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ПЕДАГОГИЧЕСКИЕ НАУКИ
THE ROLE OF TECHNOLOGIES IN DEVELOPING LANGUAGE SKILLS Ablizova GA. Email: Ablizova677@scientifictext.ru
Ablizova Gulzahiryam Alimovna — Senior Teacher, DEPARTMENT OF MODERN INFORMATION TECHNOLOGIES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the main feature and importance of technologies and mobile devices in teaching as well as learning foreign languages. Cooperative learning within IT technologies is a strategy that maximizes student engagement, reduces class tensions, and promotes student learning. Typically, students work in groups and plan to use cooperative learning frequently in classes, consider arranging your classroom to facilitate in learning foreign languages. It should be mentioned that in our new developing country, the benefits of IT learning are obvious. That is why IT teachers along with teachers ofEnglish are creating different softwares and strategies. The use of Internet resources in teaching foreign languages undoubtedly carries a huge pedagogical potential, being one of the means that turns teaching a foreign language into a living creative process. Of course, one should notforget that teachers teach, not computers. A computer is just a complex machine in the service ofman, and it will never replace a teacher. Keywords: technology, digital assistant, mobile language learning environment, search engine, portable classroom, autonomous learning, mobile devices, podcasting.
РОЛЬ ТЕХНОЛОГИЙ В РАЗВИТИИ ЯЗЫКОВЫХ НАВЫКОВ
Аблизова Г.А.
Аблизова Гулзахирям Алимовна — старший преподаватель, кафедра современных информационных технологий, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: данная статья рассматривает основное свойство и значимость технологий и мобильных устройств в обучении иностранных языков, а также изучении их. Кооперативное изучение с ИТ технологиями - это стратегия, которая повышает вовлечение студентов, понижает напряжение в классе, и способствует изучение данного предмета студентами. Частое использование кооперативного изучения студентами во время занятий способствует порядочному расположению планированного в изучении иностранных языков. Следует отметить, что в нашей новой развивающейся стране преимущества обучения в сфере ИТ очевидно. Именно поэтому преподаватели информатика вместе с преподавателями английского создают разные программы и стратегии. Использование интернет ресурсов в обучении иностранным языкам, несомненно, несет в себе огромный педагогический потенциал, являясь одним из средств превращения обучения иностранному языку в живой творческий процесс. Конечно, не следует забывать, что учителей учат, а не компьютеры. Компьютер - это просто сложная машина на службе человека, и он никогда не заменит учителя.
Ключевые слова: технология, цифровой помощник, мобильная среда изучения языка, поисковые средства, портативный класс, автономное изучение, мобильные устройства, под кастинг.
UDC 13.00.08
Introduction. Many researchers have noted the role technology plays in developing reading and writing skills. Early in the millennium, Adina Levine, Orna Ferenz, and Thea Reves identified that in order to develop critical literacy skills for foreign language learners, computer-based technologies were more useful than the conventional method of reading. Several years later Subhadra Ramachandran supported this finding, propounding that judicious use of technology in the classroom helped students in their literacy development. Likewise, Read Gilgen described that personal digital assistant and laptop devices were considerably more effective than traditional modalities, creating a mobile language-learning environment for students. Recent scholarship concurs with these findings, although it tends to recommend using a combination of web-based and traditional writing instruction rather than a single approach1.
1 Subhadra Ramachandran, "Integrating New Technologies into Language Teaching: Two Activities for EAP Classroom," Canada, TESL Canada Journal, 2001:P-89.
Methodology. The main purpose of teaching foreign languages is the formation and development of a communicative culture of schoolchildren, teaching practical mastery of a foreign language. Access to the Internet enables teachers to take advantage of a huge amount of additional materials and resources that allow enriching lessons with a variety of ideas, making them more effective, interesting, and interactive. However, we must not forget that the Internet is only an auxiliary technical means of training. Thus, competently integrating information resources of the Internet into the educational process, you can: form and improve speech skills using modern authentic materials; to replenish vocabulary with vocabulary of the modern English language; to get acquainted with the features of speech behavior, culture and traditions of various peoples in the conditions of communication.
Something that excited many scholars several years ago was the potential of mobile technologies — from personal digital assistants to iPods — to impact language learning, although they did acknowledge limitations. Laptops, tablets, iPods, and cellphone devices are a type of portable classroom, which has made language learning very easy. Texting, calling, and e-mailing are different techniques students can use to improve their language skills. Language teachers should update their skills with training on the use of technology, including computers, multimedia, and smart boards in the language-learning classroom1. Instructors should also urge their students to use technology for language learning; the Internet especially can be fruitful for autonomous learning.2
There are various types of technologies currently used in traditional classrooms. Among these are: Computer in the classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites.
Class website: In today's society, children should know how to use the computer to navigate their way through a website, so why not give them one where they can be a published author? Just be careful, as most districts maintain strong policies to manage official websites for a school or classroom.
