Volume 03 Issue 01-2023
12
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
I
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01
Pages:
12-18
SJIF
I
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FACTOR
(2021:
5.478
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(2022:
5.636
)
A
BSTRACT
The article is devoted to the description of the theory and practice of using foresight technology in teaching
foreign languages in the educational process of universities, which contributes to the development of
predictive competencies, the development of critical and logical thinking, and the improvement of all types
of students' speech activity. The history of the emergence and development of Foresight technology, its
difference from traditional teaching methods is considered, the definitions of Foresight technology
proposed by specialists and scientists are analyzed. Examples of the use of Foresight technology methods
in teaching foreign languages, such as "Delphi" and "SWOT-analysis" are given.
K
EYWORDS
Innovation, Foresight technology, method, foreign language, prediction, analysis, Delphi method, SWOT-
analysis.
I
NTRODUCTION
Languages cannot be taught, languages can only
be learned. This is one of the mottos of the
student-centered
approach,
which
is
implemented in the practice of teaching foreign
Journal
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Copyright:
Original
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terms of the creative
commons
attributes
4.0 licence.
Research Article
THEORY AND PRACTICE OF THE APPLICATION OF
FORESIGHT TECHNOLOGY IN THE SYSTEM OF LANGUAGE
EDUCATION
Submission Date:
January 14, 2023,
Accepted Date:
January 19, 2023,
Published Date:
January 24, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-01-03
Laylokhon Tolibjonovna Akhmedova
Doctor OF Science IN Pedagogy, Professor, Department OF "Teaching English Language Methodology AND
Educational Technologies", Faculty OF "English Philology", Uzbekistan State World Languages University,
Tashkent, Uzbekistan
Volume 03 Issue 01-2023
13
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
I
SSUE
01
Pages:
12-18
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
languages. The basic provisions of this approach
are the focus on the development of the student's
personality as an active subject of educational
activity; increasing the role of independent work,
control and self-control over the progress and
results of language acquisition. In this regard, the
problem of studying and using innovative
technologies in the system of language education
becomes relevant.
In recent years, the term “Foresight technology”
has been actively used in the educational process
of educational institutions, aimed at improving
professional training and educating students'
ability and readiness for independent study of
languages.
Foresight technology is an innovative learning
technology that incorporates a number of
methods and, in its content and structure,
synthesizes the creative processes of a teacher
and students. Thanks to foresight technology,
students can develop a research approach to
solving educational problems and professional
tasks. The use of this technology contributes to
the formation of an understanding of cognition,
improves professional readiness for the
development of pedagogical creativity and
professional skills.
Main part.
The word "Foresight" means "a look into the
future, forecasting". For the first time the term
"foresight" was used by the famous science fiction
writer Herbert Wells in 1902, speaking at the
Royal Institution (Royal Institution) with a
lecture (The Discovery of the Future). The main
thesis was that the future is knowable, it can be
foreseen using scientific methods. He proposed to
introduce a special specialty "professor of
foresight", who, like a historian, would analyze
and find applications for future technological
discoveries [2].
Initially, Foresight technology was used for
business development. Foresight technology
began to be used in the late 50s in the US defense
sector in the work of consultants to the RAND
corporation (“Research and Development”),
where the tasks of determining promising
military technologies were solved. In the 90s of
the last century, Foresight technology went
beyond science and technology and became
widely used to analyze promising markets, and
recently its applications have included
forecasting social processes, as well as the
formation of the infrastructure of national
innovation systems. One of the first advantages of
Foresight technology was appreciated by the
government of Japan, European countries, China
and Russia.
Now Foresight technology is used in various
industries and areas. It should be noted that in
modern pedagogy, Foresight technology has
recently begun to be used in the classes of the
natural science cycle, in particular in the classes
of physics, biology, chemistry and computer
science, but the practice of application has not yet
been developed, as well as the theory itself.
Currently, there is no single definition of
Foresight technology. Each organization, country,
group of experts involved in Foresight offers its
Volume 03 Issue 01-2023
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International Journal of Advance Scientific Research
(ISSN
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VOLUME
03
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SJIF
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(2021:
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(2022:
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own definition, which emphasizes and highlights
one or another aspect of Foresight technology.
