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8. Musaev Abish Abilkazievich., Khudaybergenova Zukhra Urazbaevna Syntactic-semantic
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THE DIGITAL TECHNOLOGIES IN THE DEVELOPMENT OF SPOKEN ENGLISH
AMONG STUDENTS IN GRADES 10-11 CLASSES
Salikhova N.I.,
a teacher of the department of the English language in primary education
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.
Currently, the main source of information and The Internet is the way of communication for
many people.
According to the French sociologist A. Mol, “the modern system of cognition is formed
mainly under the influence of a continuous and chaotic flow of information disseminated by the
media. At the same time, the influence of the system education on the formation of an individual’s
cognitive style is decreasing".
In this regard, the development of cognitive functions of a modern teenager differs from the
development of cognitive functions a teenager who lived decades ago. Currently time, the non-
verbal method of transmitting information is dominant, since the video sequence is practically
devoid of text, but replete with visual and audio images. This leads to the fact that information is
perceived from an emotional point of view, the ability to critically evaluate information practically
does not develop. Modern teenagers are most active in solving problems that are selected taking
into account their interests.
Respects, and, consequently, the selection of tasks designed for relatively small amount of
attention and including both as little textual information as possible, but as much audiovisual
information as possible will bring the most effective results.
Based on this situation, it is necessary to build a strategy interaction in teaching middle
school teenagers.
Modernization of the content of education in Russia at the present stage is associated with
innovative processes in the organization of teaching foreign languages. The federal project
“Digital Educational Environment” as part of the national project “Education” provides for the
creation and implementation of understandable and necessary digital services in educational
organizations. [5] The introduction of innovative technologies into the educational process is
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interconnected with the improvement of the content and methods of education in the process of
teaching foreign languages (FL) in relation to the needs of modern life.
Taking into account modern requirements, teaching a foreign language in secondary school
should be communicative-oriented in all types of speech activity; special attention should be paid
to speaking. Speaking is a productive (expressive) type of speech activity, through which oral-
speech communication is carried out together with listening. [1, p.9] It can have varying
complexity, ranging from expressing an effective state using a simple exclamation, naming an
object, answering a question, and ending with an independent detailed statement. The transition
from a word and phrase to a whole statement is associated with varying degrees of participation
of thinking and memory.
The results of mastering speaking skills imply: the ability to conduct different types of
dialogue in standard communication situations within the framework of the thematic content of
speech in compliance with the norms of speech etiquette adopted in the country of the language
being studied; the ability to create oral coherent monologue statements (description/
characterization, narration/message) within the framework of the thematic content of the speech;
the ability to convey the main content of the text read/listened to; presentation of the results of
completed design work, etc. [4, p.15]
It is impossible to imagine a modern person without a computer with Internet access and
various gadgets. According to generational theory, children who are now going to school are
representatives of the new Alpha generation. These children, who were born and are growing up
in an era of serious social changes with the rapid development of technology, consider
smartphones, social networks, and online communities to be an integral part of life. In addition,
they simply cannot imagine their existence without actively using the Internet. There is no doubt
that a successful teacher strives to keep up with the times and actively uses a variety of information
technologies in his lessons. This is not only a necessity of the time in which we live, it is provided
for by the policy of our state. To keep students’ attention and interest in their subject, the teacher
has to use modern educational methods. Global information content and the Internet provide
teachers with many opportunities to diversify their lesson and make it relevant and interesting. [1,
p. 21]
The basis for successfully mastering the skills of monologue and dialogic speech is correct
pronunciation. In his work, the teacher repeatedly pays attention to the students’ correct
pronunciation, stress placement, and intonation pauses. Interactive applications will help you
analyze and practice your pronunciation. The teacher is given the opportunity to select an audio-
video clip with the text of the recording to listen to. After listening to the text, the student records
his speech on a voice recorder. Using an audio recording, you can compare your voice with the
speech of a native speaker, determine which sounds were pronounced correctly and which were
not. After analyzing the recording, the teacher gives recommendations for adjusting and practicing
the necessary sounds. One such resource is speechpad.pw.
When learning to speak, each student can pronounce phrases in English into a microphone.
An important feature of a computer in the teaching and educational process in a foreign language
is that it can be an “interlocutor” of the student, i.e., work in a communicative-oriented dialogue
mode and in a certain way, for example, using graphic tools, an analyzer and a speech synthesizer,
make up for the lack a natural communicator, modeling and imitating his non-speech and speech
behavior.
259
Students are of great interest in working with computer training programs and video courses
of the English language; it is most effective to use them in elective classes, where the structure of
the lesson is less rigid. You can install Duo lingo as an app or study online on your computer.
Among the various tasks for learning English, there are exercises for practicing pronunciation
testing. It is necessary to pronounce the sounds of the word until they sound correctly.
