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Fotima Davronova, Teacher at Samarkand veterinary medicine Institute
Gulnora Sattarova, Deputy director at school № 6
Maxbuba Bekmurodova, Teacher at school №6
THE IMPORTANCE OF USAGE INTERACTIVE METHODS IN TEACHING
FOREIGN LANGUAGES
F. Davronova, G. Sattarova, M. Bekmurodova
Abstract: This article describes information about the using interactive
methods of training that encourage interest in teaching profession and
promote efficient accomplishment of training materials, emphasizing their
important role in improving the quality of education. The training, case
study, behavioral modelling, play project, storytelling, basket and other
active learning methods and their potential in professional training are
briefly defined.
Keywords: interactive methods, training, innovative activities, grammar
translation (GT), interaction, intensive, communicative approach,
memorization, English as a Foreign Language (EFL), Communicated
Language Teaching (CLT).
Introduction
The role of training students in the development of education is
determined by the objectives and requirements of active modern society.
Confirming high quality training is mainly depend on the effectiveness of the
educational process. The educational institution direct in a wide range of
modern innovative technological models. Innovative technology relies on
organized training that contributes to the development of intellectual
activity, self-reliance, creative thinking in students, originality which is
actually common in the developed societies (Barnes, L. B., Christensen C. R.
and Hansen E. J. 2000). Nowadays modern educational technology based on
teacher's ability to design not only a lesson, but also to create special
pedagogical environment that possible operation of active learning methods
(Mynbayev A., and Sadvakasov Z. M. 2012). Active learning methods are
encourage active thinking and practical activity in the process of educational
material. The traditional methods of the university educational process
(lecture, explanation, exercise, etc.) are certainly important for professional
development. Nevertheless, in today’s professional competence their limits
are sensed even more highly. Consequently, modern education focus on the
student's
independent
activity,
self-learning
environments
and
experimental training, that students have flexible training programs in a
comfortable situations.
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Methods
Today, interactive methods of training stimulate interest in the work
and encourage the effective acquisition of training materials that results
high motivation, strength, knowledge, team spirit and freedom of expression
and significantly contribute to the complex competences of future
specialists. Explanation and role of interactive teaching methods
Training
Training is a learning method of developing knowledge and skills in
performing any tasks, activities or games. This method agrees the teacher to
give the participants missing information and allows students to form skills
of professional and appropriate behavior in the performance of professional
tasks (Svonnikov, V. I. 2009). Active involvement of all students in the
process of training is the most important advantage of the training process.
Case study method
The importance of this method is collective analysis of a situation,
finding solution and public defense of the solution (Subramanian A., 2017).
In the process of reviewing the cases, students gain the skills of teamwork,
independent modelling of the solution, self-determining reasoning and
defending their opinions. The case is usually taken from a real professional
area and supported by visual materials, statistical data, charts and graphs,
descriptions of how it is viewed by different people, reports, data from the
media, Internet resources that allow to understand the case (Derkach A.M.,
2010).
The actions of students as part of the method are productive in the
following sequences:
1) Familiarity with the situation, its content and structures,
2) the distribution of the core problems, factors and characters that
really act,
3) proposing solution conceptions,
4) investigating the consequences of the decision
5) choosing the optimal variant, predicting consequences, an indication
of the potential problems, devices, prevention and explanations.
Teachers’ activity includes two phases in using this method. The first
includes creating the case, formulating the questions for analysis and
developing methodological software support materials for the students and
their independent work. The second phase includes the classroom activities
of the teacher in discussing the case, where he/she makes introductory and
closing remarks, organizes discussion or presentation, supports a business
atmosphere in the audience and acknowledges the contribution of students
in the analysis of the situation.
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Behavioral modelling
Behavioral modelling is a method of teaching interpersonal skills and
professional conduct. The method is carried out in the following structures:
1) the performance of a model of professional behavior which is to be
educated;
2) the most exact reproduction of the planned behavioral model;
3) feedback, indicating the degree of success of mastering the relevant
behaviors (Abramova G. A. 2010).
Behavioral modelling is effective under the following conditions:
firstly, the proposed case is attractive to students and arouses their
confidence and willingness to follow the proposed model;
secondly, the case demonstrates the desired sequence or correct
procedure in the standard situation;
and thirdly, the students see that compliance with the desired sequence
of activities is rewarded (time savings, insurance against errors, problem
solving, etc.).
Play projects
Play projects is a teaching method where learning is effected via
problem solving (Bruckner M. 2015). At the first stage the teacher fixes the
learning (research) problem, for instance, makes the problem situation a
psychological one. At the second stage the students split into two competing
groups and craft solutions to the problem. The third stage is a final meeting
where students take roles and publicly defend the developed solutions (peer
reviewed prior to defense). This format can help to do informational,
research, creative and applied projects (Kevin Yee 2000).
Storytelling
Storytelling teaches future professionals the rules of work with the help
of myths and stories from professional life. Speaking about the content of
professional work, its specificity and emerging situations, the teacher
prepares the student for understanding traditions, philosophy, culture and
professional activities (Yakovleva N.O. and Yakovlev Y.V. 2015). Maximum
objective information should be provided to avoid the future specialist's
disappointment in his/her occupational choice. The method helps the
students quickly learn the specifics of the job, governing documents, career
prospects.
