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21THE USE OF TRAINING COMPUTER PROGRAMS IN DISTANCE ENGLISH
LESSONS
Charos Uralova
Student of Samarkand State Institute of Foreign Languages [email protected]
ABSTRACT
The practical significance of this scientific article lies in the fact that the research products can later be applied in work with students at the A2 methodology of computer training program in teaching a foreign language (English). The given new methods and programs developed by us is the novelty of this research. This article also informs about technology of role play organization in foreign language lessons.
Keywords: "Triple play plus in English", collaboration, project methodology, demonstration, consolidation, control, "Bridge to English", "Professor Higgins", R.Williams.
INTRODUCTION
In recent years, new information technologies have been increasingly used in teaching. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. For the productive teaching of children with disabilities in distance lessons of a foreign language, it is advisable to use educational computer programs or their elements. In distance education of children with disabilities, the use of this technology is effective and interesting both for the teacher himself and for the student with disabilities.
METHODOLOGY
The main goal of teaching foreign languages is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. Modern pedagogical technologies such as learning in collaboration, project methodology, the use of new information technologies, Internet resources help to implement a person-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning, inclinations, this is especially important when work with children with disabilities.
The substantive basis of the mass computerization of education is undoubtedly connected with the fact that a modern computer is an effective means of optimizing the conditions of mental labor in general, in any of its manifestations. R. Williams and K.
Mackley in their article "Computers at School" write: "There is one feature of a computer that is revealed when using it as a device for teaching others, and as an assistant in the acquisition of knowledge, this is its inanimate. The machine can "friendly" communicate with the user and at some moments "support" him, but it will never show signs of irritability and will not make you feel bored. In this sense, the use of computers is perhaps the most useful in the individualization of certain aspects of teaching □.
Forms of working with elements of computer programs in distance learning of a foreign language include: study of vocabulary; practicing pronunciation; teaching dialogical and monologic speech; teaching writing; working out grammatical phenomena.
At distance English lessons with the help of a computer, you can solve a number of didactic tasks: to form skills and reading skills using materials from the global network; improve the writing skills of schoolchildren; replenish the vocabulary of students; to form students' stable motivation to learn English.There are many computer programs that help the teacher and student in mastering a foreign language in a distance lesson.
Computer training programs have many advantages over traditional teaching methods in the construction and implementation of a distance lesson for children with disabilities. They allow you to train various types of speech activity and combine them in different combinations, help to understand linguistic phenomena, form linguistic abilities, create communicative situations, automate language and speech actions, and also provide the implementation of an individual approach and intensify the independent work of a student with disabilities.
DISCUSSION
A clear advantage of the exercises included in various training computer programs is that along with the traditional exercises, test assignments and questions on the topic can be placed here. Such assignments are ideal additions to regular training sessions, since they free the teacher from the routine functions of working out and consolidating the material, correcting mistakes, and make it possible to repeat what has been learned and repeat training ("drills"). In addition, interactive exercises stimulate individual immersion in the educational material and the expansion of knowledge. Working out thematic vocabulary, for example "Shopping", "Food", "Clothes", etc., you can use computer programs "Triple play plus in English", "English on holiday", "English Gold" and others. The stages of working with computer programs are as follows: demonstration, consolidation, control. In order for a student with disabilities to have the opportunity to hear the foreign language speech of a native speaker, you can use training programs with a microphone mode. After listening to a word or phrase, the
student repeats after the speaker and a graphic image of the speaker's and student's sound appears on the screen, when comparing which, all inaccuracies are visible. The student seeks to achieve a graphic image of the spoken sound as close as possible to the sample .
An example of working with dialogues of the computer program "Triple play plus in English". From the offered dialogues, one is selected, for example "In a cafe". Several pictures-scenes of this dialogue appear on the screen.
Stage I - acquaintance with the dialogue.
■ Good morning!
■ Good morning!
What would you like?
■ I'd like some coffee, please.