According to experts of the Community Research
& Development Information Service (CORDIS -
the ЕС program for information services in the
field of research and development), Foresight
includes actions focused on thinking, discussing
and outlining the future, in particular, it is an open
discussion about the future - defining a possible
future, creating a desired image of the future and
defining strategies to achieve it, for example, the
activities of public foundations.
The UNIDO Cooperation Program (UNIDO -
United
Nations
Industrial
Development
Organization -), defines Foresight as scenario
forecasting of socio-economic development:
possible options for the development of the
economy, industry, society in a 10-20 year
perspective.
For the Australian Center for Innovation,
Foresight is a systematic thinking about the
future and influencing the future.
American researcher Ben Martin believes that
Foresight is a systematic attempt to look into the
long-term future of science, technology,
economics and society [3].
In our opinion, Foresight technology, a tool for
predicting and shaping the future, today plays an
important role in the educational structure, in
particular, in teaching foreign languages, as it
contributes to the development of predictive
competencies, the development of critical and
logical thinking, and the improvement of all types
of speech activity of students.
We suppose that, Foresight technology has
incorporated dozens of traditional and fairly new
methods, such as the Delphi method, SWOT-
analysis method, prediction chart method,
project method, brainstorming method, PRES -
formula, decision tree etc.
As an example, consider the ways of using such
Foresight technology methods in teaching foreign
languages as the Delphi method and SWOT -
analysis.
The Delphi method (or, as it is also called “Delphi
oracle method”) is a method for quickly finding
solutions based on their generation in the process
of brainstorming conducted by a group of
students and selecting the best solution based on
expert assessments. The name of this method is
due to the ancient Greek city of Delphi, known for
its sages - predictors of the future. It was
developed in the United States in the 1950s and
1960s to predict the impact of future scientific
developments on warfare by Olaf Helmer,
Norman Dalkey, and Nicholas Rescher.
In our opinion, Delphi is a foresight technology
method used to predict, examine and structure
the process of group communication, aimed at
creating conditions for effective group work on a
complex problem. The value of its use in teaching
foreign languages lies in the fact that it is possible
to practically use all types of speech activity, and
individualization and differentiation of training is
also provided, taking into account the interests
and inclinations of students. Through the use of
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the Delphi method, a student-centered approach
to learning is implemented, the basic principle of
this approach is observed, namely, the student
and his learning activities are at the center of
learning.
Two groups of students take part in the process
of using the Delphi method: the first group is
experts who present their point of view on the
problem under study; the second group is
analysts who bring the opinions of experts to a
common denominator. The Delphi method itself
implies three stages of work - this is a preliminary
stage, the main stage and the analytical stage.
At the preliminary stage, an expert group is
selected. It can include any number of students.
At the main stage, the problem is posed - the
experts receive the main question, and their task
is to divide it into several smaller ones. Analysts
select the most common questions and compile a
general
questionnaire.
The
resulting
questionnaire is again presented to the experts.
Their task is to report whether something else
should be added, whether there is enough data,
whether there is any additional information on
the problem. Thus, answers are obtained (the
number of answers depends on the number of
experts) with detailed information. Analysts are
compiling another questionnaire. The new
questionnaire is again provided to the experts.
Now they need to offer their own ways to solve
the problem and explore the alternative positions
of other experts. It evaluates the effectiveness,
availability of resources, relevance of solutions.
Analysts highlight the main opinions of experts
and try to bring them together. If someone's
opinions run counter to the opinion of the
majority, these opinions are voiced to the experts.
As a result, experts can change their positions,
after which this step is repeated again. The steps
are repeated over and over again until the experts
reach a consensus and a consensus is established.
And analysts' examination of the differences of
opinion among members of the expert group may
point to hitherto unnoticed subtleties of the
problem. In the end, an overall assessment is
made, and practical recommendations are made
to solve the problem.
At the analytical stage, the consistency of expert
opinions is checked, the findings are analyzed and
final recommendations are developed.
Thus, the Delphi method contributes to
interactive forecasting based on the assessments
of a group of experts and allows you to assess the
problem as a whole and get an expert opinion.
The next method of Foresight technology is the
“SWOT
-
analysis” method.