Class blogs and wikis: Blogs allow for students to maintain a running dialogue. They work a tool for maintaining a journal of thoughts, ideas, and assignments, as well as encourage student comment and reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product3.
Mobile devices: Mobile devices such as clickers or smart phone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback. Mobile learning is how an individual learns using personal interactive technologies, such as a computer. A branch of mobile learning where students relate personal experiences to their learning is called performance support4.
Podcasts: Pod-casting is a relatively new invention that allows anybody to publish files to the Internet where individuals can subscribe and receive new files from people by a subscription. The primary benefit of pod-casting for educators is quite simple. It enables teachers to reach students through a medium that is both "cool" and a part of their daily lives. For a technology that only requires a computer, microphone and internet connection, pod-casting has the capacity of advancing a student's education beyond the classroom. When students listen to the pod-casts of other students as well as their own, they can quickly demonstrate their capacities to identify and define "quality."5.
Conclusion. On the whole, while student satisfaction surveys confirm the continued success of Internet-based resources in the teaching of foreign languages, a growing body of literature suggests these technologies are encouraging students to become increasingly autonomous in their learning of foreign languages, as well as more intercultural competent.
References / Список литературы
1. Adina Levine, OrnaFerenz and Thea Reves. "EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers?". London. TESL-EJ, 2000. Р. 312.
1 Subhadra Ramachandran, "Integrating New Technologies into Language Teaching: Two Activities for EAP Classroom," Canada, TESL Canada Journal, 2001:P-89.
2 Adina Levine, OrnaFerenz, and Thea Reves, "EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers?" London, TESL-EJ, 2000: p. 312.
3 Lamb, Annette and Johnson, Larry. "Skimming and Scanning", London, Macmillan press, 2001:P-89.
4 K. Jacobson, "What is a reading approach?" ,Virginia, SIL International press, 1998: P-67.
5 West, Michael, "The Reading Approach and the New Method System." Columbia, The Modern Language Journal, 1997:P-35.
2. Jacobson K. "What is a reading approach?",Virginia, SIL International press, 1998. P-67.
3. Lamb Annette and Johnson Larry. "Skimming and Scanning". London. Macmillan press, 2001. P. 89.
4. Subhadra Ramachandran. "Integrating New Technologies into Language Teaching: Two Activities for EAP Classroom," Canada, TESL Canada Journal, 2001. P. 89.
5. West Michael. "The Reading Approach and the New Method System". Columbia, The Modern Language Journal, 1997. P. 35.
INTERNET-BASED TECHNOLOGIES IN TEACHING FOREIGN
LANGUAGES Aripova G.I. Email: Aripova677@scientifictext.ru
Aripova Gulchehra Ishanqulovna — Senior Teacher, DEPARTMENT OF MODERN INFORMATION TECHNOLOGIES, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article purposes to investigate the implementation of IC Technologies in classroom. The use of effective comprehension is highly important when learning to improve comprehension in learning process. The strategies below provide specific instructions for developing and retaining comprehension skills. The techniques and instructions with intermittent feedback have been found to improve reading comprehension across all ages, specifically those affected by mental disabilities. A modern foreign language lesson cannot meet the requirements of new standards in teaching if the teacher does not apply new technologies. All types of educational Internet resources were examined in detail; examples of their use in the English lesson were given.
Keywords: innovations, technology tools, ICT, mobile assisted language learning, electronic communication, internet-based language learning, computer based classes, motivation.
ТЕХНОЛОГИИ, ОСНОВАННЫЕ НА ИНТЕРНЕТЕ, В ПРЕПОДАВАНИИ ИНОСТРАННЫХ ЯЗЫКОВ Арипова Г.И.
Арипова Гулчехра Ишанкулова — старший преподаватель, кафедра современных информационных технологий, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: статья основывается на изучении применения Интернет-технологий в занятиях. Использование эффективного постижения является важным в процессе обучения и его улучшения. Нижеуказанные стратегии предоставляют специальные инструкции для развития и удерживания навыков осознания. Приёмы и указания с прерывающимися результатами были открыты с целью улучшения осознания навыков чтения для людей всех возрастов, в особенности для тех, кто страдает умственными заболеваниями.
Современный урок иностранного языка не может соответствовать требованиям новых стандартов в обучении, если учитель не принимает новые технологии. Все типы образовательных Интернет-ресурсов были подробно рассмотрены; приведены примеры их использования на уроке английского языка.
Ключевые слова: инновации, технологические инструменты, ИКТ, мобильный помощник в изучении языка, электронное общение, изучение языка на основе интернета, занятия, основанные на применении компьютера, мотивация.
UDC 13.00.08
Introduction. Information communication technologies can be an extremely useful resource for teachers and learners of foreign languages. Various innovations (including Google-assisted language learning and concordances) have revolutionized the approaches to teaching foreign languages.1
Jean W. Leloup and Robert Ponterio, "Second language acquisition and technology: A review of the research," New Orlean, CAL digests, December 2003 : p. 134/
