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non-authentic environment // Приоритеты мировой науки: эксперимент и научная дискуссия
Материалы VIII международной научной конференции. Научно-издательский центр
«Открытие». North Charleston, SC, USA, 2015. С. 139-146.
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Nefyodov O.V. Student motivation in learning a foreign language // Humanities and Social
Sciences in Europe: Achievements and Perspectives, 1st International symposium Vienna, 2013. P.
259-264
6.
Willis D. The potentials and limitations of Video // Videoapplications in ELT. Oxford:
Pergamon Press, 1983, pp. 17-24.
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http://hmbul.bmstu.ru/articles/89/89.pdf
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THE USE OF MOBILE APPS IN TEACHING AND LEARNING ENGLISH
Tatyana Koyshekenova, a senior teacher of English and
Literature department, Uzbekistan
Jayna Sultangalieva, a 3
rd
– year student of English and
Literature department, Uzbekistan
The need to learn a foreign language becomes a fashionable trend or additional educational
baggage of the individual, but the objective reality and the introduction of innovative educational
technologies for rapid and effective learning of a foreign language is the key to the needs of every
citizen of our republic. The article discusses the issues to effective use of mobile applications (apps)
in the process of teaching a foreign language, their impact on improving the quality of students'
knowledge, ways to effectively implement and test this aspect through innovative forms of education.
Online collaboration and mobile learning have had a significant impact on English language
teaching in recent years. Students can access online dictionaries, grammar resources, and multimedia
content, and teachers can find and share lesson plans, activities, and teaching materials with
colleagues around the world. Online collaboration tools have made it easier for students and teachers
to communicate with each other, regardless of location [5; 117]. With platforms like Zoom, Skype,
Google Meet and etc. teachers can hold virtual classes and meetings, and students can practice their
language skills with native speakers from around the world.
The use of additional electronic learning systems, such as mobile applications, provides a
solution to a number of problems related to the methodology of teaching a foreign language to
students. At the moment, there are approximately 1,5 – 1,6 billion mobile devices, which in turn
indicates the use of desktop computers is no longer so relevant and convenient for today's youth.
Among the most popular educational applications in the field of learning foreign languages are:
LinguaLeo, Duolingo, Babbel, Rosetta Stone, Memrise, Easy Ten, Puzzle English, Google Polyglot,
etc. Mobile devices or apps are rapidly developing in technical terms: speed, reliability, and
modernity. Almost everyone has them, even young children. This is a good tool for accessing
information over the Internet, but not everyone uses this feature. The reason is that educational and
cognitive motives are not in the first place, but rather entertainment.
Using mobile phones in language learning is a valuable teaching method. Mobile learning helps
students to improve their literacy and numeracy skills and to recognize their existing abilities.
Learning English without help from anyone else can be a challenging task, but it is quite possible and
easy if a student has the necessary tools. Now, anyone can learn English by themselves. There are
many ways students can use to improve their reading, speaking, writing and listening skills.
English learning app is one of the best ways to master English. By using a language learning
app to learn foreign languages, students will save time with everything at their fingertips, whenever
they decide. So, with the arrival of English language learning app and their constant evolution, the
teaching of English is not limited to the classroom and almost anyone can study foreign languages
or learn languages online from the comfort of their home or the place they prefer. As we have
mentioned, mobile applications can be used in various ways: both in English classes and for
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independent work of students; as mandatory components of the course, and additional use at will; as
an auxiliary element of the topic or completely independent study of it, etc.
Let's consider the advantages of language apps to learn English:
1.
Learning Is Now More Fun.
Learning English with the application will also be very
entertaining. Students will be able to enjoy learning English through quizzes, gamification, etc. In
other words, they are organized as a kind of play with their points, lives, and levels. Learning thus
becomes something enjoyable and even sometimes addictive.
2.
Speed.
By not having group mates and having all the course content from the beginning,
users of applications to learn English can learn at their own pace, being able to advance more in a
shorter time, compared to face-to-face classes.
3.
Flexibility.
Perhaps it is one of the main advantages. The apps are available 24 hours a day,
365 days a year and are just one click away, so students can learn or practice the language anywhere,
anytime.
4.
Availability.
An important factor to take into account. In case a student wants to learn a rare
language, it may be quite difficult to find language centers with teachers trained to teach certain
languages or that there is the necessary quorum to open a group.
5.
Download App at No Extra Cost.
Generally, the applications are cheaper and more
accessible, because the product saves the physical and human factors which have an impact on the
cost of a course. There are even several applications that are free and available to download at no
extra cost.
6.
Practice A Wide Variety of Skills.
It allows students to practice a wide variety of skills -
listening, reading, writing, and even aspects of grammar and pronunciation. Currently, many of the
apps on the market allow everyone to see the same word in different ways: in writing, listening to it,
and in context, thanks to this, learning will be much easier.
7.
Improve Vocabulary.
It is a good method to learn vocabulary. Memorizing endless lists of
words is terribly boring. Thanks to these apps, students can practice with a lot of vocabulary exercises
that make it easy for them to learn new words almost without realizing it.
