246
skills. By utilizing these intensive methods, learners can engage in interactive and engaging activities,
fostering a dynamic and effective English learning experience.
To sum up, the Moodle distance learning system offers various intensive methods of learning
English. These methods include interactive exercises, multimedia resources, discussion forums, and
online quizzes.
Interactive exercises allow students to practice their language skills by completing tasks such
as fill-in-the-blank exercises, sentence completion exercises, and matching exercises. These exercises
provide instant feedback, helping students to identify and correct their mistakes.
Multimedia resources, such as videos, audio clips, and interactive presentations, enhance the
learning experience by providing visual and auditory stimuli. These resources engage students and
help them understand and retain information more effectively.
Discussion forums enable students to communicate and collaborate with their peers, as well as
with the teacher. They can ask questions, share their thoughts and opinions, and receive feedback
from others. This interactive and collaborative feature promotes active learning and allows students
to develop their speaking and writing skills.
Online quizzes assess students' understanding and progress. These quizzes can bepersonalized
to suit each student's level and learning goals. They provide immediate feedback, helping students to
monitor their progress and identify areas that need improvement.
Overall, the intensive methods of learning English in the Moodle distance learning system
provide a dynamic and comprehensive learning experience. Students have access to a variety of
resources and activities that engage them and facilitate their language learning process. By combining
interactive exercises, multimedia resources, discussion forums, and online quizzes, students can
effectively improve their English language skills.
REFERENCES
:
1.
Alghamdi, A. R., & Nordin, N. M. The effectiveness of multimedia learning in improving
second language acquisition. International Journal of Interactive Digital Media. (2017).
2.
Bronet, M. Gamification in language learning: A review of the evidence. Language Learning
Journal. (2016).
3.
Cavus, N., & Ibrahim, D. The effect of gamification on learner motivation and English
language achievement. Computers & Education. (2018).
4.
Carvalho, L., & Rosa, A. C. Communication tools in online learning: A comparative analysis
of Moodle and Google Classroom. Journal of Digital Learning in Teacher Education. (2019).
5.
Jones, D., Paladini, D., & Finger, G. (2020). A systematic review of studies on synchronous
online language teaching. (2020).
THE IMPORTANCE OF USING SHORT STORIES IN TECHING VOCABULARY
Shirazova Nilufar
Masters degree 2nd year student,
English Language and Literature
Nukus State Pedagogical Institute. Uzbekistan, Nukus
Nowadays, a wide range of media can be accessed to find new stories in language classes.
Digital short stories are among the commonly utilized virtual sources. Digital information literacy
provides several opportunities recognizing the need for novelty; being able to access and evaluate
electronic information and the digitally literate learners can confidently use, manage, create, quote,
and share sources of digital information effectively. These sources involve the cultural, ethical,
economic, legal, and social information for students. Also, digital short stories provide students with
narrative practice by allowing them to construct characters and settings in their minds. Stories involve
interesting and entertaining content which can be used to facilitate learning outcomes. Students can
synthesize the information from short stories to develop their language skills. With this in mind, short
stories can contribute to learning in terms of facilitating speech, sharing culture and raising awareness
[2;122]. Stories also appeal to students who have different kinds of intelligence, such as visual,
247
auditory and kinesthetic intelligence. Students can experience effective learning environments
through individual and participatory interaction with stories and activities. Short stories can also
contribute to students’ autonomous work since it provides creative platforms for them to use
language. If learning curiosity occurs, learning becomes more enjoyable, attractive and meaningful
for students. Thus, this study attempts to use the creative power of digital short stories to teach
vocabulary in language classes. The study hypothesizes that digital short stories can increase
vocabulary learning in language learning [3;66].
Literature is a valuable data source for vocabulary learning and language development. Yet, it
is particularly important to choose the right kind of short stories for the intended pedagogical results.
Stories should be in line with students’ proficiency level or slightly above their language abilities for
them to benefit most from the chosen story. Simple elements can be taught at beginner and
intermediate levels, such as character, setting and plot. More complex elements, such as conflict,
climax, resolution, etc., can be introduced at more advanced levels [1;89]. Pre-reading activities,
factual in-class work, analysis and extending activities are very effective ways to introduce a literature
text in the classroom. In the pre-reading activities, there is the opportunity to learn about the
background of the story and target vocabulary [4;33]. Furthermore, content should be appropriate to
the level of students. Materials should be picked up according to abilities of students, the linguistic
and stylistic level of the text, and an amount of background information for initiating true appreciation
for learners. Learners will abstain from language learning when they are bored. For this reason, the
right materials should be selected that do not bother students and allow correct evaluation of their
understanding. Grammar, spelling, and vocabulary are critical elements of language learning, and it
is possible to combine these elements through the use of literature. We can use short stories for young
learners and adults similarly. Digital short stories can be utilized for all language levels. Stories should
also be thematically in harmony with student interests. Story length is another vital consideration
because if stories are concise, students are able to finish in a short time and can feel a sense of
accomplishment upon finishing the reading task. Another important consideration is choosing a
proper story for language teaching purposes, in relation to the existence of particular words, phrases
and structural recognition. Provided that selected texts include the target words and concepts, it will
support the pedagogical development of students. Researchers have highlighted the positive
influences of usage of literature 8 in language classes. Many different methods were used in language
teaching. One of the oldest teaching methodologies include learning with translations from first
language to target language focusing on grammatical structures whereas more recent methods focus
on communication-based approaches. Literary works have a wide selection of resources and a source
can be selected according to the level of the learners. Learners’ background, level and gender are very
important elements and they must be considered by instructors. The use of story in language teaching
has many advantages. The stories can connect to everyday life and emotions through learners’
background knowledge. As Savvidoupoints out, literature provides many benefits for language
learning, and teachers should use these authentic and engaging materials to attract students' attention
and accomplish more [5;56]. Short stories are meaningfully rich texts appealing to learners of all
levels. Therefore, the use of short stories supports language acquisition and language development of
learners. Also, short stories can have different lengths, so they can be read quickly. There are a variety
of short stories available for different language proficiency levels and ages. Short stories also provide
visual, audio and interpretive opportunities for learners. Students can interpret the story and use
language more creatively when they read stories. This contributes to their vocabulary development.
