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5. Ходжаниязова У. К., Нуратдинова Н. Б. ПРОЦЕСС ОБУЧЕНИЯ ПРОВЕДЕНИЮ
ПРЕЗЕНТАЦИЙ НА АНГЛИЙСКОМ ЯЗЫКЕ //QUALITY OF TEACHER EDUCATION
UNDER MODERN CHALLENGES. – 2023. – Т. 1. – №. 1. – С. 1015-1017.
THE IMPORTANCE OF USING MULTIMEDIA IN TEACHING ENGLISH
LANGUAGE FOR STUDENTS
Sadikova Khurlimanassistant teacher
Nukus Branch of TUIT
The 21 century is both an information era and a digital technology age. Advancements in
information technology, such as multimedia, allow for more effective teaching methods. Multimedia
may enhance English education by providing more material, saving time, and engaging students'
imagination and creativity. While multimedia offers numerous benefits, some researchers argue it
should not be employed mindlessly. Multimedia only helps with English instruction. The thesis
surveyed teachers in Uzbekistan to determine the effectiveness of a multimedia application for
teaching and developing speaking abilities in the classroom, as well as for self-education and
assessment.
Nowadays, multimedia is increasingly being used to teach foreign languages to students, who
have a unique ability to perceive educational material. Teachers are also focusing on pedagogical
systems and educational technologies, including multimedia, to improve the education of learners.
Multimedia instruction uses both words and graphics to aid learning. Examples include illustrated
textbooks, narrated slideshow presentations, online animations, and instructional computer games.
Text and visuals include slideshows, presentations, diagrams, and infographics. Audio includes
podcasts and recordings. Video components in multimedia include screen shots, lectures, and
animations. Multimedia components include blogs, vlogs, webinars, and interactive material.
Advancements in information technology, such as multimedia, enable more effective teaching
methods. Multimedia may enhance English education by providing more information, saving time,
and engaging students' imagination and creativity.
There are some advantages of using multimedia in the classroom:
The students’ curiosity. Famous scientist Albert Einstein had a famous saying: ‘Interest is the
best teacher’. So the interest has always been seen as the best helper to learn the knowledge. The
traditional teaching method is that teachers talk from the beginning to the end with a chalk and a
mouth. Such teaching is very single, which makes students lose interest, until weariness. Leo Tolstoy
said: ‘The successful teaching is not to force, but rather to stimulate student‘s desire’ [3]. Put another
way, no matter how effectively a teacher explains a subject, it will not help if the students have no
interest in or desire to learn it. As a result, educators should make every effort to pique students'
interest in a particular subject and encourage them to participate in class with a strong sense of passion
and enthusiasm. Multimedia is a type of media that can captivate students' attention by showcasing
an array of sounds, visuals, animations, and other effects. Additionally, it could increase learners
intense interest in engaging in active English study. In addition to significantly stimulating students'
interest in what they are studying, multimedia instruction can make lessons vibrant and engaging.
Developing students' capacity for creativity. In the meanwhile, teaching with multimedia can
help students become more innovative. As Einstein once said, ‘Imagination is more important than
knowledge, and is a source of knowledge’. When instructing, educators need to be mindful of how to
engage students' imaginations. One can find countless materials in textbooks and accomplish the
required objectives by using multimedia.
Improving students’ self-learning ability. Classroom education aims to provide more than just
information to students. It is crucial to teach students how to learn and shift their mindset from "want
me to study" to "I want to learn." This involves transitioning from passive to active learning. By
removing the passive learning environment, learners are able to take initiative and eventually build
good self-learning habits. Teachers can assign E-work assignments from multimedia courseware to
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students after class, allowing them to complete extra-curricular tasks and communicate with the
teacher via email. The teacher can then mark student responses electronically. This approach allows
students to quickly see their learning outcomes and maintain interest in their own study through a
multimedia network.
Strategies for Using Multimedia
Combining Modern Teaching Methods With Traditional Teaching Methods.
Without a doubt, there are numerous benefits that contemporary teaching approaches have over
conventional ones. A multimedia programme, as opposed to a typical textbook or workbook, can give
the learner instant feedback on how accurate their response was. Nevertheless, due to their inherent
advantages, conventional teaching techniques are still widely employed. Thus, educators should
integrate their strengths with cutting-edge teaching techniques, which enhance the quality and
effectiveness of instruction in the classroom while also enhancing the teaching and learning
environment for both teachers and students.Without a doubt, there are numerous benefits that
contemporary teaching approaches have over conventional ones. A multimedia programme, as
opposed to a typical textbook or workbook, can give the learner instant feedback on how accurate
their response was. Nevertheless, due to their inherent advantages, conventional teaching techniques
are still widely employed. Thus, educators should integrate their strengths with cutting-edge teaching
techniques, which enhance the quality and effectiveness of instruction in the classroom while also
enhancing the teaching and learning environment for both teachers and students.