Mobile learning technologies are shaping better and more convenient language learning tools
and apps. Another advantage of mobile learning is the high level of mobility and authenticity, which
opens opportunities for learning outside the classroom. Videos, films, and lectures in the form of
recorded videos are widely used in listening and speaking classes among the main sources of authentic
materials for language learning [3; 51-59]. This is impossible without mobile learning technologies
(for example, social networks like YouTube, Instagram, or any other applications with a video
format).
We can conclude that special language mobile applications allow learners to speed up and
improve the process of learning English. In addition, it is possible to personalize the process of
learning English, develop stable language patterns, communication skills, learn grammatical rules
and English. The use of above-mentioned mobile applications in the study of English by students can
significantly improve the quality of studying the subject. Learning English in groups using mobile
applications makes it easier for the teacher to monitor students’ achievements, which also provides
convenience for the teacher’s work. So, the learners take this opportunity to use the mobile apps to
learn the language skills and focus more on learning them both inside and outside the classroom.
REFERENCES
1.
Beatty K. Mobile language learning: the world in our hands. USA: Anaheim
University, 2015.
2.
Frank V.M. Technologies for foreign language learning: a review of technology types
and their effectiveness. Center for Advanced Study of Language, University of Maryland, College
Park, MD, 2014.
3.
Hao Z., Jin L., et al. Alexithymia and mobile phone addiction in Chinese
undergraduate students: the roles of mobile phone use patterns.
Computers in Human Behavior. №97,
2019. p. 51–59
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4.
Thoronton, Patricia, Houser, Chris. Using mobile phones in English education in
Japan. Journal of Computer Assisted Learning №21, 2005.
5.
Wang, Shudong and Simon Smith. Reading and Grammar Learning through Mobile
Phones. Language Learning & Technology 17 (3): 2013. p.117-134.
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www.bircu-journal.com/index.php/birle
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https://sites.google.com/site/journaloftechnologyforelt
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http://www.gse.uci.edu/markw/cyberspace.html
USING POETRY TO ENCOURAGE CREATIVE WRITING
Sarbinaz Kurbaniyazova,
Nukus State Pedagogical Institute, Nukus, Uzbekistan
Using poetry is an effective and reliable way in teaching English language. Poetic creativity
offers an excellent chance for students to learn the four basic language skills: reading, writing,
listening and speaking. It also helps students to develop areas within their linguistic knowledge,
including grammar, vocabulary, and pronunciation.
Teaching English through poetry has many advantages such as it being of authentic material,
being a medium to express emotions and feelings, being a wonderful carrier of culture, and being able
to help improve students’ linguistic knowledge and skills. Poetry is often regarded as the most
sophisticated genre of literature, comprising a variety of contents that are narrative, lyrical and
dramatic in nature. In addition, poetic creativity aids language development at all levels: grammar,
vocabulary, phonology and discourse. It requires learners to manipulate the language in interesting
and demanding ways in attempting to express uniquely personal meanings.
There have also been positive remarks by scholars who consider poetry an effective tool in
teaching English language. According to Hess (2003), through its drama and emotional context, a
good poem is suitable for a close “reading”, with much good language practice. Hedge (2000) also
believes poems as authentic materials can be used to develop especially the receptive skill of reading.
In addition, authentic texts make teaching more enjoyable and keep the students closer to the target
language culture. Another claim is that reproduction of poetry – memorizing, rewriting, reporting and
translating – can exercise the productive skill of “writing”, which is not an easy task to teach (Alber-
Morgan Sheila;Hessler, & Konrad, 2007). When considered in terms of the skill of “speaking”, as
the themes of poetry (e.g. love, death, nature, beliefs, despair etc.) are universal among all human
beings (Maley & Duff, 1989), and because each person’s perception is different, poems can initiate a
fund of interactive discussion and create the atmosphere for a genuine exchange of ideas.
Here are some effective strategies for teaching poetry writing that teachers can use in their
classrooms.
Reading and analyzing poems:
before writing their own poems, students need to read
and analyze different types of poems, from classic to contemporary, from formal to free verse, from
rhyming to non-rhyming. Reading and analyzing poems can help students understand the elements
of poetry, such as imagery, metaphor, rhythm, sound, tone, and theme. Teachers can use questions,
prompts, or activities to guide students to explore the meaning, structure, and style of the poems. For
example, teachers can ask learners to identify the speaker, the audience, the mood, the message, or
the poetic devices used in the poems or can also encourage students to compare and contrast different
poems or to relate the poems to their own experiences or opinions.
Providing models and examples:
another way to help students write poetry is to
provide them with models and examples of poems that they can use as inspiration or reference.
Teachers can choose poems that are relevant to students' interests, backgrounds, or goals, or poems
that illustrate a specific form, technique, or topic that teachers want them to learn. Teachers can show
their students how to use the models and examples as sources of ideas, vocabulary, or structure, but
not as templates to copy or imitate or asking students to explain how they used the models and
examples in their own poems.
