology. 12(3). 114-127.
3. Hampel R. & Hauck M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning and Technology Journal 8(1). 66-82.
4. Kotter M., Shield L. & Stevens A. (1999). Real-time audio and email for fluency: promoting distance language learners' aural and oral skills via the Internet. ReCALL. 11(2). 55-61.
5. Ruschoff B. (2001). Construction of knowledge as the basis of foreign language learning. Essen: Berndt Verlag.
