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All in all, the utilize of exposition composing for exposition investigation benefits dialect learners not as it were from the point of view of exposition subjects, but moreover from the point of see composing course. The students can learn almost fictions' natural components, as well as the composing abilities. Learners would get a part of points of interest from the movement when composing to memorize or composing for comprehension is utilized within the dialect classroom.
References / Список литературы
1. Braz da Silva R., 2001.Using Literary Text in the ESL Classroom. R.Ci. Humanas, 1 (2), 171-178.
2. Collie J. & Slater S., 1987. Literature in the Language Classroom. Cambridge: Cambridge University Press.
3. Lazar G., 1993. Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge University Press.
4. Rodriguez A. & Leonor G., 2017. Students' Language Skills Development through Short Stories. ikala, Revista de Lenguaje y Cultura. 22 (1), 103-118.
5. Setyowati L. & Sukmawan S., 2015. Mini Fictions for Writing Expository Essay. English Teaching Journal. 3 (2), 47-53.
THE EFFECT OF TECHNOLOGY USE ON THE NATURE OF TEACHER'S PROFESSION Usmanova D^. Email: Usmanova686@scientifictext.ru
Usmanova Dilnoza Muratovna — Teacher, DEPARTMENT OF INTENSIVE TEACHING OF SECOND LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment. This introduces a very valid point of how the teaching profession will change in the era of digital technologies. The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers' profession.
Keywords: digital immigrants, digital natives, integration, new technologies, technology enhanced environment, professionalism.
ВЛИЯНИЕ ИСПОЛЬЗОВАНИЯ ТЕХНОЛОГИИ НА ХАРАКТЕР ПРОФЕССИИ УЧИТЕЛЯ Усманова Д.М.
Усманова ДилнозаМуратовна - преподаватель, кафедра интенсивного обучения второму языку, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Aннотация: традиционная роль учителя как центра школьного образования в последнее время меняется с появлением новых технологий в классе. Одним из эффектов новых технологий является децентрализация учителей в учебной среде. Это очень важный пункт того, как профессия учителя изменится в эру цифровых технологий. В следующем исследовании будет рассмотрено влияние внедрения технологии на уроках английского языка как иностранного на характер профессии учителя.
Ключевые слова: цифровые иммигранты, цифровые аборигены, интеграция, новые технологии, улучшенная среда, профессионализм.
UDC 81-139
Introduction. Educating English for Speakers of other dialects (TESOL) has continuously battled to develop a proficient character. English educating has verifiably been seen as "a characteristic blessing or a talent" [1]. Instead of a teaching or recognized calling. To address and relieve these concerns, proficient organizations, which are concerned with teacher's proficient advancement,
emphatically prompt those who need to connect the English as an outside dialect to work difficult on accomplishing tall guidelines of hone as well as certification. However in spite of stamped advance toward proficient acknowledgment, TESOL is still unequivocally related with an open recognition of dialect educating as "nonprofessional." Untrained instructors who move overseas to instruct outside dialect regularly fortify the thought of educating English as implies to an conclusion: to fund travel enterprises, hone a remote dialect, or put off finding a "real job" [5].
Having said that the accessibility of the innovation does not essentially cruel the innovation has been appropriately and effectively coordinates in EFL classes. Consequently, the term of "new technology" has got to be characterized clearly, by the "new innovation "; The analyst implies computers, tablets, computerized exercise manuals, computerized sheets, YouTube, and Web association for all devices. It is exceptionally critical to distinguish between the modern innovation and computerized innovation from the ancient innovation such as, slates, whiteboards, or course readings [3]. The integration of the Integration of Communication Innovation (ICT) within the outside dialect educating and learning handle is still an issue that has not been completely considered. In this manner, it is fundamental to set up a relationship between what the EFL instructors think around the usage of the innovation exercises and how they truly utilize such exercises in their classes so teacher's instruction can be continuously improved for the good thing about the EFL learners. All instructors know that computerized innovation is getting to be a fundamental portion within the students' instruction. But fair how to utilize it in ordinary lesson isn't however totally clear and most teachers are at the same organize of figuring out how to utilize innovation definitively for instructing and epically EFL classes and proceed to create and build up themselves as effective educating proficient [4].
The nature of the calling of English as a outside dialect and how EFL instructors respect themselves as proficient will be influenced intensely by the persistent integration of the data Innovation, since EFL instructors got to develop new abilities to coordinated these modern instruments in their instructing and learning prepare successfully. It may be a bit challenging to EFL instructors since the integration of the innovation is one of these circumstances in which instructors, in spite of the fact that familiarized with the apparatuses, are unused comers to the scene and have amazingly distinctive points of view from those of their students about their use. In spite of the fact that the EFL instructors know that they ought to utilize innovation, their recognitions influence their implementation within the classroom [3].
The presentation of more innovation in EFL classes is driving an altering within the show of educating, from educator- centered approach based on instruction to a student-focused demonstrate based on collaboration [1]. This alter is unavoidable since the nature of these days understudies have changed profoundly, they are now not the individuals our instructive framework was planned to educate [4].
