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ПЕДАГОГИЧЕСКИЕ НАУКИ
THE EFFECTIVENESS OF USING PICTURES IN FOREIGN LANGUAGE CLASSES Urmonova ^М. Email: Urmonova6110@scientifictext.ru
Urmonova Nigorakhon Muminovna - Candidate of Philological Sciences, Associate Professor, DEPARTMENT OF FRENCH PHILOLOGY, NATIONAL UNIVERSITY OF UZBEKISTAN NAMED AFTER MIRZO ULUGBEK, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the organization of unusual classes has become more common than traditional classes in the teaching of foreign languages. Different authentic materials, internet sources, pictures are used to make foreign language lessons more interesting and effective. Using pictures is one of the most effective ways to teach language, which can improve students' writing, listening and speaking skills, vocabulary, and spelling and pronunciation. The images play a key role in the motivation of the students and contribute to the interest, to the awareness of the context and it traces the path which leads from the image to the speech. The theoretical reference for this method is psychoanalytic theory. This is about using photos to facilitate speaking in public.
Using pictures in foreign language lessons is also an interesting and enjoyable way to introduce everyday words or the chosen topic of the lesson to any learner. The use of colorful and funny pictures will delight all learners. At the same time, they help learners recognize, learn, and remember a variety of different words.
Keywords: teaching of foreign languages, teaching technologies, visual documents, communication skills between learners.
ЭФФЕКТИВНОСТЬ ИСПОЛЬЗОВАНИЯ ФОТОГРАФИЙ НА УРОКАХ ИНОСТРАННОГО ЯЗЫКА Урмонова Н.М.
Урмонова Нигорахон Муминовна - кандидат филологических наук, доцент, кафедра французской филологии, Национальный университет Узбекистана им. Мирзо Улугбека, г. Ташкент, Республика Узбекистан
Аннотация: организация необычных занятий по изучению иностранных языков стала более распространенной, чем традиционные занятия. Чтобы уроки иностранного языка были интереснее и эффективнее, используются разные аутентичные материалы, интернет-источники, картинки. Использование фотографий - один из наиболее эффективных способов обучения языку, который может улучшить навыки письма, аудирования и разговорной речи, словарный запас, орфографию и произношение учащихся. Изображения играют ключевую роль в мотивации учащихся, способствуют повышению интереса, осознанию контекста и прослеживают путь, ведущий от изображения к речи. Теоретическим ориентиром для этого метода является психоаналитическая теория. Речь идет об использовании фотографий для облегчения выступления на публике.
Использование картинок на уроках иностранного языка - это также интересный и приятный способ познакомить любого учащегося с повседневными словами или выбранной темой урока. Использование красочных и забавных картинок порадует всех учащихся. В то же время они помогают учащимся распознавать, изучать и запоминать различные слова.
Ключевые слова: обучение иностранному языку, образовательные технологии, визуальные документы, коммуникативные навыки между обучающимися.
UDC 8.81
Learning foreign languages is becoming more and more popular in the modern globalized society. Learning French as well as foreign languages is one of the most important ways to improve the different relationships between people.
Although widely practiced for decades, the use of images for language teaching and learning seems at first glance paradoxical. If the visual document is devoid of text, what didactic interest can it present? Pictures are a very popular type of material that can grab the attention of all learners of all ages. The images make it possible to measure the level of competence of the speakers. A learner of level A1 or C2 can indeed comment on the same image. This technique of production on images can also appear in the language class.
The teachers of French as a foreign language (FLE) in all courses systematically create educational sequences to teach oral as well as written, based on images precisely selected and made available to students. The use of the image as a trigger for interactions is not specific to the language class. Techniques of expression from visual documents exist in different disciplines of the humanities and social sciences. In language teaching, images are used as a "solution" to a fundamental teaching problem: how to "make learners speak"?
Working on image or photolanguage is also a group method which makes photography the medium of public speaking, the medium of this speech and which facilitates communication around the chosen theme.
The image thus offers each student the possibility of expressing himself verbally, without fear, by expressing what the image arouses in him, by relating the image to a situation he wants to talk about, a lived experience, a specific point of view.
The image: what material do we need to make it? To organize a photolanguage, you must first have a large number of photographs referring to a chosen theme: images of one person or several people, people in action, places, history, with many information, news, maps and symbols, image pairs, images and texts, image sequences, linked images, unique stimulation images, ambiguous images, bizarre images, explanatory pictures and drawings of students and teachers. In theory, there should be around 3 times more photos than participants. These images should be printed (or even laminated) and placed on a table around which the students can move freely so it is important to reorganize the space in the classroom.
Using pictures in foreign language lessons is also an interesting and enjoyable way to introduce everyday words or the chosen topic of the lesson to any learner. The use of colorful and funny pictures will delight all learners. At the same time, they help learners recognize, learn, and remember a variety of different words. The images capture the interest of learners and stimulate their desire to learn and develop their writing and spelling skills.
When using the pictures, the teacher should take into account certain aspects before preparing the lesson: a) preparation requirement: if the preparation is difficult compared to what should be the result, it is not worth the worth doing it; b) class organization: if class organization is difficult, there is no point in doing so; c) interest: the activity must be interesting for the students and the teacher as well; d) meaning and authenticity: the language must be authentic for the activity. There should be a certain outcome, so that the student can reflect on their work and see whether they are using the language correctly or not; e) amount of language: there must be a sufficient amount of language in the activity, otherwise there is no point in doing it.
