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16way of reflection of reality has ideoethnic character [6, p.117]. S. Ter-Minasova stresses "the way from real world to concepts and then to its verbal expressions is different with different people, it is based on the difference of history, culture, geography, peculiarities, of the life and accordingly, differences in development of their social consciousness" [5, p. 40] Thus, coming to conclusion based on understanding of interconnection between language and thinking, language and cognitive activity, it is possible to state the following: language denotes not only the character of thinking and cognitive activity of a human being, but the type of culture, its standards and finally the structure human society. In other words, language, thinking and culture are greatly interconnected with each other. Human thinking can be explained ethnically. That's why understanding of objective reality depends not only on verbal, but historical, social and cultural processes, which together form culturological ground. Consequently, every language is unique, the way of thinking of people speaking this or that language is defined by a given language. So, the way of thinking of every people is unique.
References
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2. Akhmedov R.Sh. "The End of Eternity" as a Novel of Prevention // European Research: XI International Scientific Conference (Penza, August 20, 2017). Penza: Science and Education, 2017. P. 236-239.
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4. Serebrennikov B. Linguistics Essence. Moscow: Nauka, 1970.
5. Ter-Minasova S. Language and IC. Moscow: Slovo, 2000.
6. Weisgerber L. Language and Philosophy // Linguistics № 3, 1993.
USING MULTIMEDIA INSTRUCTIONAL MATERIAL IN TEACHING FOREIGN LANGUAGES Khatamova S.M.
Khatamova Salomat Mahkamovna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: this article covers the issue of using multimedia instructional systems in the process of teaching foreign languages. The results of the author's research shows multimedia instructional materials have been gaining great attention by educators in order to enhance students' learning and becoming common thing in the present day educational sphere.
Keywords: multimedia, instruction, method, technology, autonomy.
UDC 372.881.111.22
The learning experience in higher education in the sphere of foreign language teaching and learning has already shifted paradigms from an instructor-focused approach to learner-centered pedagogical methods. Language instructors in higher education are under pressure to provide more effective and efficient learning environments and educational experiences to their students. In this research, instruction was considered as the integration of both method and media. This definition leads to the need for careful consideration of media along with the instructional methods adopted when designing empirical studies on multimedia learning effectiveness. With the introduction of new media, the challenge is to use them effectively and transfer knowledge to the learner.
Multimedia is the combination of several media sources such as video, graphics, animation, audio, and text, accessed by a computer and attached peripherals driven by special programs. "At present, the use of information technology has a significant impact on the content, forms and methods of teaching and therefore the quality of education". [1, p. 52] Multimedia resouces start in projecting educational Internet-sites. But it is not an easy task, and as A.I. Gerasimova states, «процесс проектирования сайта предполагает проведение большой подготовительной работы с целью определения назначение сайта, структуры, информационного наполнения». [2, с. 24] Educational technologies such as multimedia presentations, simulation methods, online courses, and computerassisted casebased instruction are becoming commonplace. Multimedia allows teachers to integrate text, graphics, animation, and other media into one package to present comprehensive information for their students to achieve specified course outcomes. Multimedia permits the demonstration of complicated processes in a highly interactive, animated fashion and that instructional material can be interconnected with other related topics in a more natural and intuitive way. Multimedia-based instruction can be efficient and effective for 3 reasons: it is self-paced learning: the individualized pace of the learning allows students to break down the group instructional setting, which often inhibits some people's natural progression; it includes video/audio production: enhancing a learner's interaction with the course material through less bridging effort between the learner and the information being processed; and it provides autonomy in the learning process: self-regulated instruction shifts the sense of responsibility from the instructor to the student. Hsu and Wolfe stated that, besides potential advantages to students, multimedia formats may offer benefits to instructors teaching multi-section courses because this type of format ensures uniformity in the lecture content across the sections. As M.A. Radjabova notes «...использование Интернет, и адаптация оригинальных материалов в классе сейчас набирают ход. Т.о., путешествуя по сети, учащийся непременно встретится с таким количеством печатной информации, которую он никогда бы не собрал во время посещения страны. На самом деле, она стирает географические границы, когда-то служившие препятствием приобретения информации». [3, p. 76]
To conclude, multimedia has been one of the most well-known and effective training tools and was referred to as the technological wave of the future. Thus, the present study seeks to evaluate the effects of new multimedia instructional material on students' knowledge and on their perceptions of the instruction in learning foreign languages.
References
1. Abdykhalykova A., Onlaskan Zh., Abdenova Zh. The Use of Information Technology in Increasing the Effectiveness of Teaching English. // European Research, 2017. № 3 (26). P. 52-56.
2. Герасимова А.И. Проектирование научного интернет-портала кафедры. // Достижения науки и образования, 2018. № 7 (29). Том 1. С. 24-25.
3. Раджабова М.А. Использование интернет-ресурсов на уроках иностранного языка. // Достижения науки и образования, 2018. № 8 (30). Том 2. С. 76-77.
