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a different way from the way we read a novel. The teachers need to be aware of their students’
learning needs, including their motivation for reading and the purpose that reading has in their
lives.
It is often difficult to convince students of English as a foreign language that texts in
English can be understood even though there are vocabulary items and structures that the students
have never seen before. Skills such as extracting specific information can be satisfactorily
performed even though the students do not understand the whole text; the same is true for students
who want to ‘get the general idea’ of a text [1,191]. It is consider vitally important to train students
in these skills since they ma y well have to comprehend reading in just such a situation in real life.
The underlying purpose of reading is to develop your thoughts, to weave new ideas and
information into the understanding you already have and to give new angles to your thinking. If
you try to pass this thinking process, you are not really learning as you read. Learning is to do with
changing your ideas, combining them together in new ways and extending them to cover new
ground. Reading a text is one way in which you trigger off these changes. The purpose of reading
is not to have a lot of words pass in front of your eyes, nor to add a few new items to a long ‘list’
of information in your mind. It is to engage your ideas and make you rethink them, make the proper
conclusions [2,34].
Thus, researches have shown that reading is only incidentally visual. More information is
contributed by the reader than by the print on the page. That is, “readers understand what they read
because they are able to take the stimulus beyond its graphic representation and assign its
membership to appropriate group of concepts already stored in their memories” [3,134]. Skills in
reading depend on the efficient interaction between linguistic knowledge and knowledge of the
world.
Reading texts also provides opportunities to study language: vocabulary, grammar,
punctuation, models for English writing.
REFERENCES:
1. Harmer, J. The Practice of English Language Teaching. – Longman, 1989.
2. Malderez, A. and Bodozcky, C. Mentor Course. – CUP, 1999
3. Northedge, A. The Good Study Guide. – The Open University, 1990.
SOME DRAWBACKS OF TEACHING FOREIGN LANGUAGES AND THEIR
POSSIBLE SOLUTIONS BY USING MODERN INNOVATIVE METHODS
Jıenbaev Abdıbay Jıenbay ulı
PhD student of Karakalpak state university
Annotation:
Although modern teaching methods have been developed for teaching foreign
languages, especially English as a foreign language, there are specific problems with learning. In
this article we will consider these problems and the use of modern educational technologies.
Keywords
: education, knowledge, modern technology, interactive methods, pedagogy,
foreign language, grammar rule
The main purpose of teaching foreign languages is to form and develop the communicative
culture of schoolchildren, to teach them to master the foreign language. After the independence of
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our country, the interest in teaching foreign languages has increased and many opportunities have
been created for young people. As the first President Islam Karimov said, “At present, great
importance is attached to the teaching of foreign languages in our country. This, of course, is not
in vain. Today, there is no need to underestimate the importance of perfect knowledge of foreign
languages for our countries, which are striving to take a worthy place in the world community, for
our people, who are building their great future in cooperation with our foreign partners. " As a
logical continuation of these ideas, the Presidential Decree of December 10, 2012 “On measures
to further improve the system of teaching foreign languages” expanded the opportunities for
learning foreign languages.
After gaining independence, our country is on the path to building a democratic state
governed by the rule of law and civil society. Many measures are being taken to stand firm on this
path. One of the important conditions for the development of our country is the perfection of the
training system and the full development of the individual. There is no doubt that every change in
the field of education will have a positive impact on the development of our society. Improving
the intellectual potential of the country is an important factor in training mature, competitive
personnel who can meet the requirements of state educational standards. Striving to acquire
knowledge independently in any field is the most distinctive feature of the student's activity in the
educational institution, the basis for independent study and acquisition of knowledge. Independent
learning and control in the education system is one of the main factors of independent learning. In
order to acquire independent knowledge, first of all, it is necessary to form in students the need for
independent work, free, creative activity and, most importantly, independent thinking. There is a
growing interest in the use of interactive methods and innovative technologies in the educational
process, one of the reasons for which is that so far traditional students have been taught to acquire
only ready-made knowledge., and in modern technology, it teaches them to independently search
for and analyze the knowledge they have acquired, and to draw their own conclusions. The
educator creates conditions for the development, formation, acquisition and upbringing of the
individual in this process, and at the same time performs the function of management, direction.
The student becomes a key figure in the learning process. Therefore, the place and role of modern
teaching methods - interactive methods and innovative technologies in the training of qualified
professionals in higher education is enormous. Furthermore, knowledge, experience and
interactive methods of pedagogical technology and pedagogical skills ensure that students acquire
knowledge and advanced skills.
The goal of the natural method of teaching is to achieve an average level of knowledge of a
foreign language. The teacher never draws the audience's attention to mistakes in speech, because
he believes that it can hinder the development of speaking skills.
The full physical reaction method is based on two main conditions. First, foreign language
comprehension skills should precede the development of all other skills, as in young children.
Secondly, the lesson is limited to the concepts of "here" and "now" and examples that are
easily explained in the yazy-ke being studied. The student is not forced to speak until he feels that
he is ready for it. The method is not intended to teach writing and typing.
A versatile method. Study materials are presented in long dialogues with subsequent
exercises in the form of questions and answers. However, the teacher's role here limits the
possibility of creative use of the studied material by students in direct contact with each other.
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Teaching a foreign language using the Internet. Today, the prospects for using Internet
technologies are wide enough. This may include: email correspondence with residents of English-
speaking countries; participation in international Internet conferences, seminars and other similar
network projects; creation and networking of sites and presentations - they can be created jointly
by the teacher and the student. In addition, presentations between teachers from different countries
are possible.
Pedagogical experience shows that works on creating Internet resources are interesting for
students because of their novelty, relevance, and creativity. Organizing students' cognitive
activities in small groups allows everyone to show their activity.
However, it should be noted that information technologies and Internet technologies are not
a cure for increasing students' motivation and independence in the cognitive process of learning a
foreign language. In order to achieve maximum effectiveness, a wide range of innovative,
including, of course, various media educational technologies should be used in the educational
process.
It is important to note that all the above principles are interrelated, interdependent and
mutually reinforcing. Therefore, adherence to the attached system requires compliance with all the
above principles and how they are combined.
REFERENCES:
1. Anderson A. The European project semester: A useful teaching method in engineering education
project approaches to learning in engineering education. Journal of Engineering Education. 2012;
8:15–28.
2. David Nunan. Communicative Language Teaching – 2004
3. Shaw Corsini, Blake & Mouton, 1980; Horner & McGinley, 1998
НЕТРАДИЦИОННЫЕ ФОРМЫ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ В 10-КЛАССАХ
НАЦИОНАЛЬНЫХ ШКОЛ
Кабулов С.Т. PhD, доцент
КГУ им. Бердаха
Жолдасова Д.,
студентка
КГУ им. Бердаха
Аннотация
:
Данная статья исследует применение нетрадиционных форм
обучения русскому языку в 10-классах национальных школ с акцентом на инновационные
методы, способствующие эффективному освоению языка. Автор рассматривает
использование интерактивных языковых игр, проектной деятельности, виртуальных
уроков, литературных клубов и мультимедийных презентаций для стимулирования
интереса студентов и углубления их языковых навыков
.
Ключевые
слова
:
Нетрадиционные формы обучения, русский язык, национальные
школы, инновации в образовании, виртуальные уроки, мультимедийные презентации,
современные технологии в образовании
В наше время образование играет ключевую роль в формировании личности и
успешной интеграции в общество. В 10-классах национальных школ, где особое внимание
