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DRAWBACKS OF LEARNING A FOREIGN LANGUAGE AND ITS
POSSIBLE SOLUTIONS AND APPROACHES
Jienbaev A.J.
Nukus, Uzbekistan
Foreign Languages Faculty, Berdakh Karakalpak State University
e-mail:
abdi96j@gmail.com
+99897-359-11-96
Abstract.
The article discusses the advantages and disadvantages of using certain
technologies in teaching foreign languages in higher education. Their role in the
individualization of learning is shown. Issues related to changing the functions of a
teacher are considered, with the use of video materials for studying a foreign language
and the culture of its native speakers.
Kеywоrds:
information technology, teaching foreign language and culture,
individualization of training, quasi-communication, video material, Internet resource.
Intrоduсtiоn
It is no secret that modern society is currently going through a difficult, turning
point period in the socio-economic, political and many other spheres of life. These
changes could not but affect higher education. Therefore, in modern conditions of social
development, the goal of higher education is to educate proactive, creatively thinking
high-level specialists, and this, in turn, requires the creation of a new model of higher
education, cooperation, and creative interaction between teachers and students in the
educational process. It is quite obvious that at the moment the human community is at the
stage of transition from an industrial society to an information society, in which the
processes of knowledge dissemination become basic. The use of new information and
communication technologies represents a turn towards modernization and globalization
of society, the country, and the world as a whole [1].
Mаtеriаls аnd Mеthоds
As for individual learning, focused on independent language learning, it is possible
to use methods that involve the use of information technology [4; 5]. The basis of such
individual training is a training course, which presents the material on the discipline
being studied and offers various tasks for completion. It should be noted that such a
course is a kind of interactive textbook that includes a large number of creative and
exciting tasks. In this case, the student studies the material independently, and the
duration of the learning process depends solely on him, namely on his abilities,
previously acquired knowledge, skills and abilities, as well as the degree of motivation.
After the material has been studied, the student is offered various test tasks to control
what he has learned. If the test tasks are completed correctly, the student is offered
further study of the course. If tasks are completed incorrectly, the student can see his
mistakes and receive instructions on those sections that require additional study.
Rеsults аnd Disсussiоn
Today there are several software products that allow you to create training courses.
One of them is the WebCT (WebCourseTools) program. It can be used to create complete
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online courses and is located on the school’s internal local network server or on the
Internet. This organization allows teachers and students to access WebCT using browsers
such as Netscape or Internet Explorer. In addition, WebCT allows teachers to make
changes to the course at any time, from anywhere with access to the server, and make
them immediately available to students.
WebCT program is intended for:
1) providing the course with materials, including text, images, video and audio;
2) use of indexed indexes, glossaries and databases in teaching;
3) integrating resources available on the Internet with the curriculum;
4) use of hyperlinks to Web sites and student pages, as well as tools that work with
notes to ensure independent work of students;
5) exchange of information with students through electronic conferences, email
correspondence, real-time conversations and bulletin boards.
The psycho-physiological characteristics of human perception of information are
such that more than 80% of cognizable information is perceived through vision, therefore
the leading role in the educational process belongs to visual technical means of teaching.
Of great importance for successful work is the selection of video material for
classes that would meet didactic requirements and help in achieving the goal. The
selection criteria are as follows:
clarity of sound and image, presence of close-ups;
the presence of a clear connection between the plot and the content of the
dialogues in the scenes;
clarity of characters’ speech (background noise should not greatly impede
perception);
the modernity of the language, its compliance with literary norms, the
presence of natural pauses, the inadmissibility of overloading the text with new words
and expressions;
duration of video material not exceeding 25 minutes (possibly divided into
meaningful segments);
typicality of the situation (plot), representing the realities of life;
correspondence to the interests and individual characteristics of students.
Educational projects are of particular interest in the process of teaching a foreign
language. Each project is aimed at the result that can be obtained by solving one or
another practically and theoretically significant problem. This result can be seen,
comprehended and applied in real practical activities. Projects can be completed both in
class and outside of class. Of particular interest are interdisciplinary projects of an
international nature. A foreign language in them performs the function of forming and
formulating thoughts and acts as a means of communication. When working on a project,
a wide variety of Internet capabilities and resources are used. Project participants can use
virtual libraries, museums, various databases, information and educational servers, and
access the capabilities of e-mail, teleconferences, and chat technologies (IRC). Working
on a particular project requires using text and graphic editors, using various network
programs that allow the use of graphics, animation and other multimedia tools.
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The project method can turn foreign language classes into a discussion and
research club in which truly interesting, practically significant and accessible problems
for students are solved, including problems of intercultural interaction.
Соnсlusiоn
So, despite the fact that modern information technologies are currently not
available to all students due to certain circumstances, one cannot fail to note the obvious
prospects and significant potential for their use in the study of a foreign language and
culture. They are suitable for teaching a foreign language at any level, at any stage of the
educational cycle and with various forms of organizing interaction with a computer.
Information technologies, when used correctly, become a powerful means of teaching a
foreign language and understanding the world of its speakers.
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