You can teach speech activity only through communication, live communication. Moreover,
for this you need a partner. Computer programs and applications, no matter how interactive they
may be, can only provide quasi-communication (that is, communication with a machine and not
with a living person). The exception is computer telecommunications (online learning), when the
student enters into a live dialogue (written or oral) with a real partner - a native speaker. The
foreign language teaching system should be structured in such a way that students are given the
opportunity to be acquainted with the culture of the country of the language being studied; they
must be taught to respect the manifestations of this culture, that is, to be capable of intercultural
interaction. [2, p. 41]
Such communication with native speakers are carried out using Internet sites and
applications. Currently, there are a huge number of websites that, using multimedia technologies,
allow you to communicate with native speakers of a foreign language. Preparing for such a lesson
is very difficult for the teacher. First, you need to find the necessary thematic sites in English, then
contact a native speaker, discuss the topic and clarify the lexical and grammatical material that the
students know. Secondly, it is necessary to prepare the students themselves for such work. Here
you should offer students a topic for discussion in class, learn vocabulary material, and select
additional information. The most popular video conferencing programs remain Skype and Zoom.
You can find teachers, mentors, including native speakers, on the website Speak-English-
Today.com. It is an online meeting place for English language students and teachers from all over
the world who want to speak English. As for teaching methods in teaching speaking, the most
effective and accessible methods for developing communicative competence are such techniques
as memorizing rhymes, role-playing games and dramatization at the initial stage; in high school,
discussion and intellectual games, virtual excursions, etc. are very popular.
The process of learning English is multifaceted. Here it is important to take into account not
only the formation of lexical and grammatical skills, but also the communicative component.
International student exchange programs whose goal is communication are well known and widely
used in teaching practice. Thus, we see that the use of digital technologies allows us to expand the
capabilities of traditional full-time school. The use of the Internet in the development of speaking
skills is advisable at different stages of learning, since digital educational content helps to diversify
similar tasks, increases the motivational component of students, promotes better learning of the
material, improves the quality of knowledge, provides students with live communication with
native speakers of a foreign language, and increases the authority of the teacher. The teacher acts
as an example of mastering information technology, not only presents knowledge in an interactive
format, but also teaches his students information culture, integrates various technologies into his
lesson, making it modern and interesting.
REFERENCES:
1. Achakova, E. V. Using IT technologies to develop speaking skills when teaching English / E.
V. Achakova. — Text: direct // Pedagogical skills: materials of the XVIII International. scientific
conf. (Kazan, December 2021). — Kazan: Young scientist, 2021. — pp. 19-25.
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2. Apatova N.V. Information technology in secondary school education.,PAO, 1994.-P-228.
3. Galskova N. D., Gez N. I. Theory of teaching foreign languages: Linguodidactics and
methodology: M., 2004. - p. 336, p. 246
4. Gez N. I., Lyakhovitsky M. V., Mirolyubov A. A. “Methods of teaching foreign languages.” —
M.: “Higher School”. - 1982. - 158 p.
5. Polat E. S. Internet in foreign language lessons. Journal “Foreign languages at school”, 2001,
No. 2 P. 14–20, No. 3 P. 5–12
6. Federal state educational standard of basic general education. — Access mode:
http://publication.pravo.gov.ru/Document/View/0001202107050027
28, 2021).
7.
Federal
project
“Digital
educational
environment”.
—
Access
mode:
https://edu.gov.ru/national-project/projects/cos/
(date of access: November 28, 2021).
THE EFFECTIVENESS OF USING TECHNOLOGY IN ENGLISH LANGUAGE
CLASSROOM AMONG SECONDARY LEVEL OF STUDENTS IN NUKUS,
UZBEKISTAN
Seytmuratova Dilfuza
MA student of LINCOLN UNIVERSITY COLLEGE
Abstract: This article examines the effectiveness of integrating technology into English
language classrooms for secondary-level students in Nukus. Through a synthesis of research
findings, practical insights, and case studies, it explores the benefits, challenges, and best
practices associated with using technology to enhance language learning in this context. The study
emphasizes the importance of technology in fostering engagement, personalization, and authentic
language experiences, while also addressing issues such as access, digital literacy, and teacher
training. By illuminating the transformative potential of technology-enhanced language
instruction, this article aims to inform educators, policymakers, and stakeholders about the
opportunities and considerations inherent in leveraging technology to promote English language
proficiency among secondary-level students in Uzbekistan.
Keywords: technology integration, English language learning, secondary education,
Uzbekistan, language proficiency, digital literacy, teacher training, authentic language
experiences, personalized learning.
In an increasingly interconnected world, proficiency in the English language has become a
vital skill for communication, collaboration, and career advancement. As nations strive to equip
their citizens with the linguistic tools necessary for success in the global arena, the role of
education, particularly in secondary-level classrooms, takes on heightened significance. In the
pursuit of effective language instruction, educators are turning to technology as a powerful ally in
their pedagogical arsenal.
This article explores the transformative potential of integrating technology into English
language classrooms for secondary-level students. By harnessing the capabilities of digital tools,
educators can enhance the learning experience, cultivate essential language skills, and prepare
students for the demands of an ever-evolving linguistic landscape.
The integration of technology in education is not merely a matter of novelty or
convenience; rather, it represents a paradigm shift in pedagogy, one that is grounded in research-
