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USING THE INTERNET IN THE MODERN TEACHING APPROACHES
Annotation
Najmiddinova Madinabonu Rahmon Qizi
Mirzo Ulug‘bek nomidagi
O‘zbekiston Milliy Universtiteti
3-bosqich talabasi
174
The usage of informational-communicative technology gives us many opportunities to expand
greatly tutoring-teaching and educational-management abilities. Modern internet resources enable us to
create virtual teaching institution and to conduct adequate virtual teaching
,
to hold internet conferences
"online" about teaching-tutoring problems more intensively. Some modern approaches in teaching using
internet are explained and described in this article.
Key words:
technological revolution, internet resource, virtual lessons, teaching methods, educational
materials, communication technologies, World Wide Web
The Internet has immense potential to improve the quality of education, which is one of the pillars of
sustainable development. Education is both a basic human right and a core element of sustainable
development. It is the theme of the United Nations’ fourth Sustainable Development Goal, which seeks to
“ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
Education enables individuals to build more prosperous and successful lives and societies to achieve
economic prosperity and social welfare.
Access to the Internet is fundamental to achieving this vision for the future. It can improve the
quality of education in many ways. It opens doorways to a wealth of information, knowledge and educational
resources, increasing opportunities for learning in and beyond the classroom. Teachers use online materials
to prepare lessons, and students to extend their range of learning. Interactive teaching methods, supported by
the Internet, enable teachers to give more attention to individual students’ needs and support shared learning.
This can help to rectify inequalities in education experienced by girls and women. Access to the Internet
helps educational administrators to reduce the costs and improve the quality of schools and colleges.
Educationalists are enthusiastically exploring opportunities and discovering new ways in which they can use
the Internet to improve education outcomes. As the Broadband Commission for Sustainable Development
puts it, the challenge is “to help teachers and students use technology” in relevant and authentic ways that
actually improve education and foster the knowledge and skills necessary for lifelong learning. [1]
Scientific and technological revolution, caused abrupt increase of information, made demands on a
foreign language proficiency and thereby determined new approaches to foreign languages teaching
methods. Traditional pedagogical technologies are no longer adequate for complete acquisition of increasing
amount of knowledge as well as rapid renewal of educational materials does not keep pace with rapidly
changing information flow. The importance of the problem of training of self-instruction skills and abilities
to obtain educational materials independently, to process obtained information, to draw conclusions and to
support them on the basis of necessary data is constantly increasing. Dealing with information in foreign
languages, especially taking into account the opportunities of the Internet, is of great importance. Use of
information and communication technologies (ICT) opens up enormous potential of a computer as an
educational technology and enables to create marvelous world of knowledge which is accessible to everyone.
ICT have a number of advantages over the conventional teaching technologies. They integrate audio-visual
information of any forms (text, sound, graphic, animation, etc.). Due to this kind of the achievements, the
interactive dialogue of a user with a system is realized, as well as various forms of independent activity on
gaining and processing of information are used, that exercises significant influence on quality of students’
knowledge. [2]
The use of Internet technologies is a new direction of general didactics and private methodology,
since the ongoing changes affect all aspects of the educational process, from the choice of methods and work
style to changes in the requirements for the academic level of students. The basis for using
telecommunication opportunities in teaching a foreign language is that they not only represent an effective
means of optimizing the conditions of mental work in general, in any of its manifestations, but also offer a
wide range of opportunities for the development of speech activity in all its directions: listening, speaking,
reading, writing.
The process of teaching the language is aimed at the formation of communicative competence
among students, the ability to freely express their thoughts on any topic of interest to them, to take part in a
conversation, discussion - whether it is written or oral communication; the structure and style of utterance
vary depending on the social characteristics of communication. In this sense, the Internet fully meets the
tasks of language learning, since it is itself primarily a means of communication and live situational
communication. The Internet allows not only to simulate a situation of communication in the classroom, but
offers a lively and relevant dialogue with native speakers and representatives of other cultures.
Communicating in a true language environment provided by the Internet, students find themselves in
authentic life situations. Involved in solving a wide range of meaningful, realistic, interesting and achievable
tasks, students learn to spontaneously and adequately respond to them, which stimulates the creation of
original statements instead of the stereotyped manipulation of language formulas.
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The use of telecommunication technologies also implies providing students with a greater degree of
independence, which is especially important, for example, at the middle and senior stages of teaching
English, when, in accordance with age-related psychological characteristics, students increasingly need
partial independence from the teacher. The use of the Internet, in addition, in many cases is closely related to
the method of project work (for example, the creation of presentations, sites based on the material collected
on the net on a given topic), which provides an opportunity for creative self-expression. Thus, another
important aspect of the use of computer technology in a foreign language lesson is the creation of a favorable
socio-psychological atmosphere and the maintenance of motivation for learning a foreign language.
Often, the teacher faces the problem of finding authentic, modern and interesting information for
students on the topics provided for in the curriculum. This problem can also be solved with the help of the
Internet, which is not only a communication tool, but also the most extensive information resource.
As an information system, the Internet offers its users a variety of information and resources. The
standard set of services provided on the World Wide Web are as follows:
•
electronic mail (e-mail);
•
reference directories (Yahoo!, InfoSeek/Ultra Smart, Look Smart, Galaxy);
•
search engines (Alta Vista, Hot Bob, Open Text, WebCrawler,
•
Excite, and such well-known Russian search engines as Yandex, Rambler);
•
echo conferences (message boards);
•
teleconferences (UseNet);
•
videoconferencing;
•
access to news, information resources;
•
conversation in the network (Chat) - text and voice.
•
the possibility of publishing one’s own information, creating one’s own home page (homepage)
and placing it on a Web server;
All these opportunities offered by the Internet can be successfully used in a foreign language
classroom.
The use of Internet resources in a foreign language lesson in terms of mastering communicative and
intercultural competence, which is impossible without the practice of communication, is simply
irreplaceable: The Internet virtual environment allows us to go beyond time and space, providing its users
with the opportunity to authentically communicate with real interlocutors on topics relevant to both sides.
However, we must not forget that the Internet is only an auxiliary technical learning tool, and in order to
achieve optimal results, it is necessary to correctly integrate its use into the lesson process [3]
Thus, concluding all the previously stated, using the information resources of the Internet, it is
possible, by integrating them into the educational process, to more effectively solve a number of didactic
tasks in an English lesson.
List of used literature
1.
https://www.internetsociety.org/resources/doc/2017/internet-access-and-
education/#:~:text=It%20can%20improve%20the%20quality,extend%20their%20range%20of%20learning.
2.
Simonok Valentina article: “Modern approaches to foreign languages teaching” ORCID 0000-
0003-3664-9218
3.
Salokhitdinov Fakhriddin Rasul O’g’li course paper: “Internet in teaching foreign languages”
4.
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.
5.
Халимбетов, Ю. М., Ибрагимова, Э. Ф., Арслонова, Р. Р., Рустамова, Х. Х., & Наимова, З. С.
(2020). Формирование молодежи в Узбекистане как научно управляемый процесс. Наука и
образование сегодня, (2 (49)), 57-59.
6.
Ахмеджанова, Н., & Аслонов, Ш. (2020). Семантические типы предикатов и фазовая
членимость глагольного действия. Интернаука,(12-1), 27-29.
THE ROLE OF FILMS IN TEACHING ENGLISH FOR INTERMEDIATE LEVEL LEARNERS
Mamatova Nodira Uktam qizi
SamSIFL, Master of Foreign Languages and Literature (English)
Annotation
: This article describes the role of films in the study oflanguage skills for intermediate
level learners, as well as the problems and recommendations given by the author on the topic.
