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5.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61
ORGANIZING EXTRACURRICULAR ACTIVITIES IN ENGLISH
LANGUAGE IN PRIMARY SCHOOL USING PROJECT-BASED
TECHNOLOGY
Karimova Kumush
student
Uzbek State World Languages University
Abstract
This article explores the use of project-based technology in organizing extracurricular
activities for English language learning in primary school. It begins by highlighting the
importance of English language proficiency in today
’
s globalized world and the benefits of
incorporating technology into language education. The article then explains what project-based
technology entails in the context of language learning and discusses its advantages for promoting
collaboration, creativity, and authentic language use.
The article goes on to list and describe different types of extracurricular activities that
can be organized using project-based technology, such as language clubs, cultural exchange
projects, storytelling and drama workshops, and online language games and competitions. It
provides step-by-step guidance on how to implement project-based technology in extracurricular
activities and discusses the potential benefits for students, including improved language
proficiency, enhanced communication and collaboration skills, increased cultural awareness
and global citizenship, and increased motivation and engagement in language learning.
Keywords:
Project-based technology, extracurricular activities, English language
learning, primary school, language acquisition, collaboration, creativity, authentic language use,
the Think-Pair-Share technique.
Nowadays, great importance is attached to the competency-based approach
in education. A graduate of a general primary education institution has to form ten
basic competencies, including foreign language communicative competence. The
importance of extracurricular work in English language learning is explained, on
the one hand, by the insufficient number of classroom hours for learning a foreign
language, on the other hand, by the need to maintain pupils
’
interest to learn a
foreign language. The problem of improving the quality of extracurricular activities
as a means of additional language education for pupils has always been relevant.
Many scientific works are devoted to various aspects of extracurricular work in
Topical issues of language training
in the globalized world
176
English, which reveal content, methods, tasks, purpose and principles. All these
determine the relevance of this investigation.
The primary goal of this initiative is to create an interactive and engaging
learning environment that fosters English language proficiency, creativity, and
critical thinking among primary school students. By combining project-based
learning methodologies with technology tools, we aim to enhance students
’
language abilities while nurturing their collaborative and problem-solving skills.
Extracurricular is one option to be able to learn English in a more fun way
There is an increasing awareness among teachers and educators of the importance
of ECAs in teaching and learning English as a foreign language. These
extracurricular activities enhance students
’
performance and allow them to take the
initiative, make independent decisions, and possess communication abilities away
from the pressure of evaluation, grades and exams. (Yildiz, Y. 2015).
English as a Foreign Language (EFL) requires learners
’
exposure to what
educators call the language skills: reading, speaking, writing and listening.
Language teachers
’
aim is to make students acquire language skills to ensure
achievement both in oral and written communication.
Additionally, extracurricular activities are student experiences that are not
included in the education. These activities are a significant part of education. It has
been proved that extracurricular activities are as necessary as regular classes for
development of skills. ( Eccles, Barber, Hunt,2003 )
Furthermore, extracurricular activities are good opportunities for students to
achieve their goals. Students discover and develop their skills through these
activities for achievement.
Basic Principles of Extracurricular Activities
: Educators
’
aim is to
motivate and help students gain both socially and academically, make
accomplishments in life. Therefore, it is essential to take some principles into
consideration. The principles below mostly have been developed by the researcher
and most of them tested in the research.
Topical issues of language training
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177
1.
Taking an action in ECA is more important than the expected results which
will be probably gained in a very long term, because it gives an opportunity
to the lecturer and student to be communicative. Students who are silent at
lessons can be initiating and loquacious in extracurricular activities.
2.
Extracurricular activities should be carefully planned and executed. Major
principle to follow is the requirement that students are involved in only one
extracurricular activity at a time and accordingly, setting should be strictly
monitored and regulated by the teacher, though the activities themselves are
voluntary and aim at involving students through their increased motivation.
However, teacher monitoring should be covert and involvement is advised
to be limited. Even so, a variety of extracurricular activities are to be offered
to students as long as the aforementioned principle is observed
–
students are
involved in one activity only at a time. (Holland, Andre.1987)
The components of extracurricular activities in primary school.
As extracurricular activities can be organized with step-by-step guidance
there are several ways to get more potential benefits for students. One of them is
the Think-Pair-Share technique is a great way to engage students in discussing and
brainstorming ideas for organizing extracurricular activities. Here
’
s how you can
incorporate it into the planning process:
1. Think: Start by giving students a few minutes to individually brainstorm ideas
for extracurricular activities they would like to see at the school. Encourage them
to think creatively and consider a variety of interests and hobbies.
2. Pair: Next, have students pair up with a partner to discuss their ideas. They can
share what they came up with during the thinking phase and collaborate on
combining or expanding on their ideas. This step allows students to bounce ideas
off each other and come up with more innovative solutions.
3. Share: Finally, bring the pairs together as a group to share their ideas with the
rest of the class. This can be done through presentations, group discussions, or even
Topical issues of language training
in the globalized world
178
written proposals. Encourage students to listen to each other
’
s ideas, provide
feedback, and work together to select the best extracurricular activities to pursue.
By using the Think-Pair-Share technique, students can actively participate in the
planning process, collaborate with their peers, and take ownership of the
extracurricular activities they want to see at their school.
(
Sokhiba, R. 2023)
References
1.
Eccles, J. S., Barber, B. L., Hunt, J. (2003). Extracurricular activities. Journal of Social
Issues, 59(4), 865889.
2.
Holland, A., Andre, T. (1987). Participation in extracurricular activities: What is known,
what needs to be known? Review of Educational Research, 57(4), 437466Tosun, M. &
Yildiz, Y. (2015). Extracurricular activities as warm-ups in language teaching. International
Journal of Social Sciences & Educational Studies, 2 (1), 62-64.
3.
Sokhiba, R. (2023). DEVELOPING SPEAKING SKILL WITH “THINK
-PAIR-
SHARE”
TECHNIQUE.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В
МИРЕ,
23(8), 105-108.
4.
Yildiz, Y. (2015). Better education at Ishik University Preparatory School with extracurricular
activities. Advances in Language and Literary Studies, 6 (4), 158-161.
5.
Yildiz, Y. (2015). The key to success in English learning can be involvement in extra
curricular. International Journal of Thesis Projects and Dissertations, 3 (3), 24-28.
STRATEGIES AND TECHNIQUES FOR OVERCOMING A CRITICAL
SITUATION DURING SIMULTANEOUS INTERPRETATION
Koshkarbayeva Saxibjamal Abdullaevna
O‘
zbekiston davlat jahon tillari universiteti
Tarjimonlik fakulteti Sinxron tarjima (ingliz tili) mutaxassisligi
1-kurs magistranti
Saidova Gulyora Abduhakimovna
O‘
zbekiston davlat jahon tillari universiteti
Tarjimonlik fakulteti, Ingliz tili tarjima nazariyasi kafedra katta
o‘
qituvchisi
Abstract
Teaching foreign languages as non-native is a challenging task that presents numerous
obstacles for both learners and educators. Despite advancements in teaching methodologies and
materials, various problems persist, hindering the effective acquisition and mastery of the target
language. This scientific article delves into the key issues associated with teaching foreign languages
as non-native, showcasing examples to illustrate their impact.
Keywords:
Non-native learners, Language acquisition, Native language interference,
Pedagogical training in simultaneous translation, Authentic materials, Cultural biases