Prensky advocates the crevice between the advanced local understudies and the advanced foreigner instructors is considered one of the greatest issues within the instructive framework. He proceeded that the inclination of the computerized local understudies is inconsistent with the hones of their educator [4].
At whatever point instructors are inquired to portray their part within the classroom, the primary thing that comes to their intellect may be a facilitator. They proceed to depict how they encourage the method of instruction and energize teacher-centered classroom. Be that as it may, all these clichés alter the diminutive you inquire them around the way they oversee their classrooms. The instructors endeavor to have the upper hand in choosing what to be instructed or talked about in their classrooms. The analyst accepts it is portion of their nature to have full control on the classroom. This was very self-evident when he/she met the members. All the teachers were hesitant to welcome the usage of innovation within the classroom, since they made them address their function/role within the classroom.
When the instructors are inquired to characterize their part as instructors and whether this part changes when they utilize innovations in lesson, they concede that the usage of innovations make them less in control of their classrooms or in other words not required within the classroom. Teachers may state:
"It makes me not required within the classroom ". "Why do I need to be in lesson, in the event that they are working on computers? " "When the understudies are on the computers, I feel that the course went out of control, since I am not beyond any doubt in case they are working on the assignments or surfing the web ".
"To be legitimate I feel that I am futile. I am rooming around without any utilize when the understudies are on the computers. I keep moving around observing them working on their computers. I don't know my correct part. I never utilize the e-books or the exercises online amid my lesson time. I continuously dole out them as homework".
"I don't feel I am an instructor I feel I am boss with no genuine work. I like to convey my lesson myself since Ifeel that the understudies associated more with me, they get it more it is human base thing".
"I can't take off the understudies for long on the computers since they keep doing other stuff and I can't screen their advance. I get irritated when my understudies keep inquiring me to utilize the computer in class".
Conclusion. The issue of coordination advances will proceed to raise so numerous questions, since it includes so numerous parties, for an illustration, the person contrasts in utilizing the advances, the compelling ways of utilizing them, their impact as well as appropriateness on the method of learning the unused dialect. As a last note, the integration of advances isn't a reason in itself; on the opposite, it is one of the devices of learning an unused language.
References / Список литературы
1. Cohen L., Manion L. & Morrison K., 2007. Research methods in education 6th Edition. London: Rouledge.
2. Cuban L., 1986. Teachers and machines: The classroom use of technology since 1920. New York, NY: Teachers College Press.
3. Nunan D.C., 1999. President's message: October/November 1999. TESOL Matters, 9(5). Retrieved February 8, 2012, from http://www.tesol.org.
4. PrenskyM., 2001. Digital natives, digital immigrants. On the Horizon, 9 (5), 1-6.
5. Wise A., 1989. Professional Teaching: A new paradigm for the management of education. In T.J. Sergiovanni & J.H. Moore (Eds.), Schooling for tomorrow (pp. 301-310). Boston: Allyn and Bacon.
УСЛОВИЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КУЛЬТУРЫ У БУДУЩИХ УЧИТЕЛЕЙ ФИЗИЧЕСКОГО ОБРАЗОВАНИЯ Умбаров Д.М.1, Хакназаров К.К.2 Email: Umbarov686@scientifictext.ru
'Умбаров Джурацул Мусаевич — преподаватель; 2Хакназаров Курбон Кушаевич — преподаватель, кафедра физической культуры и подвижных игр, Термезский государственный университет, г. Термез, Республика Узбекистан
Аннотация: программа «Пять важных инициатив», которые сейчас широко пропагандируются среди молодежи, еще раз подчеркивают актуальность проблемы физического воспитания молодых людей, создания условий для их демонстрации своих способностей в спорте. Содержание физического воспитания является такой частью социально-исторического опыта, что включает в себя знания, навыки и умения, которые обеспечивают поддержание и укрепление здоровья человека, культуру движения. Это также включает знание и соблюдение правил и норм санитарии и гигиены, раскрывает условия формирования будущих учителей физкультуры через профессиональную культуру. Ключевые слова: образование, физическое воспитание, физическая культура, эстетическое воспитание, педагог, гармония.
CONDITIONS OF FORMATION OF PROFESSIONAL CULTURE IN FUTURE PHYSICAL EDUCATION TEACHERS Umbarov J^.1, Khaknazarov K.K.2
'Umbarov Jurakul Musaevich — Teacher; 2Khaknazarov Kurbon Kushaevich — Teacher, DEPARTMENT OF PHYSICAL CULTURE AND OUTDOOR GAMES, TERMEZ STATE UNIVERSITY, TERMEZ, REPUBLIC OF UZBEKISTAN
Abstract: the Five Important Initiatives program, which is now widely promoted among young people, once again emphasizes the urgency of the problem of physical education of young people, creating conditions for their demonstration of their abilities in sports. The content ofphysical education is such a part of socio-historical experience that includes knowledge, skills and abilities that ensure the maintenance and strengthening of human health, the culture of movement. It also includes knowledge and observance of the rules and norms of sanitation and hygiene. The conditions for the formation of future physical education teachers through a professional culture are disclosed.
