Volume 02 Issue 11-2022
92
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
92-95
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article discusses the requirements for the personal and professional qualities of future specialists, imposed by
modern society, on their development in the process of teaching foreign languages, as well as on the use of digital
technologies and Internet resources for this. In particular, it shows the importance of a systematic choice of teaching
aids to achieve specific goals set by the teacher.
KEYWORDS
Modern education; computerization; digital technologies; choice of teaching aids
INTRODUCTION
In the era of rapid development of information
technologies, society demands that future specialists
have the skills and abilities necessary for independent
acquisition of knowledge and their application in
practice to effectively solve various problems, collect
and analyze facts, generalize and make reasoned
conclusions, to achieve success it is necessary to be
sociable, work together in various situations, look for a
way out from conflict situations; think critically and
creatively, finding ways to solve emerging problems
using modern information technologies; work
independently to improve their own cultural level. The
development of the above-mentioned skills and
cognitive skills of students in the educational process
Research Article
APPLICATION OF INFORMATION TECHNOLOGIES IN TEACHING A
FOREIGN LANGUAGE
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 29, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-16
Mukarrama Anvarovna Berdieva
Phd, Associate Professor, Head Of The Russian Language Department Tashkent International University Kime,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
93
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
92-95
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
is due to active learning technologies. Currently, the
main indicator in the selection of teaching tools is the
achievement of the final levels of foreign language
proficiency developed by the Council of Europe and
representing an effective pan-European system of
information exchange. "Language learning activities
should become an exciting, meaningful activity and a
real language creativity. Only in this case, the student
will turn from a student into a student, gain autonomy
and the desire to develop himself in accordance with
the new educational standards." Currently, global
computerization has covered all spheres of human
activity, including science and education. The
development of the Internet and the emergence of
many computer programs that simplify the learning
process have significantly changed the study of foreign
languages, speeding up and facilitating work with
authentic sources. Computer training programs have a
number of advantages over traditional teaching
methods, being, first of all, means of direct audiovisual
interactive interaction.
Using them in the classroom together with traditional
teaching methods allows you to train various types of
speech activity, realize the nature of linguistic
phenomena,
form
linguistic
abilities,
create
communicative situations, automate language and
speech skills and ensure the implementation of an
individual approach and the intensification of
independent work of the student, as well as
contributes to improving cognitive activity, motivation
and the quality of knowledge of students. Computer
communication technologies make it possible to
implement methods that activate the creative activity
of students in a new way. They can participate in virtual
discussions on various educational websites and
thematic forums, carry out joint creative projects
together with students of various educational
institutions. Thus, the use of modern information and
communication technologies in the educational
process can be considered as one of the active forms
of individualization of learning The inherent properties
of new technologies such as their interactivity,
polymodality, multimedia, visualization of content,
play an important role in learning. Thus, computer
visualization of educational content, especially in a
playful, interactive form, develops cognitive thinking
styles, creativity and mental activity of students, and
also has a positive effect on their psychological and
emotional state.
The use of computer technology introduces heuristic
novelty into the learning process and creates
motivation for productive self-knowledge and self-
improvement, and also makes the lesson attractive and
truly modern, individualization of learning occurs,
control and summing up are objective and timely"
When teachers reflect on the use of digital
technologies for educational purposes, they most
often focus on the question: "Which applications or
computer programs should be used to achieve the best
result?". The following pop-up questions are the
following: "How to use these technologies?", "What
methods of using various applications give the fastest
result?", "How to use them during the lesson?", "How
to use them for your needs?", "How to update them?",
etc. At the same time, the seemingly paramount
question is very rarely asked: "Why should we use
digital resources?".
It should be noted that if we want the training to be the
most effective, we must reverse the order of
consideration of these issues and start planning the
use of technologies by setting the goal we are striving
to achieve, i.e., with the question "Why?". When
considering the question "What to use?", we will
inevitably encounter a huge number of available digital
resources, each of which has a large number of
Volume 02 Issue 11-2022
94
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
92-95
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
admirers who prefer it as the most effective or
revolutionary.
