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205специалиста в этой сфере взаимосвязаны и являются необходимыми для становления и развития профессионала.
Список литературы
1. Шамне Н.Л., Ребрина Л.Н. «Подготовка переводчиков в Германии: приоритеты, содержание, стратегии обучения». (Вестник Волгоградского государственного университета. Серия 6: Университетское образование).
2. Комиссаров В.Н. Теоретические основы методики обучения переводу. М.: Рема, 1997. 111 с.
3. Бутенко В.А., Никифорова О.А., Власова Л.И., Иванкина Л.И., Ефстифеева Е.Ю., Герасимчук И.В. «Воспитание в условиях вузовского социума» выпуск 1. М.: Изд-во ТПУ, 2002.
USE OF PROJECT METHODS IN TEACHING FOREIGN
LANGUAGES Zhumanazarova F.R.
Zhumanazarova Feruza Ruzimovna - Senior Lecturer, DIRECTIONS: ENGLISH, DEPARTMENT OF FOREIGN LANGUAGES, TASHKENT STATE TECHNICAL UNIVERSITY NAMED AFTER ISLAMKARIMOV, TASHKENT, REPUBLIC OF UZBEKISTAN
Recent years indicate a significant increase in the interest in society to a foreign language. It is recognized as the language of professional communication in various fields of activity. The most important task of the teacher is to increase the motivation to learn English from students.
Today, teachers are reconsidering the arsenal of impact on the minds, will, emotions of students with a view to introducing them into the rich world of culture and traditions of the country of the studied language. The ways and methods of forming all types of speech activity are reviewed: reading, speaking, listening, writing. The activation of the educational process and the cognitive activity of students is facilitated by the introduction of gaming technologies into the learning process, along with traditional occupations [1. 52].
The optimal pace of the lesson are followings: Material delivery in the most accessible rational way.
Non-standard placement of student workplaces in the classroom rotation of horizontal (work at the table) and vertical working planes An unconventional interview system
Music accompaniment group training method
Most of the listed components can be used at all stages of language training. But one of the most useful techniques is using project technologies in foreign language lessons.
The method of projects is a comprehensive teaching method that allows individualizing the learning process, enabling the student to show independence in planning, organizing and monitoring his activities. The project method allows students to show their independence in choosing a topic, sources of information, the way they are presented and presented. The project methodology allows individual work on a topic that is of greatest interest to each participant of the project, which undoubtedly entails increased motivated activity of the student. He chooses the object of research, he decides for himself: to confine himself to a textbook in English (simply by performing the next exercise), or read other literature. However, often students turn to additional sources of information, analyze, compare, leaving the most important and entertaining.
The initial stage of work on the project - the introduction and discussion of the topic is offered in the usual lesson, in parallel basic vocabulary, grammar, students learn simple sentences.
Practical work on the project begins at the stage of "fixing the material" and "repetition" and becomes a harmonious part of the unified learning process.
One of the main features of the project activity, in my opinion, is the orientation toward achieving a specific practical goal - a visual representation of the result, whether it's drawing, applique or composition. In the teaching of English, the project method provides an opportunity for students to use the language in situations of real everyday life, which undoubtedly contributes to better learning and consolidation of knowledge of a foreign language. Projects are different: in duration, in content [2. 182].
I would like to cite as an example the lesson-project that was conducted on the topic "Ecological tourism in the modern city. On the green path deep into history. " We were inspired to organize and conduct the lesson: firstly, interest in the history of our city, secondly, concern about environmental problems that are taking place today in our city. As a result of discussions with the students, it was decided to create two groups of historians and ecologists who studied the ecological state of the school's microdistrict and studied the history of the monuments and memorial sites of our microdistrict. During the project, wonderful excursions were born, presentations of a historical and ecological group called "Historic Places of My Microdistrict" and "Green Trail" were created and presented to students, teachers, city visitors.
