244
z.B Wir haben geschlafen. Wir haben lange gewartet.
Übung 1
1.
haben/ Kind/das/keine/Geschwister.
2.
sein/Erwin/nicht/verheiratet.
3.
es/den ganzen Tag/haben/geregnet.
4.
Ich/9 Uhr/haben/bis/geschlafen.
5.
sein/was/geschehen?
Übung 2
1.
Der Vater ... mit seinem Sohn nach Leningrad gefahren. 2. Hamid Olimshon ...viele
interessante Gedichte geschrieben. 3. Im Sommer ...wir viel gebadet. 4. Mein Freund Obid ... sich
ein wenig verspätet.5. ...du früh gekommen?.
Übung 3
1.
Walter
ist
/hat seit zwei Wochen krank.
2.
Meine Lieblingssportart
ist
/hat Fußball.
3.
Meine Schwerpunktfächer
sind
/haben Deutsch, Muttersprache, Literatur und
Geschichte.
4.
Morgenstunde
hat
/ist Gold im Munde.
5.
Ich
habe
/ bin wenig Zeit.
Oqıwshılar eń baslısı usı qaǵıydalardı túsinip, úyrenip almasa gáp dúzip sóyley almaydı. Sonıń
ushın nemis tili sabaǵın ótken waqıtımızda grammatikalıq qaǵıydalardıń ápiwayı gáplerden
quramalıraq gáplerge baǵdarlaytuǵın taqırıpqa baylanıslı shınıǵıwlardı orınlatıp úyretiwimiz kerek.
Akademizalıq liceydiń qaraqalpaq toparında tálim alıp oqıp atırǵan oqıwshılarǵa nemis tili
sabaǵında ótilgen materiallar klass kóleminde usınılıp oqıtılıp atırǵan temaǵa tiykarlanıp alıp barıladı.
Olarǵa qosımsha grammatikalıq qaǵıydalrdı hám shınıǵıwlardı úyretiwde baǵdarlamaǵa tiykarlanıp
oqıtıladı.
PAYDALANILǴAN ÁDEBIYATLAR:
1.
Sh. Kuvanova. Nemis tili grammatikası. 2013
2.
A.K. Kurbanbaev, M.T. Avezov Nemis tiliniń grammatikası 1988
3.
A. Narshabaeva. Deutsch. 2022
4.
S.Saidow. Deutsche grammatik in Übungen. 2003
5.
Langenscheidts Kursgrammatik. Deutsch. Dr. Heinz. F. Wendt. 1996
6.
Deutsch lernen-mit Spaß. Zardinova Bashorat. Toshkent- 2005
INTENSIVE METHODS OF LEARNING ENGLISH IN MOODLE DISTANCE
LEARNING SYSTEM
Shatieva Nazira - 4
th
year student
Nukus SPI named after Ajiniyaz, Nukus
The Moodle distance learning system has revolutionized the way people can acquire knowledge
and skills remotely. One domain that has greatly benefited from this system is language learning,
particularly English language learning. In this modern era, where English has become the lingua
franca of the global community, intensive methods of learning English have gained significant
popularity. This paper aims to explore the various intensive methods of learning English that can be
efficiently incorporated into the Moodle distance learning system. By harnessing the interactive and
collaborative features of Moodle, learners can experience a dynamic and immersive learning
environment that enhances their language acquisition process. From virtual classrooms to
gamification techniques, the Moodle platform offers a plethora of opportunities for learners to rapidly
develop their English language skills. This paper seeks to explore and evaluate these intensive
methods, highlighting their advantages and challenges, in order to provide educators and learners
with valuable insights on how to effectively utilize Moodle for English language learning. In today's
245
fast-paced world, where time is a precious commodity, many individuals are turning to online
platforms as a flexible and convenient way to enhance their language skills. Moodle, a popular open-
source learning management system, provides a versatile and effective tool for delivering language
courses remotely. In this article, we will explore the various intensive learning techniques that can be
employed in the Moodle distance learning system to accelerate English language acquisition. Whether
you are a student seeking to improve your English language proficiency or an educator looking for
innovative teaching methods, this article will provide valuable insights and strategies to maximize
your learning experience. Let's dive in and discover the intensive methods of learning English in
Moodle!
The use of technology in education has revolutionized the way students learn and interact with
course materials. In the context of learning English as a second language, the use of Moodle distance
learning system offers a versatile platform for delivering intensive methods of English learning. This
article aims to explore the effectiveness of intensive English learning methods within the Moodle
platform, highlighting the benefits and limitations of such an approach.
One of the limitations of using intensive methods of learning English in the Moodle distance
learning system is the potential for information overload. Intensive learning may lead to cognitive
overload for students, especially when faced with a high volume of course materials and activities
within a short timeframe. This can hinder the effectiveness of the learning process and impact
students' retention and understanding of the English language. Furthermore, the lack of personalized
feedback and interaction in an intensive online learning environment can be a significant problem.
Without the opportunity for face-to-face interaction with teachers and peers, students may struggle to
receive individualized support and guidance, which is essential for language acquisition.
Additionally, the absence of real-time communication and speaking practice in intensive online
courses may hinder students' ability to develop their verbal skills in English. This highlights the need
to carefully consider how to effectively incorporate speaking and listening practice within the Moodle
distance learning system [1; 89].
The Moodle distance learning system offers a variety of intensive methods for learning English.
These methods incorporate various interactive and engaging activities to enhance language
acquisition and proficiency. This main div will explore some of the effective intensive methods in
Moodle distance learning system for learning English, supported by relevant citations.
One of the intensive methods in the Moodle distance learning system is the use of multimedia
resources. Multimedia resources, such as videos, audio recordings, and interactive exercises, provide
learners with authentic language input and opportunities for active participation and practice.
Research has shown that the integration of multimedia resources in language learning can
significantly enhance learners' skills in listening, speaking, reading, and writing [1; 106].
Another intensive method is the incorporation of gamification elements in language learning
activities. Gamification involves the use of game-like elements, such as challenges, competitions,
rewards, and levels, to motivate learners and promote engagement and perseverance [2;56]. Studies
have shown that gamification in language learning can foster a positive learning environment,
increase learner motivation, and improve language skills [3;13].Furthermore, the Moodle distance
learning system facilitates asynchronous and synchronous communication among learners and
instructors, which contributes to an intensive language learning experience. Asynchronous
communication tools, such as discussion forums and messaging systems, allow learners to engage in
ongoing discussions and exchanges of ideas, thereby promoting language production and negotiation
of meaning [4;146]. On the other hand, synchronous communication tools, like video conferencing
and live chat, enable real-time interactions and language practice opportunities [5;204].
Suchinteractions can enhance learners' oral communication skills and encourage cooperative
learning.
In conclusion, the Moodle distance learning system provides several intensive methods for
learning English. The integration of multimedia resources, gamification elements, and
communication tools in the platform enhances language acquisition and proficiency. These methods
are supported by research findings, which suggest that they can effectively improve learners' language
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,