There are many digital resources, both online and
requiring installation on a device, implementing the
processes of creating a new one or researching an
existing one. These resources can also be presented in
the form of various courses (MOOCS, I-tunes Courses),
tools (Google Docs, Camtasia, Explain Everything),
encyclopedias and other academic sources (Google
Search, Wikipedia, offline dictionaries, Microsoft Offi
ce) and help to conduct research at various stages:
information collection, synthesis, further supervision
of the study process and work with the results of the
study. As well as the creation process, starting from
joining creative groups, planning, and ending with the
analysis of the work carried out. The main difficulty in
choosing digital technologies, asking first of all, the
question: "What to use in the learning process?" and
considering all these applications is that we often do
not realize the difficulties that arise when using the
selected resources directly due to insufficient
awareness of how to apply and use them correctly. The
teacher may not have enough time or desire to study
in detail all the possibilities and rules for using the
selected resources beforehand. In order to use
applications and programs most effectively, we must,
first of all, ask questions: "Why? What is the main
purpose of using computer technology in the
educational process?".
The reasons may be different:
–
improve the understanding of the studied;
–
increase learning time by encouraging students to
use educational apps and resources outside of the
classroom;
–
to increase the level of effectiveness of the teacher's
work;
–
development of students' independence;
–
improving the level of computer technology skills;
–
development of students' qualities such as
determination and purposefulness in achieving results;
–
preparing students for the future life;
–
increase students' motivation;
–
reduction of the number of physical resources used,
etc. For example, if we want to improve students'
understanding of the material or topic being studied,
we should consider those resources that will
contribute to the awareness of this topic when
planning. To do this, you need to look at this problem
from different angles. Currently, the Internet and
various online resources offer teachers and students
extensive access to expert opinions on many issues. A
teacher may not always act as such an expert due to
the fact that it is impossible to be fully aware of each
area, and also due to the fact that he is often too
immersed in the problems and needs of his students to
objectively assess a particular issue. Therefore, in order
to study a certain topic, it is necessary to get
acquainted with the opinion of an expert who has a
more complete and modern vision of the subject of
research. To get acquainted with the opinion of
experts, such Internet resources as youtube.com and
ted.com with the platform ed.ted.com, which allows
you to create your own lesson based on the proposed
video. The teacher can break the video into thematic
fragments and work out the discussion of what he saw
in class.
The use of Internet resources in teaching foreign
languages makes it possible to create conditions for
Volume 02 Issue 11-2022
95
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
92-95
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
the development of all necessary and relevant to the
realities of modernity competencies of students.
Methods of joint acquaintance with modern ideas and
trends and their further discussion, widely used by
teachers at the present time, also have great
motivational power when teaching foreign languages.
Along with this, the presence of their own computer
and digital devices with Internet access for almost
every student greatly facilitates the task of the teacher
to involve students in the process of learning a foreign
language via the Internet. The main issues when
choosing a digital technology teacher are: what to use,
how to use and, most importantly, why to use this or
that resource. It is necessary, first of all, to determine
the main goals and objectives of the lesson itself, and,
consequently, the use of computer innovations within
the framework of this lesson. Then we should already
ask ourselves which resource needs to be used to
achieve these goals and objectives most effectively,
and finally, how the training tool we have chosen
functions. A detailed understanding of the above
issues can significantly increase the involvement of
students in the educational process and the
development of their skills and abilities necessary for
the successful implementation of future professional
activities
REFERENCES
1.
Dmitrieva E.I. Didactic possibilities of computer
telecommunication networks for teaching foreign
languages.// Foreign languages at school, No. 4,
2005. - pp.45-57
2.
Kolomiets V.A. Internet resources of the world
Wide Web as an integral part of continuous
education of foreign language teachers/ // Foreign
languages at school -2005, No.3, pp.86-90.
3.
Mirolyubova A.A. Audiovisual method. Reference
materials on the COR "Library of electronic visual
aids on the discipline "English (primary school)" as
part of the COR. // Foreign languages at school.-
2005.-No. 5, pp.22-24.
4.
Solomakhina I.A. Multimedia tools in teaching
foreign languages //School technologies -2004.-No.
5.-pp.198-202.
