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of language mastery, and individual teacher's goals [2].
There are currently diverging opinions on the use of computers in foreign language instruction.
Some argue that computers should replace teachers, while others believe that computers cannot
deliver material in the same way that a teacher can. In our view, a computer should be used as a
supplementary tool, similar to other technical training tools or textbooks. It's important to remember
that computers offer several advantages, such as combining video and audio information, text
information, the ability to record one's own voice for pronunciation practice, and self-correcting tools.
Computers also provide excellent opportunities for testing language proficiency or specific topics
with or without the involvement of a teacher, which can reduce time spent checking results. For
instance, a computer may ask students to listen to a phrase and type it exactly as spoken, then
automatically check their answers against a template and store the results in a database. We emphasize
the key methodological functions that can be implemented using computers:
•
Informative - One of the primary benefits of computers is their capability to store and process
large amounts of information, making them widely utilized in language education as an information
system;
•
Training - The use of computers for training purposes has become increasingly important [3].
Until recently, computer technology was mainly introduced in the area of information
technology education. Even a few advantages of personal computers over teachers in the training and
reinforcement of educational material have emerged as significant.
The computer is utilized as a tool for both trainees and trainers in the educational process of
information technology, primarily for acquiring information and technical support. The computer's
role in the learning activities described relies on its capacity to effectively capture information, store
and transmit large amounts of data, and process statistical and grouping data. This enables its
objective use in the educational process while also saving significant time for the teacher.
REFERENCES
1.
Grebenev I.V.
Methodological problems of computerization of school education.
//Pedagogy. No. 5. 1994.
2.
Karamysheva TV.
The study of foreign languages using a computer. - S.P.:Union, 2001.
3.
Tulepbergenovna K. F. FORMATION OF STUDENTS’SYSTEM OF LEXICAL
COMPETENCE //SCIENCE TIME JOURNAL. – 2024. – Т. 2. – №. 1. – С. 6-12.
THE ROLE OF PICTURES IN TEACHING VOCABULARY TO YOUNG
LEARNERS
Kalimbetova Kizlargul Yusupovna-assistant teacher,
Nukus State Pedagogical Institute
named after Ajiniyaz, Nukus
Pictures are one of these valuable aids. Pictures have a major role to play in language classroom.
They are an effective resource for the teaching /learning process and contribute in the progression of
language skills. Pictures are used in teaching young learners since they are not yet able to understand
words and long phrases, the utilization of a didactic aid is required in this process. In order to reach
the aim and fulfill tasks put forward before education every teacher, every researcher in the field of
methodology should think of finding the effective ways of teaching children [5]. Showing pictures to
what's being taught is a good way to build student' engagement. It is also enriches learners' memories
in which they can store vocabulary.
Pictures meet with a wide range of use not only in acquiring vocabulary, but also in many other
aspects of foreign language teaching. Wright demonstrated this fact on an example, where he used
one compiled picture and illustrated the possibility of use in five very different language areas. His
example shows employing pictures in teaching structure, vocabulary, functions, situations and all
four skills. Furthermore he pointed out that “potential of pictures is so great that only a taste of their
full potential can be given” in his book.
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Pictures are in the main focus, they might be used just as a “stimulus for writing and discussion,
as an illustration of something being read or talked about, as background to a topic and so on”
Teaching new words to EFL classes, particularly to young learners, is not an easy task; teachers
have to provide many kinds of techniques in order to facilitate learning and teaching new
vocabulary. Pictures are one technique that can be used to show the meaning of the lexical items.
They will enable learners to learn, understand and utilize vocabulary in all aspects of their life.
Harmer states that" teachers have always used pictures or graphics- whether drawn, taken from
books, newspapers and magazines, or photographs- to facilitate learning".
Harmer states that, "one of the most appropriate uses for pictures is for the presenting and
checking of meaning of the word airplane, for example, is to have a picture of one". This means, the
picture is very beneficial in showing and reviewing the meaning of certain words.
However, “pictures have their limitations too”. For example in teaching vocabulary, pictures
are not suitable or sufficient for demonstrating the meaning of all words. It is hard to illustrate the
meaning of some words, especially the abstract ones such as ‘opinion’ or ‘impact’. Therefore, in some
cases, other tools are used to demonstrate the meaning.
In a nutshell, teachers try to use pictures in teaching vocabulary in order to make the process
entertaining and memorable. Besides that, they deepen their understanding of concepts; therefore the
learner's vocabulary mastery will be increased.
Teachers use pictures as a teaching strategy in order to facilitate learning process. These
pictures can be taken from different sources such as internet, books, magazines and others; they can
be in form of flash cards, large wall pictures, cues cards, photographs or illustration in textbook.
The following activities are used in teaching English.
