218
References:
1.
Adams, M., & Burns, M. (1999). Connecting student learning and technology. Austin, TX:
Southwest Educational Development Laboratory.
2.
Gray, L., Thomas, N., and Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S.
Public Schools: 2009 (NCES 2010-040). Washington, DC: National Center for Education
Statistics, Institute of Education Sciences, U.S. Department of Education.
3.
Mandinach, E. B., & Cline, H. F. (2000). It won’t happen soon: Practical, curricular, and
methodological problems in implementing technology-based constructivist approaches in
classrooms. In S. P. Lajoie (Ed.), Computers as cognitive tools. No more walls (pp. 377- 395).
Mahwah, NJ: Lawrence Erlbaum Associates.
4.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for integrating technology in teacher knowledge. Teachers College Record, 108,
1017-1054.
5.
Rakes, G. C., & Casey, H. B. (2002). An analysis of teacher concerns toward instructional
technology. International Journal of Educational Technology, 3(1)
6.
Ravitz, J. L., Becker, H. J., & Wong, Y. T. (2000). Constructivist-compatible beliefs and
practices among U.S. teachers (Report no. 4). Irvine, CA: Teaching, learning and computing
7.
KUSHBAKOVA, M., Zarina, R. U. Z. I. M. U. R. O. D. O. V. A., & Shahram, A. S. L. O. N. O.
V. (2020). Innovative Methods and Ways to Teach and Learn Foreign Language. ECLSS Online
2020a, 146.
8.
Ахмеджанова, Н., & Аслонов, Ш. (2020). Семантические типы предикатов и фазовая
членимость глагольного действия. Интернаука,(12-1), 27-29.
9.
Yusuf, A. (2022). LINGUISTIC AND CULTURAL CHARACTERISTICS OF THE
GASTRONOMIC TERMS IN ENGLISH AND UZBEK LANGUAGES. ILM-FAN
TARAQQIYOTIDA ZAMONAVIY QARASHLAR: MUAMMO VA YECHIMLAR, 197-199.
10.
Eshchanov, B., Odilov, B., & Khakimov, O. (2019, October). Residential electricity demand in
Uzbekistan. In
Energy Resources of the Caspian and Central Asia: Regional and Global
Outlook, 4th IAEE Eurasian Conference, October 17-19, 2019
. International Association for
Energy Economics.
11.
Аззамов,
Ю.
Р.
(2022).
ТЕРМИНЛАР
ТАРЖИМАСИНИНГ
НАЗАРИЙ
АСОСЛАРИ. Oriental
renaissance:
Innovative,
educational,
natural
and
social
sciences, 2(Special Issue 24), 518-531.
XORIJIY TILLARNI O'QITISHDA INNOVATSION TEXNOLOGIYALARNI QO’LLASH
Mamayakubova Shaxlo SamSIFL teacher,
Xushvaqtova Shoxsanam SamSIFL student,
Shodmonova Klara SamSIFL student
Annotatsiya:
Ushbu maqolada Chet tillarini o'qitishda zamonaviy texnologiyalardan foydalanish
o'qitishni qiziqarli qilish va takomillashtirish nuqtai nazaridan samaraliroq qilish kabi ko'plab imkoniyatlarni
taqdim etadi. Bundan tashqari, ushbu zamonaviy texnologik vosita o'quvchilarni qiziqishlariga qarab jalb
qilish va o'rganishga yordam beradigan fikrlar yotitilgan.
Kalit so’zlar:
Internet, audio va video majmualar, multimedia, o'quv kompyuter dasturlari, axborot
texnologiyalari, oliy o'quv, yurtlari, Chet tillarini o'qitishda, zamonaviy texnologiyalar.
Kirish
Zamonaviy shart-sharoitlar nafaqat chet tillarini o'qitishda yangi texnologiyalardan foydalanishni,
balki o'qitish metodikasidagi o'zgarishlarni va o'qituvchidan chet tillarini o'rganish jarayonida eng yangi
innovatsion texnologiyalarni joriy etishni talab qiladi. Oliy o'quv yurtlari talabalarning mustaqilligi,
moslashuvchanligi, tanqidiy fikrlashini shakllantirishga yo'naltirilgan o'qitishning faol usullaridan
foydalanishni afzal ko'rishadi. Talabalarning ijodiy qobiliyatini, qiziqishlarini, ko'nikmalarini va boshqa
aqliy xususiyatlarini rivojlantiradigan bilim faoliyatining eng kuchli manbai bu innovatsion
texnologiyalardir. Innovatsion ta'lim texnologiyalari, avvalo, kompyuterlashtirilgan ta'lim bilan chambarchas
bog'liq bo'lgan axborot-kommunikatsiya texnologiyalaridir. Innovatsion texnologiyalarni qo'llashning asosiy
muammolari kompyuterlarni o'qitish dasturlarining tarkibi, ularning mazmuni va Web-muhitni maqbul
tartibga solishdir.
