International Journal of Pedagogics
17
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
17-19
10.37547/ijp/Volume05Issue05-05
1
The Use of Interactive Methods and Techniques Used in
Teaching Foreign Languages
Nilufar IBRAGIMOVA
Senior Lecturer at Namangan State Pedagogical Institute, Uzbekistan
Received:
08March 2025;
Accepted:
04 April 2025;
Published:
07 May 2025
Abstract:
The article discusses various aspects of the use of computer technology in teaching Russian as a foreign
language. Also given are traditional and non-standard, time-tested and only recently appeared methods of
teaching foreign languages. Many methods target creative, self-directed and independent learning, critical
thinking, judgment and expressing one's thoughts.
Keywords:
Method, Russian as a foreign, polyglot, bilingualism, technology, interactivity, technique.
Introduction:
Learning foreign languages provides
enormous advantages for a person. It means the
freedom of communication, career prospects,
education, and international experience. But in
addition to all that, it's also excellent training for the
brain. Scientists have long observed people learning
languages and have discovered many fascinating
things. It turns out that knowledge of foreign languages
not only changes one's worldview but also physically
alters the brain by thickening the cerebral cortex.
According to one study, first, the brain is under such
strain that various parts of the cortex develop actively,
and the amount of gray matter actually increases.
Interestingly, the greatest gains were seen in subjects
who began studying a second language in adulthood.
Now that’s what we call active training! Secondly, the
hippocampus develops. This part of the brain,
responsible for forming and storing memories, is
significantly more developed in language learners than
in those with different hobbies. Thirdly, active
neurogenesis occurs
—
the generation of new neurons
and the formation of connections between them is
more active in polyglots, making the brain more flexible
and better at absorbing new information. In other
words, if you want to study better
—
learn languages!
Naturally, such brain restructuring brings about certain
consequences. Learning any foreign language
significantly improves cognitive skills, and there is
plenty of research to support this. So what are the
advantages of polyglots? One is stronger and more
reliable memory. Considering how much must be
memorized during language learning, this is a natural
effect and can be seen even in children. Bilingual
children at age 5 already show better memory than
their peers, and this difference only increases with age.
Enhanced attention and focus is another benefit.
Language learning involves systematic training and
requires perseverance and attention. Adults often
show better focus because they understand the
importance of concentration in achieving goals.
Learning languages helps train your attention to detail.
Another interesting finding scientists made was
rationality and multitasking. When we solve important
problems in our native language, we often rely not just
on logic, but also on emotion, tradition, and moral
norms. But thinking in another language filters out the
emotional noise, allowing for more rational decision-
making. The brain of a language learner becomes
flexible and capable of switching between tasks quickly
without losing productivity
—
a highly valued trait in
the job market.
Learning foreign languages also keeps the mind young.
Thanks to neurogenesis, polyglots easily acquire new
skills at any age. Furthermore, age-related conditions
like dementia develop significantly later. Language
learning extends the youth and health of the brain by
more than five years.
There is some debate in language learning approaches.
Proponents of the academic school argue that theory,
grammar, and language structures are key, while their
opponents believe that practical language use and live
communication are the priorities in today’s world.
International Journal of Pedagogics
18
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Literature Review
A.V. Kovaleva states:
"Using techniques from interactive pedagogical
technologies (games, cooperative learning, critical
thinking development) is an effective way to motivate
foreign students to learn vocabulary as part of all types
of speech activity." [1]
Various aspects of using computer technologies in
teaching Russian as a foreign language (RFL) have been
explored in the works of S.A. Khavronin [2], V.A.
Krasilnikova [3], A.A. Atabekova [4], A.D. Gartsov [5],
G.M. Starygina [6], and others.
E.V. Dzyuba’s article highlights four types of games
used in professional education for RFL: linguistic games,
role-playing games, games with cultural and country-
specific content, and creative games. Vocabulary
learning in RFL can benefit from games, critical thinking
techniques, and cooperative learning.
METHODOLOGY
One of the most difficult aspects of language learning is
memorizing new words. Though rote memorization has
many fans, there are much more effective and
engaging techniques today. This article discusses both
traditional and unconventional methods, so readers
can find what suits them best.