Drills
This way is used by the teacher with student who has a lower level in learning vocabularies,
as well as helping them to understand the topic they deal with. Teachers put learners in pairs and
groups in classroom and distribute for them cards which contain certain words, after that pupils are
asked to formulate a sentence dependent on the words found in the picture (card).
Communication (games)
Certainly pictures are functional for different communication tasks, particularly where they
are included with a game, like describing, drawing activities. The learner describes a picture
and his mates attempt to design the picture without seeing the basic one. Another optional
proposal is to organize the class into four groups, for instance, group A, group B, group C and
group D, then the teacher supplies each group with different pictures that displayed a separated
series of a story, after that the teacher gives his/her students enough time to look and debate
their pictures, later on the instructor collect the pictures from them and reform new groups with
previous members, it means that he takes one from each group, after that he asked them to share the
data and organize them in order to understand the story. Likewise, the pictures have an effective use
in creative writing of pupils, teachers asked them to create story based on a certain number of pictures
(at least 3 pictures). Furthermore, he could enquire them to produce a conversation dependent
on specific pictures; therefore they have to choose one card and start to build a dialogue on it.
Understanding Another purpose of using pictures is to present and check the meaning, in order
to explain the item "aeroplane", teachers can show his learners a picture of it. Additionally, teachers
can check pupils understanding of a piece of writing or listening by asking them to select the
appropriate pictures that have a relation with the topic.
Ornamentation The various types of pictures are utilized to create a sense of pleasant teaching
and learning process. It is observed in many modern course books, such as, reading text that
will be followed by a photograph is not necessary as well as magazines and newspaper articles.
The purpose for this is obviously that pictures ameliorate the text; pictures give a sufficient knowledge
about outside world.
Prediction Teachers can use pictures to give hints about what is coming in the lesson, so the
learners could guess what is shown in pictures. After that, the pupils will listen or read a text and
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make the comparison between their prediction and the reading text. This strategy is very practical in
helping learner's engagement to the task.
Discussion The application of pictures inside the classroom can support the interaction
between the learners and teacher that will create a successful communication and
discussion among each other.
Pictures improve the learners’ creative thinking skill. Teachers use the pictures in order to
give a clear instruction and definition of vocabulary.
REFERENCE:
1.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge
University Press, 1990.
2.
Hill, David A. Visual Impact: Creative language learning through pictures. Essex: Longman
Group UK Limited, 1990.
3.
Harmer, Jeremy. The Practice of English Language Teaching. Essex: Longman Group UK
Limited, 1993.
4.
Thornbury, Scott. How to Teach Vocabulary. Essex: Pearson Education Limited, 2004.
5.
Tajieva, A., & Babaniyazova, N. (2015). EDUCATIONAL REFORMS IN THE REPUBLIC
OF UZBEKISTAN IN OPERATION.
ISJ Theoretical & Applied Science
,
7
(27), 134-137.
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING AT THE LESSON
Kaljanova U. – Teacher of the Nukus State Peagogical Institute
named after Ajiniyaz
The communicative approach has been a popular method in language teaching. The shift in
emphasis from developing linguistic competence to communicative competence has brought about
sophisticated changes in syllabus design. There have also been drastic changes in teaching methods,
with the monotonous drilling exercises being replaced by a wide variety of stimulating and innovative
course materials [1;36]. We can mention that from 2013/2014 academic year teaching of foreign
languages, mainly English, started from the first grade of the primary school in the format of games
and informal conversation lessons and since the second class schoolchildren learned the alphabet,
studied grammar and developed speech skills [5].
The range of exercise types and activities compatible with a communicative approach is
unlimited, provided that such exercises enable learners to attain the communicative objectives of the
curriculum, engage learners in communication, and require the use of such communicative processes
as information sharing, negotiation of meaning, and interaction.
Classroom activities are often
designed to focus on completing tasks that are mediated through language or involve negotiation of
information and information sharing. Several roles are assumed for teachers in Communicative
Language Teaching, the importance of particular roles being determined by the view of
Communicative Language Teaching adopted. Breen and Candlin describe teacher roles in the
following terms:
The teacher has two main roles: the first role is to facilitate the communication process between
all participants in the classroom, and between these participants and the various activities and texts.
The second role is to act as an independent participant within the learning-teaching group. The latter
role is closely related to the objectives of the first role and arises from it. These roles imply a set of
secondary roles for the teacher; first, as an organizer of resources and as a resource himself, second
as a guide within the classroom procedures and activities.... A third role for the teacher is that of
researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual
and observed experience of the nature of learning and organizational capacities [2; 99].
On the basis of such needs assessments, teachers are expected to plan group and individual
instruction that responds to the learners' needs.
Another role assumed by several Communicative Language Teaching approaches is that of
counselor, similar to the way this role is defined in Community Language Learning. In this role, the
teacher-counselor is expected to exemplify an effective communicator seeking to maximize the