219
Talabalarga chet tilini o'rganishda bebaho yordamni Internet taqdim etishi mumkin. Global veb-sayt
talabalarga asl matnlardan foydalanish, ona tilida so'zlashuvchilar bilan muloqot qilish, tabiiy til muhitini
yaratish va madaniyatlararo hamkorlik qobiliyatini shakllantirish uchun noyob imkoniyat beradi. Internetga
kirish chet tilini ravon bilishga turtki beradi. Internet ma'lumot uzatish vositasi sifatida Internet, ayniqsa,
talabalarning darsdan keyingi mustaqil ishi uchun dolzarbdir. Internetda sayr qilish paytida talabalar mustaqil
ravishda bilim olish, katta hajmdagi ma'lumotlar bilan ishlash, ma'lumotlarni tahlil qilish, muammolarni
ko'rish va echish qobiliyatlarini egallaydilar.
Mavzuning dolzarbligi:
Internet, audio va video majmualar, multimedia o'quv kompyuter dasturlari kabi yangi axborot
texnologiyalari oliy o'quv yurtlarida keng qo'llanilmoqda. Ushbu texnologiyalarning barchasi talabalarning
ijodkorligini rivojlantirish uchun qo'shimcha imkoniyatlar yaratishga yordam beradi, ularning
qiziquvchanligini oshiradi va tadqiqot ishlariga qiziqishini kuchaytiradi.
Bundan tashqari, bu quyidagi bir qator didaktik vazifalarni samarali echishga imkon beradi:
O'qish (Reading) qobiliyatini oshirish;
Zamonaviy xorijiy so'zlar bilan so'z boyligini kengaytirish;
Monologik va dialogik nutq ko'nikmalarini takomillashtirish;
Web Internet materiallarini muhokama qilish;
Mavzuning yangiliklari:
Bugungi kunda turli darajadagi til bilimiga ega kishilar uchun o‘quv materiallarining katta
to‘plamlari mavjud. Ushbu maqsadga yetishishda muvaffaqiyatga erishish, o‘qituvchilarning amaliy
uslublari va malakasiga bog‘liq. Turli usullarni birlashtirib o‘qituvchi muayyan ta‘lim dasturlarini
yechishga qodir bo‘ladi. Shu munosabat bilan o‘qituvchilar va talabalar xorijiy tillarni o‘qitishning
zamonaviy usullari bilan tanishishlari kerak. Natijada maqsadlariga erishish uchun eng samarali usullarni
tanlay bilish ko‘nikmalari shakillanadi. Bunda o‘qitish va o‘rganishning bir necha metodlaridan foydalanish
samarali natija beradi. O‘qitish kichik bosqichlarda amalga oshiri-ladi va o‘quvchining mavjud bilim
tizimiga asoslanadi.
O‘quvchilarga uy vazifasi sifatida matnlar berib boriladi. Matnni tushunganligini tekshirishga
mo‘ljallangan mashqlar berilib ular quyidagicha ifoda etilishi mumkin:
Answer the question on the text Samarkand:
Why Samarkand is called like this?
•
Where is the ancient centre of the city?
•
How many population is there?
Savol — javob mashqlaridan foydalangan holda o‘quvchi nutqini kuchaytirish, xotirasini yaxshilash,
takrorlash natijalariga erishiladi. Matnlar ichidan chiqqan yangi so‘zlar yod olinadi. Savol-javob qilish
natijasida o‘sha so‘zlarning xotirada takrorlanishi hamda nutqda qo‘llay bilish ko‘nikmalari shakllanadi.
Bundan tashqari darslarda turli xil o‘yinlarni tashkil etish o‘quvchini til o‘rganishga bo‘lgan qiziqishini
orttirib, o‘rganish sur’atini oshiradi. “Hot ball” o‘yinida o‘quvchilar aylana bo‘lib oladilar, koptokni bir-
birlariga yangi so‘zlardan birini aytib otadilar. Ishtirokchilar bir-birlarining aytgan so‘zlarini takrorlamaydi,
takrorlagan yoki so‘z ayta olmay to‘xtab qolgan holda o‘yindan chiqariladi. Shu tarzda o‘yin davom
ettiriladi.
Xulosa
Shunday qilib, innovatsion texnologiyalar chet tillarini o'qitish jarayonini sezilarli darajada boyitadi va
diversifikatsiya qiladi. Monoton ish o'rnini egallash uchun intellektual, ijodiy izlanish paydo bo'ladi. Bu
doimiy o'z-o'zini tarbiyalash va rivojlantirishga yo'naltirilgan, faol, maqsadga muvofiq, yangi turdagi shaxsni
yaratishga yordam beradi. Shunday qilib, axborot texnologiyalari o'quv jarayonining samaradorligini
oshirishni, uni individualizatsiya qilishni, o'qituvchilar va talabalarning faol pedagogik hamkorligini qo'llab-
quvvatlaydi; talabalarning mustaqil bilim faoliyatida ma'lumotlardan ijodiy foydalanish uchun maqbul shart-
sharoitlarni yaratish. Kompyuterlar qo'llanilishi o'qitishni boshqarishni optimallashtirishga, o'quv
jarayonining samaradorligini oshirishga, o'qituvchilarning o'quv materiallari bilan ishlash vaqtini tejashga,
uni qidirishni, tahlil qilishni, tanlashni soddalashtiradi va o'qitishning yangi tashkiliy shakllarini qo'llash
imkoniyatini beradi
Foydalanilgan adabiyotlar:
1.