RESULTS
Creative teaching methods motivate learners to study
a foreign language actively and consciously. These
methods promote independent learning, critical
thinking, and self-expression. They engage all types of
speech activity: speaking, listening, reading, and
writing. Communication and feedback are crucial in
these settings, supported by diverse teaching methods.
Paul Pimsleur's Method
—
Based on spaced repetition.
New material is reviewed at specific intervals:
1.
5 seconds
2.
25 seconds
3.
2 minutes
4.
10 minutes
5.
1 hour
6.
5 hours
7.
1 day
8.
5 days
9.
25 days
10.
4 months
11.
2 years
Set reminders in apps like Quizlet, Mnemosyne,
Tinycards, Anki, Flashcards+, or SuperMemo.
Hermann Ebbinghaus Method
—
A similar but simpler
repetition system:
1.
Immediately
2.
After 30 minutes
3.
After 3 hours
4.
After 24 hours
5.
After 30 hours
6.
After 2 weeks
7.
After 2 months
Sebastian Leitner Method
—
Requires three boxes to
categorize words based on familiarity. Cards move
between boxes depending on how well they are
remembered.
Mnemonic Techniques
—
Use associations, sounds,
imagery, or stories to improve memory. Examples
include:
•
Associating words with sounds (e.g., “hiss” =
cat hissing)
•
Visual stories (e.g., “generation gap” as people
shouting across a canyon)
•
Memory palaces
—
placing words in familiar
spaces in your home
Aivazovsky Method
—
Choose a picture, study it, then
describe it with new vocabulary. This ties words to
images and improves recall.
Grouping by Meaning
—
Organize vocabulary into
logical or thematic groups using your own associations.
Speaking aloud enhances retention.
Listening Practice
—
Podcasts and audio materials are
especially helpful for auditory learners. Choose topics
of interest, and follow with or without subtitles.
Mind Maps
—
Visual diagrams to connect vocabulary
with a central theme. Tools include:
MindMeister, MindMup, XMind, TheBrain, iMindMap,
etc.
Traditional Methods
—
Tried and true:
•
Vocabulary notebooks
•
Flashcards placed around the house
•
Rewriting words and sentences by hand
•
Consistent, daily practice
CONCLUSIONS
1.
The essence of interactive methodology lies in
ensuring all students are engaged and actively
communicating. Group work, knowledge sharing, and a
supportive atmosphere help deepen understanding
and foster higher levels of cooperation.
2.
A wide range of interactive methods is
International Journal of Pedagogics
19
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
effective in secondary school language teaching,
including:
o
Group and pair work
o
Carousel and brainstorming methods
o
“Jigsaw” method
o
Mind maps
o
Conferences and discussions
o
Role-playing, business games, debates
All these aim to develop communicative skills and
speaking proficiency.
Final advice:
•
Don’t force methods that don’t suit you.
•
Try new things often to keep the brain
engaged.
•
Use new words in real contexts.
•
Join language clubs or find like-minded
learners.
REFERENCES
Kovaleva, A.V. Interactive Pedagogical Technologies in
Teaching Russian Vocabulary to Foreign Students:
Auth
or’s Abstract of the Dissertation for the Degree of
Candidate of Pedagogical Sciences.
–
Moscow, 2015.
–
23 pages.
Khavronina,
S.A.
Innovative
Educational
and
Methodological Complex "Russian as a Foreign
Language".
–
Moscow, 2008.
–
213 pages.
Krasilnikova,
V.A.
Use
of
Information
and
Communication Technologies in Education: Textbook.
–
Orenburg: OSU, 2012.
–
291 pages.
Atabekova, A.A. New Computer Technologies in
Teaching Russian as a Foreign Language: Study Guide.
–
Moscow: RUDN, 2008.
–
245 pages.
Gartsov, A.D. Technology for Creating Linguo-
Methodological Trainers Based on Proprietary Tools:
Popular Visual Editor Hot Potatoes for Creating
Multimedia,
Interactive
Linguo-Methodological
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–
Moscow: RUDN, 2013.
–
116 pages.
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–
Moscow: RUDN, 2008.
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245 pages.
Nilufar Tuychievna Ibragimova. Use of Computer
Technologies and Applications for Learning the Russian
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–
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Dzyuba,
L.A.
Psychological
Factors
in
the
Implementation of Modern Educational Technologies
in Higher Education Institutions: Dissertation for the
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Ibragimova, N.T. Implementation of New Information
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