SWOT analysis is a method of strategic planning,
which consists in identifying factors of the
internal and external environment of an object
and dividing them into four categories: Strengths,
Weaknesses, Opportunities and Threats. Strong
(S) and Weak (W) sides are factors of the internal
environment of the object of analysis, (that is,
what the object itself can influence);
Opportunities (O) and Threats (T) are
environmental factors (that is, those that can
affect the object from the outside).
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If we talk about the history of the origin of this
method, then the term SWOT was first introduced
in 1963 at Harvard at a conference on business
policy by Professor Kenneth Andrews [1].
The purpose of a SWOT- analysis is to provide a
structured description of the situation regarding
which a decision needs to be made.
In our opinion, the SWOT-analysis method can be
used in teaching foreign languages, helping
teachers to structure and focus the discussion of
any problems in such a way as to enable students
to independently identify problems, prioritize
problems, set a goal, determine ways and means
to achieve the goal. As our own experience of
working at a university shows, SWOT-analysis
can be used when compiling an unprepared
monologue statement, when structuring an oral
statement, reading texts in a specialty, preparing
various types of retellings, writing essays and
presentations.
Since university students, future teachers of
foreign languages in the 4th year undergo
qualifying practice in secondary schools, we
suggest that they study the activities of the school
and make a SWOT- analysis before doing the
practice, having studied the methodology for
compiling a SWOT -analysis. The SWOT- analysis
method can involve both individual, pair, and
group work. First of all, it is necessary to draw a
SWOT matrix. It can be done by dividing a sheet
of paper into four parts. In each part it is
necessary to write as much information as
possible. It is advisable to first write more
significant factors, then move on to less
significant ones. Next, it is necessary to analyze
the strengths and weaknesses of the school, then
move on to opportunities and threats. After filling
out the SWOT matrix containing strengths,
weaknesses, opportunities and threats, it is
necessary to review and adjust the SWOT-
analysis by answering the following questions:
how much the strengths of the school can help
avoid threats and achieve opportunities; what
impact the school's weaknesses can have on
opportunities and threats; how strengths can
help correct weaknesses; how can we reduce the
threats?
An example of compiling a SWOT- analysis of a school
Strengths
- experienced teachers with long
teaching experience;
Weaknesses
- overload of teachers, many teachers
work for one and a half or two positions,
such work load exhausts teachers;
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-
favorable location of the school: a large
number of school-age children live in
this area;
-
a good and well-deserved reputation of
the school: schoolchildren of this school
often take first places in Olympiads and
enter universities;
- the school has a sufficient number of
computers, the Internet is provided.
- overcrowding of classes, in each class
there are about 35-40 students, which
contributes to a decrease in the quality
of education.
Opportunities
- there are also other general education
schools in the area, but due to the high
level of education in this school, it can
be expected that parents will prefer to
send their children to this particular
school.
Threats
- lack of additional incentives for
teachers
(bonuses
and
incentive
allowances), otherwise, due to the
presence of other schools nearby in the
surrounding area, there is a possibility
that
other
schools
will
poach
experienced teachers.
Thus, SWOT- analysis is necessary for the
formation, development and improvement of the
skills of foreign language speech, consolidation of
lexical skills, for checking learning outcomes, for
evaluating any object, event or phenomenon
objectively
and
impartially,
identifying
advantages and disadvantages, substantiating the
prospects for the development of the analyzed
object.
C
ONCLUSION
The described methods of Foresight technology
once again confirm the idea that today it is
important to apply Foresight technology in
pedagogy in teaching foreign languages, since
large-scale changes are taking place in education
itself.
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It becomes continuous and presented in many
different forms, which brings education actively
closer to the development of the economy and
business, respectively, Foresight technology
becomes one of the tools to influence the global
market of educational services, allows through
forecasting, to identify the main threats and
opportunities for language development in
education in the current educational pedagogical
process.
Thus, Foresight technology as a pedagogical tool
for predicting the future, predictive competence
in the structure of educational experience, can be
used to create new means of supporting learning
technologies and their promotion in the language
educational process.
R
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Baryshnikova N.V. Technology SWOT-analysis
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2.
Cristiano Canin. Foresight of Science,
Technology and Innovation in Brazil /
Foresight Magazine. -
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- 2014.
3.
Sokolov A. V. Foresight: a look into the future
/ Foresight magazine. - No. 1. - 2007.
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Ismatullayeva, N. R. (2022). Teaching
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