Makhmurova M.H. Тhe importance of a foreign language in higher education // Voprosi nauki i
obrazovaniya. No 8 (92), 2020.
2.
Mavlonova U.K., Karimova Sh.K. THE PROBLEM OF TEACHING ENGLISH IN MIXED ABILITY
CLASSES // Dostijeniya nauki i obrazovaniya. No 5 (59), 2020.
3.
Mavlonova U.K.,
Achilova R.A.
THE PROBLEM
OF
TRANSLATION
OF REALIA
220
(AMERICANISMS) // Dostijeniya nauki i obrazovaniya. No 5 (59), 2020.
4.
Davronov I.O., Umirov J.T., Mukhamedjanova M.B.MECHANISMS OF
IMPROVING STAFF TRAINING // Academy. No 2 (53), 2020.
5.
Ashurovna A.R. Paralinguistic means of speech //International Journal on Integrated Education, 2019. Т.
2. No 6. С. 227-230.
6.
Mavlonova U.K., Maxmurovna M.K. THE INTRODUCTION OF IRONY IN ENGLISH AND UZBEK
LITERATURE // International Engineering Journal For Research & Development, 2020. Т. 5. No 3. С. 4.
7.
Davronov I.O., Ismatillayeva S.S. Тhe role of innovative technologies for improving economy of hotels,
2019.
8.
Davronov I.O., Shadiyev A.Kh. THE COST-EFFECTIVENESS OF IMPROVING THE QUALITY OF
HOTEL SERVICES // Academy. No 4 (55), 2020.
9.
Islomovna V.S., Zoirovna N.I. Realistic Genre and its Development in World Literature // International
Journal of Psychosocial Rehabilitation, 2020. Т. 24. No
10.
Ashurovna A.R., Fazliddinovna N.M., Makhmudjanovna O.N. USAGE OF FLORA IN THE EARLY
MODERN ENGLISH POETRY // Vestnik nauki i obrazovaniya, 2020. No 7-2 (85).
11.
Musulmanova N.R. Struktura obshego znacheniya kategoriy vremeni i nakloneniya vuzbekskom yazike
// Vestnik nauki i obrazovaniya, 2020. No 2-1 (80).
12.
Matyuxin I.B. Perevod mul'tserialov: problema perevoda imen sobstvennix // Vestnik nauki i
obrazovaniya, 2019. No 19-1 (73).
A BRIEF ANALYSIS OF THE INTERNATIONAL EXPERIENCE OF TEACHING AND
LEARNING WORLD VARIANTS OF ENGLISH
Yakubova Madina Kutfidinovna
Lecturer at “Silk Road” International University of Tourism
Abstract:
This article provides a brief analysis of the experience of teaching and learning world
English variants, as well as the advantages and disadvantages of the analyzed courses.
Анатация:
В данной статье превидёт краткий анализ опыта преподавания и изучения
мировых вариантов английского языка, а так же отменчанны преимущества и недастатки
анализируемых курсов.
Key words:
World Englishes, variant, learners, lexicology, course
As we know, the most common variants of the English language, named after the countries in which
they function, are British English, American English, Australian English. There are also other variants of
English, in particular New Zealand, Canadian, South African, Indian, Singaporean. According to M. Berns
[2;85], variants of English in three major regions (South America, Europe and the Middle East) are gradually
gaining an independent status in terms of reaching a critical mass of English language learners and speakers,
as the number of its real (as well as virtual) users is constantly growing. D. Crystal points to this
phenomenon as an unavoidable linguistic reality that translators, intercultural communication specialists
have to face in their practical work [3;222].
In this connection, familiarization of
linguistic
students with different variants of English in order to
broaden their linguistic horizons and increase their competitiveness in the labor market becomes an urgent
task. The increasing number of contacts with foreign partners communicating in English variants and
insufficient level of linguistic profile graduates' understanding of their features become an obstacle to
effective communicative interaction and lead to misunderstanding, communication failures and lack of
effectiveness of communication at the intercultural level.
The peculiarities of English variants are considered during the learning of such disciplines as
theoretical phonetics, lexicology, theoretical grammar, history of English, introduction to special philology.
Some universities introduce courses aimed at acquainting students with global variants of English as part of
the variative part of the general professional cycle. The purpose of this course is to develop the ability to
analyze and interpret texts in accordance with the specifics of the studied English variant, as well as identify
by ear the corresponding national variant, based on the features of its functioning in specific territories.
The curricula and training courses offered by foreign linguistic centers have no goal-oriented
orientation. In terms of goal, they vary from familiarizing students with the theoretical findings of the world's
English variants, to extremely practical advice and recommendations built on an intuitive basis and
concerning effective intercultural communication with speakers of different English variants.
Universities around the world offer a variety of curricula, characterized by a theoretical focus and
designed for undergraduate and graduate students of linguistics. As a rule, these courses usually include an