Viewing Multimedia as the Assistance to Teaching
Computers with capabilities such as music, animation, video, and recording can serve as models
for students and teachers to measure their skills. Computers can give assistance as needed, allowing
for flexible learning help. Multimedia allows students to create and manipulate content, promoting
hands-on learning. When using computers in education, it's important to recognise that they can only
supplement, not replace, traditional teaching techniques. Teachers should consider textbooks while
creating course materials. To effectively employ multimedia in English education, instructors must
understand when and how to apply it. Multimedia technology can enhance education, but it should
not be the only focus of instruction.
Summing up, how teachers use multimedia apps in the classroom. English teachers believe that
multimedia apps are most effective for introducing new vocabulary, providing video instructions to
avoid using the native language (L1), and introducing new concepts. Multimedia applications in
textbooks increase interest in the English language and motivation for learning. Students of all ages
can receive approval and praise when performing interactive activities, and feel supported even when
failing.
REFERENCES
1. Henich, R. (2002). Instructional media and technologies for learning. Beijing: Higher
Education Press.
2. Jeong, K. (2018) Developing EFL learners‘ communicative competence through
multimedia-assisted language learning. Journal of Theoretical and Applied Information
Technology, 96. 1367-1376
3. Tolstoy, L., & CAO, Y. (2008). Childhood, boyhood, and youth. Shanghai: Shanghai
literature and Art Publishing House.
4. Vanghan, T. (2004). Multimrdia: Making it work (8th ed.). Beijing: QingHua University
Publishing
5. Wright, A. (2003). Picture for language learning. Tianjin: Nan Kai University Publishing
House.
6. ZHONG, Q. Q. (2003). Modern curriculum theory. Shanghai: Shanghai Educational
Publishing House.
7. Ibragimov, X., and Abdullayeva Sh. "Pedagogikanazariyasi (darslik)." T.: Fan va texnologiya
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8. Ибраимов Х. И. Креативность как одна из характеристик личности будущего
педагога//Наука, образование и культура. – 2018. – №. 3 (27). – С. 44-46.
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9. Ibragimovich X. I. O ‗ZBEKISTON OLIY TA‘LIM TIZIMIDA KREDIT-MODUL
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TEXNOLOGIYALAR DAVRIDA TILLARNI INTENSIV OʻQITISHNING PSIXOLOGIK-
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TEACHING ENGLISH BASED ON TV ADVERTISEMENTS.
Sagyngali Moldir Serikovna
the 2
nd
year master’s degree, 2 Foreign languages.
Aktobe Zhubanov Regional University,Kazakhstan, Aktobe city
Aidyn Aldaberdykyzy, PhD, Assistant professor, Astana IT university.
Language is the most important means of human communication. It is a social means of storing
and transmitting information, one of the means of managing human behavior. Language arose
simultaneously with the emergence of society in the process of joint labor activity of primitive people.
The emergence of articulate speech was a powerful means of further development of man, society
and consciousness. Language is realized and exists in speech.
Speech is generally understood as one of the types of human communicative activity – the use
of language tools to communicate with other members of the language team. This is both the process
of speaking (speech activity) and its result (speech works recorded by memory or writing). Television
speech is a speech delivered from TV screens by program presenters and journalists, heroes of TV
shows. At the same time, it should be borne in mind that the speech of television professionals and
the speech of the heroes of the programs (non-professionals in the field of television broadcasting) is
perceived by the audience in different ways.
In modern world, advertising is a single global network that affects the interests of many people.
Every day we unknowingly encounter this resonant industry, being influenced by advertising slogans.
Textual basis of advertising is "a written statement of the most important arguments and appeals that
help solve the tasks set" [1, 11].
The main purpose of advertising text is to draw attention to any subject or object, to
communicate information about goods or services for their successful popularization. Advertising
text is a very voluminous concept, and to a large extent conditional; there is no single, working
definition among linguists today. This situation is due, in our opinion, to the fact that the text is a
complex phenomenon that is in constant dynamics, including a certain set of semantic components.
"Advertising text, in addition to evaluative (characteristics of the advertised product), is also
saturated with causative (causal-target) meanings, which, being a meaningful increment, determines
not only the informational richness of these texts, but also the diversity communication attitudes. And
one of the main motives embedded in the advertising text is the motive of personal gain" [2, 35].
Modern approaches to the study of advertising text are quite diverse; today advertising is the
subject of active discussions among representatives of different fields: linguists, politicians, cultural
and artistic figures, as well as specialists in the PR industry. Most of them admit that extralinguistic
factors influence the correct understanding of the advertising text, for example, the addressee's
personal life experience, knowledge of the world, opinions, values, principles and ideals.
