As English as a Second Language (ESL) educators navigate the dynamic landscape of language instruction, the significance of cultural competence becomes increasingly evident. This article, presented by an EFL teacher at Karakalpak State University, delves into the transformative role of cultural competence in ESL classrooms.
The exploration begins with a conceptual understanding of cultural competence, followed by a spotlight on practical strategies for integration. Drawing on real-world experiences, the article illuminates the pivotal role of teachers in fostering cross-cultural understanding and creating inclusive learning environments. Case studies from the unique context of Karakalpak State University offer insights into successful implementations, accompanied by reflections on challenges faced and overcome. The article concludes by examining methods to measure the impact of cultural competence initiatives, emphasizing the ongoing journey towards creating culturally enriched ESL learning experiences.
Nowadays, the development of critical thinking in students is considered one of the tasks of foreign language teachers. It is also a way of motivating students to learn foreign language. So, what is critical thinking? This is an objective assessment of a situation or event, a person’s ability to question incoming information and even his own beliefs and conclusions. This article discusses the use of critical thinking technology techniques. Critical thinking, critical thinking technology, methods of teaching foreign language, foreign language, graphic organizers, method, cluster, Venn diagram, formation of communicative competence, techniques, and cognitive activity.
Today it can be argued that information and communication technologies (ICT) have taken a strong place among the mandatory means of organizing and implementing the educational process. Federal state educational standards target educational participants’ process for the widespread use of electronic (computer) technologies, allowing for classroom and extracurricular activities to obtain, assimilate knowledge, to form skills and develop abilities in the learning process various academic disciplines, including foreign languages.
One of the current approaches to instructing moment or outside dialects is the communicative approach. Individuals communicate and arrange meaning day by day and in numerous ways. They oversee to form themselves caught on and get it their addressees. Consequently, communicative exercises make use of real-life circumstances which require communication. Thus, instructors oversee situational exercises within the classroom in arrange to cultivate learners’ inspiration to take part in a errand, to connected with the others and utilize the target dialect effectively.
Maqola boshlangʻich sinf texnologiya darslarini interfaol metodlar asosida samarali tashkil etishga qaratilgan. Xususan, ta’lim jarayonida interfaol metodlardan foydalanish orqali kafolatlangan natijalarga erishish mumkin ekanligi nazariy va amaliy dalillar asosida isbotlangan. Maqolada muallif texnologiya darslari orqali o‘quvchilar egallashi lozim bo‘lgan ma’lumotlarning mazmun–mohiyati, xususiyatlari, ob’ektlar - texnik va texnologik jarayonlar haqidagi bilimlarni interfaol metodlar yordamida chuqur o‘rgatishga asosiy e’tiborini qaratgan.
A system of work of a mathematics teacher in modern conditions should be aimed at the development of students: their worldview, creative abilities, and cognitive activity. Learning for everyone should be interesting and exciting. The competency-based approach to teaching mathematics forces the teacher to review constantly the arsenal of teaching and upbringing tools, choosing the most effective forms and developing them together with students, based on knowledge and experience of students gained in mathematics lessons. Using a computer allows you to create an information environment that stimulates the interest and inquisitiveness of students. The article reveals the features of the use of information and communication technologies in the classroom as a means of developing students’ creative thinking.
Маколада ОТМ юкори курс талабаларига кетма-кет таржимани ургатиш методик усули сифатида уйин методи тахдилга тортилади. Хозирда интермаданий воситачи сифатида таржимоннинг роли ортиб бормокда, бу эса талабалариинг турли мулокот вазиятларида таржима кила олиш махоратларини эгаллаш-ларини назарда тутади. Маколада келтирил-ган уйин-машклар укитувчиларга аудиторияда турли вазиятларии моделлаштиришга имкон бсради ва натижада булажактаржимонларнинг реал шароитларда маданиятлараро мулокотни амалга ошириш малакаларининг шакллани-шини таъминлайди.
Талабаларнинг кстма-кст таржима килиш малакасини максадли шакллантиришнинг долзарблиги бир томондан, унивсрситстларда хорижий тилларни укитишни ислох килиш шароитида таржимоннинг касбий тайёргар-лигига булган талабларнинг ортиши ва бошка томондан, талабаларга ушбу мухим таржима килиш фаолиятини старлича тизимли равиш-да ургатиш билан богликлигида куринади. Тил укитиладиган ОТМ талабаларига кстма-кст таржима килишни ургатиш самарадор-лигипи ошириш учун таржима килишнинг психологик хусусиятларини хисобга олувчи турли машклардан фойдаланиш лозим. Таржимоннинг узига хос хусусияти шундаки, у уз сохасини яхши билиши билан биргалик-да бошка сохалардан хам хабардор булиши ксрак. Маколада тавсих этилаётган методик усуллар таржимон мутахассислиги талабаларига кстма-кст таржима буйича куникма ва малакаларни эгалашларига ёрдам бсради.
В данной статье раскрывается методическая проблема внедрения цифровых технологий в учебный процесс современной школы; характеризуется электронная поддержка учебно-методических комплексов для школьного образования. Особое внимание в статье уделяется мультимедийному учебному контенту и технологии «Перевёрнутый класс».
This article reflects learning a foreign language with different new methods and does not make the student bored. It is explained in the article that each language has its own material, that is, lexicon, grammar, and pronunciation rules which are based on the worldview of each nation, there are grammatical and lexical rules of its mother tongue.