The use of project methodology in English classes, even within the framework of the school curriculum, showed that students:
Achieve good results in learning a foreign language
Have a practical opportunity to apply the skills gained in computer science lessons Understand the need for interdisciplinary connections
The project method has several advantages over traditional teaching methods The main advantages are:
Increasing the motivation of students in learning English
Visual integration of knowledge in various subjects of the school curriculum Space for creative and creative activity
So, what skills are necessary for critical thinking? In order for the student to use his critical thinking, it is important for him to develop a number of qualities, among which D. Halpern singles out:
1. Readiness for planning. Thoughts often arise chaotically. It is important to organize them, build a sequence of presentation.
2. Flexibility. If the student is not ready to accept the ideas of others, he can never become a generator of his own ideas and thoughts. Flexibility allows you to wait with a judgment, while the student does not have a variety of information.
3. Perseverance. Often, when faced with a difficult task, we postpone its decision for later. Developing persistence in the tension of the mind, the student will necessarily achieve much better results in training.
4. Willingness to correct their mistakes. A critical person will not justify their wrong decisions, but draw conclusions, take advantage of the error to continue learning.
5. Awareness. This is a very important quality, involving the ability to observe oneself in the process of thinking activity, to follow the course of reasoning.
6. Search for compromise solutions. It is important that adopted decisions are perceived by other people, otherwise they will remain at the level of statements.
The purpose of teaching a foreign language is the communicative activity of students, i.e. practical knowledge of a foreign language. The teacher's task is to intensify the activities of each student, create situations for their creative activity in the learning process. The use of new information technologies not only revitalizes and diversifies the educational process but
also opens great opportunities for expanding the educational framework, undoubtedly, it has a great motivational potential and contributes to the principles of individualizing learning [3. 45]. Project activity allows students to act as authors, creators, enhances creativity, expands not only the general outlook, but also contributes to the expansion of linguistic knowledge.
The next actual method in teaching foreign language is the activity method. The method of teaching, in which students do not receive knowledge in their final form but extract them themselves in the process of their own active educational and cognitive activity is called the activity method. According to A. Diesterweg, the activity method of teaching is universal. "Accordingly, he should have acted not only in primary schools, but in all schools, even in higher educational institutions." This method is appropriate everywhere where knowledge must be acquired, that is, for every student.
Active learning is a way of organizing the learning process, in which the learner acquires knowledge over their transfer by the teacher, and the methods, forms and means used stimulate this process, take into account the individual characteristics of the student and provide the required level of motivation. With this form of organization of the educational process, the teacher needs to correctly orient the students' cognitive activity, orient them in the information space and provide the necessary methodological assistance in time.
References
1. Полат Е.С. Метод проектов на уроках иностранного языка, 2006. Усейнова Н.В. «Приемы вовлечения учащихся в интерактивную деятельность на уроках английского языка», 2006. № 6. С. 49-54.
2. Kleymen N.M. The use of active training methods in the English lesson classes, 2011.
3. Dushenina T.B. Project method in English language classes, 2010.
METHODS OF USING INFORMATION TECHNOLOGY IN TEACHING FOREIGN LANGUAGES Rakhimova F.Sh.
Rakhimova Firuza Shavkatovna - Senior Lecturer, DIRECTIONS: ENGLISH, DEPARTMENT OF LANGUAGES, TASHKENT STATE TECHNICAL UNIVERSITY NAMED AFTER ISLAM KARIMOV, TASHKENT, REPUBLIC OF UZBEKISTAN
ICT is the innovation which includes gathering, processing, storing and presenting information and also it involves collaboration and communication. The ICT can be used in different ways and spheres depending on purposes and aims. However, it is role is rising and it takes great position in education system too.
As Stephen reports the use of ICT reasserts the productivity of teaching and learning foreign languages. Therefore some scientists mention about positive effects of using it and its impact is highly dependent on the way it is used (the teachers' motivation and their savoir-faire).
Teaching foreign languages in blended classes requires enormous effort on teachers' shoulders. As educators play the great role in this process. For this reason teachers always need to be in a move forward looking for new and interesting methods for teaching in order to motivate and increase students' knowledge and skills [1. 27]. Thereupon, most educators trying to use ICT as it has more positive effects on teaching and learning process, as was mentioned in the article of Korkut Uluc Isisag "The positive effects of integrating ICT in