Thus, students' vocabulary, analysis, self-thinking ability and language ability show significant
improvements through the literature involvement.
BIBLIOGRAPHY
1.
AiexK. Storytelling by Children. ERIC Clearinghouse on Reading and
Communication Skills Bloomington.
2.
ErkayaO. Benefits of Using Short Stories in the EFL Context. Asian EFL Journal
3.
Heaton J. Writing English Language Tests: Longman Handbook for Language
Teachers (New Edition). London: Longman Group UK Ltd.
248
4.
Oster J. Seeing with different eyes: Another view of literature in the ESL class. TESOL
Quarterly
5.
SavvidouC. An Integrated Approach to the Teaching of Literature in the EFL
Classroom. The Internet TESL Journal
PRESETT –A NEW APPROACH IN PREPARING FUTURE ENGLISH TEACHERS
Tajieva A.U.- PhD. Docent,
Head of English Language and Literature Department.
NSPI
Nowadays, the role of learning and teaching English is achieving a higher speed in the world
as well as in Uzbekistan. One of the accomplishments in preparing future English teachers in the
country is the implementation of the PRESETT programme in higher educational institutions.
PRESETT is an internationally accepted term that stands for “pre-service English teacher training”.
It is closely associated with modern approaches to future English teacher education in European
countries in terms of both standards and content.
The new PRESETT curriculum, improved on the basis of world standards, offers 2 major
modules: Linguistic and Methodological. Each module consists of a total of 20 modules in 4 stages.
1. Linguistics moduleis aimed at preparing graduates who can understand, speak, read and write
English at the level of international standards and have in-depth knowledge of language systems
required for pedagogical activities. The main purpose of the subjects included in the linguistic module
is to teach the perfect acquisition of language skills (listening comprehension, writing, speaking,
reading skills) in a foreign language [2].
2. Methodological module or integrated course of foreign language teaching consists of several
subjects. They are conducted from 2nd year to 4th year. This moduleis aimed at preparing future
teachers who will be able to rationally use effective methods of learning and teaching English, which
will meet the requirements of students of the XXI century in learning a foreign language. The aim of
the full course of practical methods, which develops subject-by-subject, is to introduce new methods
and technologies that lessons can be planned step by step, integrate language skills, assess knowledge
and skills, forming the right attitude to the language learner and learning requirements, aimed at
training a modern specialist-teacher. The program pays special attention to the approach to English
as an international language of communication and the cultural approach. [2]
The program attempts to develop the following skills in learners:
Reading, reasoning, analytical thinking, logical thinking, listening, presentation skills,
speaking, time management, social responsibility, ICT skills, critical thinking, research skills,
creativity, problem solving, writing, decision making, listening, leadership, planning, comprehension
checking, communication skills, linking the stages of a lesson, flexibility, intercultural awareness,
self-assessment skills, interpersonal skills [2].
In Karakalpakstan, Nukus State Pedagogical Institute and Karakalpak State University are the
higher educational establishments which adopted the curriculum of PRESETT aiming at preparing
teachers of English who are skillful in practical classroom methodology and in language referred to
international standards.
The language and methodology modules, teaching approach, students’ role and other aspects
of the PRESETT Curriculum differed from the traditional program. PRESETT helps students to
improve their abilities in reading, writing, listening and speaking skills. For instance, I would like to
emphasize reading skills. Before the PRESETT programme, lessons in the old education system were
organized around a certain text designated for reading and translation with the use of teacher-centered
learning. It was rather boring. However, the PRESETT curriculum focuses on developing learners’
reading skills and strategies through variety of engaging and effective tasks. Students work more
independently, striving for their goals by evaluating themselves.
In traditional teaching programme, students focus on learning language by grammar translation
method, using the book named “Practical course of English language” by Arakin, students were
trained not only on translating texts but also on the theory of Phonetics, Lexicology, Translation
