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THE USE AND EFFECTIVENESS OF METHODS THROUGH "ICT"
IN ENGLISH CLASSROOM Dushayeva S.J. Email: [email protected]
Dushayeva Sokhiba Janikulovna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the following article brings the evidence about the significance of ICT in language learning field. The author makes this phenomenon certain by citing several elements of ICT and their use in practice. According to her ICT is considered one of the most effective ways of increasing the foreign language skills. She also claims that nowadays, it is inevitable to deny the entrance of ICT into our life weather we are students or teachers, in both cases we actively apply the means of ICT even in our daily routine.
Keywords: development, information, learning foreign languages, educational, language, independent, practical, study, convenient.
ИСПОЛЬЗОВАНИЕ И ЭФФЕКТИВНОСТЬ МЕТОДОВ ПОСРЕДСТВОМ «ИКТ» В КЛАССЕ ПО АНГЛИЙСКОМУ ЯЗЫКУ Душаева С.Дж.
Душаева Сохиба Джаникуловна - преподаватель, кафедра английского языка и литературы, факультет филологии, Гулистанский государственный университет, г. Гулистан, Республика Узбекистан
Аннотация: в статье приводятся данные о значении ИКТ в области изучения языка. Автор обосновывает это явление, ссылаясь на несколько элементов ИКТ и их использование на практике. По ее словам, ИКТ считается одним из наиболее эффективных способов повышения уровня владения иностранным языком. Она также утверждает, что в настоящее время неизбежно отрицать внедрение ИКТ в нашу жизнь, являемся ли мы студентами или учителями, в обоих случаях мы активно применяем средства ИКТ даже в повседневной жизни.
Ключевые слова: развитие, информация, изучение иностранных языков, обучение, язык, самостоятельность, практичность, учеба, удобство.
UDC 82-2
With the rapid development of modern society and, as a result, the emergence of information technologies, the problems of improving the educational process software and increasing its efficiency are gaining great importance. Modern multimedia technologies are not only new technical means, but also a new approach in the process of learning foreign languages. At the same time, information and multimedia technologies act as a tool for teaching, educating, and self-educating the students [2].
This requires the appearance of specialists who own not only their subject and methods of teaching it, but also the skill using the technologies. Therefore, the need to improve the quality of the educational process, as well as expanding its capabilities, getting occupied an important space in the educational process emerged in recent years [3].
Information communication technology and multimedia tools contribute to the improvement of the educational process in foreign language. Presentations containing a variety of illustrative resources expand the opportunities for students to acquire practical skills in the study of specific language material.
Use of new information technologies - educational computer programs, interactive textbooks, multimedia presentations, slides, films, etc. - makes the moment of novelty, the
means of improving the efficiency of learning foreign language, reveals the reserves of the educational process, helps to individualize the learning process, and also opens up new opportunities for self-education, self-realization of students. All this has a huge impact on the formation and maintenance of interest in the learning process itself, contributes to the development of objective self-esteem among students and allows increasing the motivation to learn. Working in multimedia computer classrooms in foreign language classes provides the teacher with enormous opportunities such as: making presentations using textual, graphical information, using a wide range of special effects, visual material on the course being studied in practical and extracurricular classes. This allows presenting the materials of the topic in an accessible and visual form facilitating the comprehension of the language material, while at the same time providing a variety of learning tasks [1].
Computer presentations containing various illustrative materials expand students' abilities to acquire practical skills in studying specific language materials, help students develop linguistic abilities in the process of performing language exercises. It is especially effective to use various programs for independent study the grammatical phenomena under the guidance of the teacher. The interactive presentation does not eliminate the teacher from the learning process, but allows him to focus on the most problematic issues, making the students' work independently on the material by making it rich and productive. The computer has firmly entered the life of students, and it is possible to have effective usage, both in the classroom and in independent work. Teaching students to work independently should be from the very beginning of study, widely attracting extracurricular activities. Properly organized self-study work is an important link in the process of learning foreign languages.
The method which contains the system of computer learning and self-study of foreign language is characterized by the following three signs: cyclical, integral, adaptive.
Cyclical sign includes three periods: classroom, under the guidance of a teacher; self-study in the computer class (in the process of which control is exercised).
Integrality is expressed in the fact that between all periods there is a close relationship and interdependence. Thus, the independent work of students in the computer class called "computer - learner" mode that ensures their successful activity in subsequent classroom studies.
Adaptability is manifested in the fact that students, during independent work in a computer class, have the opportunity to choose independently the pace, method and mode of work, work at a convenient time and control the effectiveness of their studies.
Computer-based training programs provide for individualization of training; they require students to perform tasks consistently, performing test results with keys and prompt error correction, and provide students with the opportunity to work at their own pace, depending on which learning tasks are being solved.
Of course, the success of working on a computer depends mainly on the teacher and on the working conditions. The computer program must be interactively included in the lesson. Working with this can only be a step in mastering students with dark skills. Therefore, when conducting classes, teacher should use a variety of tasks, both before working with a computer and after it. Experience shows that those students who work with such programs regularly, under the constant guidance and supervision of the teacher, acquire certain positive skills of independent activity, self-confidence, and they will have a greater desire to learn English, and the learning process becomes more effective.
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