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Guzachchova N.I.
The article proves the possibility of improving
the system of training based on the idea of lifelong
education. Prerequisites are distinguished and
principles of continuous education are characterized,
the international experience of its organization is
analyzed.Non-interrupted
training,
higher
qualifications, training requirements, individual
training program.
In this article we would like to discuss the role of
English as the global language and its impacts on our
profession as English teachers. Foreign languages open
doors to development and give access to international
education. English has roles as both an international and
a global language. As an international language, English
has played role as the tool of communication among
people from different countries, in other words, English
is used to bridge linguistic odd among people in
international communities.
It is well known that our new life is highly
affected by the era of information technology, and
technology plays an important role in today’s human
society development. Based on this fact, it is
indispensable to take advantage of the modern
technological facilities in aiding the task of English
language education. Students trying to learn English as
a second language need further language support. They
need to practice in hearing language, reading language,
speaking language, and writing language in order to
develop their experience and skills. For doing such
tasks, they are in need of using various tools which can
help them learn the language easily and effectively.
The
term
New
Technology
includes
communication techniques for language teaching in
which the personal computer plays a central role. There
are, however, other technological tools that can be
utilized in language learning besides computers. Each
technological tool has its specific benefits and
application with one of the four language parts
(speaking, listening, reading, and writing). However, in
order to use these techniques successfully, the ELL
student should be familiar with using computers and
internet, and capable of interacting with these
techniques. The effect of technology has become huge
in teaching and learning the language in addition to the
instructor's role. In other words, the role of the instructor
together with the role of the technology can lead to
advanced learning results.
Learning a new language is a challenging task. It
demands hundreds of hours of study and dedicated,
regular practice. It is also an immensely rewarding
experience; learning a new language opens doors to new
cultures and even new ways of thinking. Learning
English can be a challenging and daunting task.
Fortunately, technological advancements have now
made learning the English language much more easy,
fun, and convenient. One technologically advanced
method that has improved the way people learn English
is the Internet. This modern form of communication has
opened the world to a whole new way of learning the
English language. The vast resources on the Web makes
learning English a less intimidating undertaking.
The Internet offers a wealth of information and
unlimited resources that teachers can use in order to
expose students to authentic language use. Exposure,
however, is not enough to trigger language acquisition.
Students need to be involved in tasks that integrate the
use of computers and enhance language acquisition.
When one embarks on the process of learning
English, they require a number of learning materials
such as text books, videos, and audio tapes.
Traditionally, it was difficult to locate all of the
appropriate educational materials. It took a lot of time
an effort to find the most appropriate learning tools.
Now, with a simple click of the mouse, one has a world
full of materials that they can access. For instance, sites
such as YouTube contain many video lessons on
learning to speak English.
In recent years, integrating computers and
Internet technology in teaching and learning process
changed the way in which instruction was delivered to
students. The Internet plays a great role in foreign
language teaching and learning. Learners have access to
many English language resources if they use computers
and Internet in language classes. They can improve their
listening, speaking, reading, and writing skills through
real world situation. Because of the widespread use of
computers and Internet in educational settings, language
teachers are motivated to implement this technology in
their classes in order to facilitate language teaching and
learning process. Educators are the real representatives
of utilizing technologies in language learning.
One important factor which influences the use of
educational technology in classes is the attitudes of
teachers toward integrating Internet in their language
IMPROVE TEACHING STANDARDS WITH TRAINING AND CONTINUING PROFESSIONAL
DEVELOPMENT
Tashkent Pediatric Medical Institute
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ПЕДИАТРИЯ
classes. Teachers’ attitudes toward technology use can
be concerned as a facilitating or hindering factor, which
give them more comfort or obstacle to utilize
technology in their educational environments.
Computers and Internet technology are the most
effective tools among various existing technological
aids in teaching and learning languages. Integrating and
applying computers and Internet in a learning
environment can strengthen the way that students
acquire a foreign language effectively. Hence, teachers’
attitudes play a fundamental role in the real utilization
of technologies in classrooms.
Using the Internet can facilitate the development
of language skills, employability skills, and critical
literacy.
Language skills:
Skimming and scanning;
Reading narratives, charts, and graphs;
Accessing ESOL and life skills content sites;
Writing: completing forms, emailing requesting
information.
Employability skills:
Analyzing and evaluating information;
Decision making;
Problem solving;
Technology skills.
Learning the English language will improve job
opportunities and open up the doors to career
advancement. Because the Internet has become a big
part of most people’s lives, the wealth of information
posted from all over the world makes it a valuable tool
when learning to speak and write the English language.
Computers and the Internet are a great resource
for classroom teachers! Teachers can find suggestions,
lesson plans, practical support, information, and
materials through the Internet. In fact, using a computer
can make a teacher's life easier and more efficient. The
leaders’ website provides an extensive list of Internet
links designed to help teachers of reading and writing.
This list of links covers most of the types of websites
discussed below. Here are some of the many ways in
which teachers can make computer and Internet
technology work for them.
One particularly practical feature of many of the
new teacher websites currently available on the Internet
is the provision of ready-made lesson plans and
suggested activities on a broad array of topics. When
teachers become aware of how to find to tap into this
huge resource. This skill is useful to students not only
for accomplishing their homework, but also as a
survival skill in the modern workplace. In addition,
there are some websites that offer online help from
teachers for students who need assistance with their
homework.
Teachers should make sure they investigate the
quality of this homework help before recommending a
website. There are many online resources specifically
tailored to the needs of parents. Teachers who are aware
of these resources can recommend useful websites to the
parents of their students.So the Internet is an exciting
resource for teachers. Using the Internet can make
teachers' lives simpler and can provide more
information and resources than ever available before.
The Internet is a way for students and teachers to learn
and to connect with others. Last but not least, the
Internet can be just plain fun for students and teachers
alike.
The implementation of Internet resources in the
context of EFL classes as research study concludes that
the integration of web-based activities and tools are
useful for language teachers and learners who are
disposed to incorporate these resources in their EFL
classes. To sum up, the internet was seen as an
important support during the study to foster learners’
autonomy and motivation, instead of providing teachers
and students with resources that allow them to have a
significant language learning and teaching process, as
the web exposes users to an amount of information
which is helpful, interesting and adaptable as well as for
English learning or teaching purposes.It was also found
that despite the fact that the web supplies students with
information and valuable sources, the teacher’s
monitoring is in the students’ thinking for rising up their
confidence to perform with the target language since the
facilitator helps with clarifications and support to those
reluctant students and those who lacked the
technological abilities needed during the interaction
with the exercises on the web.
As it is well known, the World Wide Web is
appealing for the learners, which became a great
advantage for teachers in the study, who incorporated
web resources in the context of EFL classes, to maintain
students’ positive attitude and engage them towards the
process of language learning. In addition, it was
evidenced that even though students were willing to
learn and practice the language using web resources as
it has been mentioned before, they had gaps and
insecurity when they were exposed to the development
of the web-based activities, this is why students and
researchers have highlighted through observation and
interviews, the importance of basic computer
management skills for a successful accomplishment and
creation of exercises through web tools.
Teaching for Success uses high-quality
continuing professional development opportunities to
help teachers and teacher educators improve their
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information online, they can help their students begin
мЬ ПЕДИАТРИЯ
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performance and achieve better results from their learners.
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Kim H. Teachers as a barrier to technology-integrated language teaching. English Teaching, (2015). 57(2), 3564.
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Evans, L. (2017). What is teacher development?. The Reading Teacher 28(1),123-137.
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