CC BY
482. Motteram Gary. "Introduction." Innovations in Learning Technologies for English Language. 112-123 pages.
3. Healey Deborah. TESOL "Technology Standards Framework5. Virginia: Teachers of English to Speakers of Other Language, Inc., 2008. 234-244 Pages.
4. Ying Ren, Warschauer Mark, Lind Sonja and Jennewine Louise. Technology and English.
5. Language Teaching in Brazil. Letras & Letras. Uberlandia. 34-46 pages, 2009.
THE ROLE OF MULTIMEDIA TECHNOLOGIES IN TEACHING
FOREIGN LANGUAGES Shavkieva D.Sh.
Shavkieva Dilfuza Shakarbaevna - Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article it is discussed the importance of multimedia technologies in teaching foreign languages. Moreover it gives us brief information about the advantages of these technologies. The author states that Language is the mirror of every country. So in our country a great attention has been paying for learning foreign languages. In order to reach effective progresses, there different methods have been created, not only methods but also the new ways. One of these is using multimedia technologies in language learning process. It is a kind of learning or teaching system that using from this technology can be rather fruitful than the previous ways of teaching. Moreover it is a century of modem technology and there are given new technologies and duties by the new era to the modem languages teachers. Keywords: technology, dramatically, English, effective, hardware, amount.
Technology has got so many options as it makes teaching interesting and productive, because it has capability to attract the language learners. Because of these technologies, the tradition of language teaching process has been dramatically changed. As the English language teaching models change rapidly, there has been a significant growth of literature regarding the use of technology in English language teaching. However this paper is not going to refuse that old ways of teaching, they have their own place in language learning even though there have multimedia technologies. The main things that teachers should do is combining these both ways together and create more effective teaching methods. There are a great amount of opportunities for students to gain confidence in learning foreign languages, especially English, who learn for more just full. For them to keep learning languages and to gain more confidence, the world of multimedia technologies are the most productive ones. In here, multimedia technologies refer to computer -based interactive applications that use both the hardware and software and it allows people to exchange their ideas and information [1.142]. Multimedia technologies are considered as a combination of text, graphics, animation, video and sound. So by using them, one can use all of these at the same time and take pleasure from both learning and doing some interactive activities. Moreover, computer § based language learning offers a lot of sources for the learners who want to learn languages by themselves. For example, in CD-ROMs "Learn to speak English", "Speak English like a native speakers", Fun English" and "Triple Play" or such kind of materials are very favorable for the learner who wants to learn English.
Interaction with computers is "fundamentally social and natural". Simple controls provide easy navigation to any point of training program. While doing some activities learners have opportunities to choose both pace and direction of the course by repeating,
reviewing, advancing as many times as desired. Furthermore, multimedia programs help learners to correct their pronunciation by listening the native speakers' speech. They are offered to learn how to pronounce words correctly. Besides that following the native speakers' speech and imitating their pronunciation, helps them to speak both correctly and fluently [2.104].
And also, by using multimedia technologies, learners can be aware of a lot of information connected to target languages' culture, than other textbooks or resources They helps students to be known with cultural backgrounds and real-life language materials, which can attract the students to learning. By the help learners not only improve their listening ability, but also learn the culture of the target language. Having the abundant information through the use of multimedia technology, the students can be equipped with knowledge about the culture of the target language. It brings about an information sharing opportunity among students and makes them actively participate in the class activities that help the students to learn the language more quickly and actively.
However, it is not true to think that by helping multimedia programs , students can only improve their speaking or listening skills, but at the same time both grammar and vocabulary. There are so many activities belonged to these aspects either. Teaching grammar with the help of multimedia claims to be very useful and progressive, because, using structural models and some action- described pictures are more recognizable and easy to understand than explaining or understanding the whole grammar rules. They bring the learners attention not only learning grammar but also they learn how to use what they have already know [3.166].
As a conclusion, it is worst to mention that computer technologies and multimedia programs are getting one of the main parts of learning foreign languages. And the main purpose of using these technologies is to encourage the student* motivation and interests in target language. While using them both teachers and learners have to work on their selves. Teachers should provide their students with the most suitable programs, and make students to feel the beauty of the target language as well, students also should avoid of teacher- centered classes and feel themselves as there are not in a boring lesson, but one of the favorable and interesting one. So only helping of the multimedia programs we can reach these goals.
References
1. Blaker. J. Technology, Multimedia, and Second Language Learning. Spotlight on the Profession: A Web-Based Forum for Language Researchers and Instructors, 1999.
2. Reeves B. & Nass C. The Media Equation: How People Treat Computers, Television, and New Media Like Real People and Places. Stanford. CA, 1996.
3. Messerklinger J., 2003. English and the Internet. The Economic Journal.