Using pictures in classrooms can help practice various language skills such as: 1) structures (tenses, transitive / intransitive verbs, interrogatives, etc.); 2) vocabulary (thematic vocabulary, opposites, adjectives, etc.); 3) functions (making a request, describing things, expressing likes and dislikes, etc.); 4) situations (description of the situation, situation dialogues, role plays, etc.); 5) skills (listening, reading, writing, speaking).
It should be clear to the students what they are going to do and why they are going to do it. They should have the language to be able to do it. Pictures can motivate students in such a way that they want to pay attention and be included. The pictures bring the world or a street scene or other environments into the classroom. The description of the images can be objective or subjective. Pictures can stimulate and provide material to discuss in a conversation or discussion.
Mechanical images in particular, such as photography, film or video, present in our daily lives are understandable by all. Discovering the different practices of the image in art and in society, exploring the diversity of their uses and questioning their topicality makes it possible to exchange views, points of view and share experiences.
Images in education are particularly suitable for learners with special needs. They are also very useful when introducing a new topic. Thanks to them, the teacher can provoke the students to express themselves emotionally. The images can be used with both beginners and advanced students of all ages. There is usually minimal preparation and low costs.
To sum up, it is important to point out that organizing courses using modern teaching technologies as well as using pictures can really help students to be motivated, to improve and to develop their language skills such as speaking, listening, write, their vocabulary, grammar and pronunciation. Teachers should therefore try to organize their lessons in a more effective and interesting way by using pictures and other authentic materials. In this case, it is easy for teachers to obtain the learning objectives and outcomes that they presented to themselves when preparing lesson plans.
For example. The student of the choreography direction can choreographically interpret one of the photographs, by mixing words and choreographic gestures in its presentation - I analyze and appreciate the dance from a photo.
1. Initial reaction: The first words in my head were: When I saw the dance photo it made me think of: [Draw what you thought]
2. Description: The title I give to this photo is:_
Body: a) The most used part or parts of the body are:
b) The non-locomotor action is: [mark your answer with a check mark] Raise / lower arms / swing / turn head / make small bend knees / make large / bend Energy: The movements appeared to be: [mark your answer with a check mark] Light, firm, sudden, sharp, soft
Time: The speed of the movements seems to me [mark your answer with a check mark] Fast / medium / slow
Space: The dancer or the dancers, the dancers dance in this photo by moving in ... [mark with a check mark the correct answer in each line]
a) Direction: front / back / side / up / down
b) Level: low / medium / high
c) Trajectory: in a straight line / in a curved line
d) Interrelation: alone / in partners / in a group / other
3. Analysis: When I see this photo I find that there is:
a) A contrast in the_and_
b) A repetition in__
c) I think the dancer is trying to communicate ... because.
4. Assessment: a) I like or I don't like this photo of the dance because. Excited / amazed / bored / happy / angry
b) When I see this dance I feel: sad vs. I would like to dance like in this photo
Yes_,
No_,
Because_
d. According to you which position preceded the one in the photo and which position comes after. Demonstrate what you imagine.
References / Список литературы
1. Demougin F. Voir ou lire, pour une éducation du regard, 2003. Paris: L'Harmattan. P. 192.
2. Handjinga Robert Akilimali. Introduction à la didactique du discours oral en classe de français, 2020 Paris: L'Harmattan. P. 302.
3. Urmonova N.M. Translation problems of uzbek classical works // Vestnik nauki i obrazovaniya. № 24 (78). Chast' 4, 2020. Str. 27-29.
4. Demougin F. Image et classe de langue: quels chemins didactiques? LINGVARVMAREN. Vol. 3, 2012. P. 103-115. [Electronic Resource]. URL: http://www.ac-strasbourg.fr/pedagogie/traitement-de-limage/ (date of access: 09.03.2021).
5. Bénédicte D. La séance de lecture de l'image dans la séquence des professeurs stagiaires de français: représentations et choix méthodologiques. [Electronic Resource]. URL: https://doi.org/10.4000/pratiques.9337/ (date of access: 09.03.2021).
РОЛЬ ИКТ В ОРГАНИЗАЦИИ ДОПРИЗЫВНОЙ ВОЕННОЙ
ПОДГОТОВКИ Аманов Г.М. Email: Amanov6110@scientifictext.ru
Аманов Гуломжон Махмудович - преподаватель, факультет допризывной военной подготовки, Бухарский государственный университет, г. Бухара, Республика Узбекистан
Аннотация: в целях организации качественных уроков допризывного военного образования на уровне современных требований, использование технических и дидактических возможностей информационных технологий играет особую роль в интеллектуальной подготовке молодежи к службе в Вооруженных Силах. Насколько эффективно использовать современные информационные технологии, зависит от навыков и умений пользователей при общении с ними. В данной статье анализируется роль ИКТ в организации допризывной базовой военной подготовки. Ключевые слова: инструмент электронного обучения, электронное обучение, электронный учебник, электронное руководство, электронная справочная информация, электронная энциклопедия, электронный плакат, электронный стенд, синхронная система, асинхронная система, Вооруженные Силы, защита Отечества.
THE ROLE OF ICT IN THE ORGANIZATION OF PRE-CONSCRIPTION MILITARY TRAINING Amanov G.M.
Amanov Gulomjon Mahmudovich - Teacher, FACULTY OF PRE-CONSCRIPTION MILITARY TRAINING, BUKHARA STATE UNIVERSITY, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: in order to organize high-quality lessons of pre-conscription military education at the level of modern requirements, the use of technical and didactic capabilities of information technologies plays a special role in the intellectual preparation of young people for service in the Armed Forces. How effectively to use modern information technologies depends on the skills and abilities of users when communicating with them. This article analyzes the role of ICT in the organization of pre-conscription basic military training.