Do you want milk in your coffee?
■ Yes, please.
Hey, this coffee is too cold.
I'm sorry.
Here is some hot coffee.
■ Thank you.
How is it now?
■ It's just right.
■ Would you like some more coffee?
■ No, thanks.
How much is it?
■ Ninety - five cents, please.
■ Thank you. Have a nice day.
■ Good bye.
Stage II - learning the dialogue.
Stage III - staging a dialogue (the teacher acts as an interlocutor).
The student reproduce the dialogue, first based on pictures, then stage it on his own (or with the help of a teacher).
Learning to write.
This type of work solves two problems at once: spelling English words correctly and mastering the keyboard. If the capabilities of a child with disabilities allow for the full implementation of the written aspect of education, this program, "Bridge to English", helps to solve these problems. Almost every task involves typing English words and sentences on the keyboard.
Practicing grammatical aspects.
All educational computer programs, one way or another, provide for the development of certain grammatical structures. In the "Bridge to English" program
there are 20 lessons, and each lesson works out its own grammatical phenomena: affirmative, negative and interrogative sentences, degrees of comparison of adjectives, participle, passive voice, pronouns some, any, there is / there are structures, prepositions, etc. All types of work in one lesson are aimed at working out a certain grammatical phenomenon.
In the "Grammar" section of the "Professor Higgins" program there is two sections: theoretical and practical. Checking the knowledge of the student, the program notes his progress, prompts if necessary .
The English Gold program contains micro-dialogues, each of which works out a certain grammatical structure: Present Continuous is used in many dialogues, for example, when parents talk about their children. After listening to the dialogue, the student reproduce it based on the picture, then independently, or with the help of a teacher.
Writing grammar tests using a computer helps the student with disabilities to better master the grammatical material. A student who is at a more advanced level of training in foreign language. Thanks to the use of new information technologies in the process of teaching a foreign language, new opportunities open up for creating conditions close to the conditions of real communication in the country of the target language: authentic, relevant, multimedia or text information to be mastered in a foreign language can be obtained at any time and at any time. anywhere. At the same time, it is quite easy to organize written or oral communication with native speakers or other learners of this language, but here it is necessary to take into account the condition and capabilities of a child with disabilities.
RESULTS
Thus, the integration of electronic media into a distance lesson in a foreign language is taking place: textbooks are increasingly being supplemented with relevant, authentic texts or relevant audio, video, graphic material.
Modern information technologies can open up new opportunities for communication and productive educational interaction in all forms of educational work.
Thus, modern technologies, such as Internet resources, create conditions for the approximation of the content of education, the amount of knowledge, abilities, skills, as well as the rate of their assimilation to the personality of a student with disabilities, make it possible to implement a personality-differentiated approach in distance learning of a foreign language. In addition, they change some of the functions and roles of the subjects (student and teacher) of the educational process. New information technologies and telecommunication means for learning a foreign language are becoming a familiar tool in the hands of teachers, who, in turn, teach students with disabilities the technologies of the future.
CONCLUSION
The characteristics of the experience of using new information technologies in teaching foreign languages showed that foreign teaching experience is much ahead of the domestic one. Analysis of the existing software of information technology in the field of teaching English revealed that the selected didactic computer programs are adequate to the developed teaching models. When comparing computer training materials and printed textbooks, audio and video courses, first of all, the technological and methodological advantages provided by the computer should be noted:
- individualization of training;
- handling large amounts of information;
- complex multisensory influence on various channels of perception through the use of text, sound, animation, video;
- unlimited number of calls to tasks;
- immediate provision of feedback, etc.
The use of computer technology in foreign language lessons is one of the types of such organization of the educational process. Teaching a foreign language began to develop especially successfully with the popularization of educational computer programs and the Internet.
The use of CP and PC for teaching FL will increase interest in this subject, enhance motivation, contribute to the development of self-esteem in students, create conditions for independent work and a comfortable learning environment.
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