This method helps students adapt more quickly to the profession and
form value judgements of the professional activities as a whole and their role
in society, which is fundamental for the professional competency of the
future specialist (Orekhov V.I. and Orekhova T.R. 2015).
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Basket-method
The basket-method is a method of learning based on imitation of the
most common situation of specialists, when the student has to perform
unplanned activities efficiently. The contents of this method are as follows:
student is presented the situation or the role he/she should play and
the materials which they must use in the exercise;
the student performs the proposed actions;
the final interview is conducted, in which the student justifies his/her
actions, describes the potential impact of an action and assesses personal
satisfaction with the result (VanGundy A. 2005).
The teacher analyses the information received from the students, offers
an alternative solution, highlights missed opportunities, predicts the results
of decisions and makes recommendations for the future.
The method of action learning
The method of action learning has recently become one of the promising
areas of modern education, as it provides the organization of self-learning
environments (Postareff L., Lindblom-Ylanne S. and Nevgi A. 2007). This
teaching method allows students effectively solve problems of practice-
focused training. This method is implemented in group work among
students. During the joint group work on the problem (which is practice
focused), students develop their own way to a comprehensive solution,
justify that solution and conduct a presentation of their proposals. Learning
by doing has a positive influence on the components of professional
competence through practical skills that develop the organization of joint
activities and taking responsibility for one's work (Vachkov I.V. 1999).
Studying the experience of the developed countries of the world, taking
into account local conditions, economic and intellectual resources, radical
reforms in all spheres of the life of the society provide new achievements
(Richard, M., Denis, R. and Frank, F. 2012). Nowadays, there is a need for the
development of pedagogical systems aimed at finding new approaches for
preparing advanced students to innovative activities during their studies at
higher education institutions. The essence of these changes is that the future
teacher should be able to:
- advanced creative imagination;
-sustainable system of knowledge, revealing the essence, structure and
types of pedagogical innovative activity;
- the ability to purposefully generate new non-standard ideas through
the use of intellectual bases and mechanisms of self-expression;
- psycho-pedagogical knowledge about introduction and development
of innovative processes in the education system;
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- system of special psychological and pedagogical methods, approaches
and earnings that allow to actively participate in innovative pedagogical
process (Svonnikov, V. I. 2012).
Grammar translation (GT) method
Although grammar translation (GT) is a widely criticized method,
students from some cultures prefer its teacher-centered activities, sting
culturwhich include vocabulary drills and the memorization of grammatical
rules in a setting that deemphasizes spoken interaction in the target
language (the language being learned). However, since speaking the target
language is such an important skill, we have devised a method that melds
some of these favored GT techniques with interesting cultural activities that
promote meaningful communication among English language learners. This
adaptation of GT fits with CLT because translation and the study of grammar
and vocabulary are not done in the traditional tedious way; instead, GT
techniques are connected with relevant and engaging cultural activities that
inspire students to communicate ideas and apply their critical thinking skills
outside the classroom.
GT was teacher-centered, which limited interaction and spontaneous
creativity. Teachers used GT to focus students’ attention on grammar and
vocabulary by having them read and translate target language texts; it was
assumed that this process would allow students to gain an understanding of
the grammar of their own native language. Examining grammatical
structures and deducing rules was also considered an excellent mental
exercise that would help students grow intellectually by broadening their
language, history, and literary knowledge. However, the classical target
language texts were often difficult because they were written in
nonstandard language and presented as a linguistic exercise with no attempt
to include themes, style, culture in the lesson.
However GT is still popular in some places, and is considered a good
method for individuals who want to be translators and are not concerned
with knowing how to speak or pronounce the target language. It is also still
used in many EFL settings where students like a teacher-centered mehtod
that includes the intensive study and memorization of grammar rules and
vocabulary.
Traditional foreign language was also teacher-centered and leaned
heavily on te study an memorization of structural forms of the language
being learned. The CLT approach arose in response to criticm of methods
that did not prepae students to communicate effectively or to throughly
learn the language. Numerous alternate methods appeared on the scene in
the 1960s and 1970s that in one way or another tried to encouraged
authentic communication and improve language teaching. Finally, in the
1980s, a single communicative approach known as CLT was born.
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Many researchers performed groundbreaking work and research on
CLT in the classroom and highlighted in the importance of rea life
communication needs. Today CLT represents a wide variety of learner-
centerd methods that prepare students to interact with authentic language
in real life situations and settings, where the acquire true communicative
competence that includes a mastery of gammar, discourse, language style,
and verbal and nonverbal strategies. Vocabulary and grammar are generally
not drilled and memorized, but are instead acquired through
communicative interactions and tasks that are meaningful and relevant to
the english learner. In addition, because of its focus on authenticity, CLT
prepares students for the linguistic cahllenges they encounter outside the
classroom. Today, group work, task based projects, and other
communicative classroom activities are a trend among teachers and
adminstrators who use CLT.
Even though some GT techniques may be popular, EFL teaching
methods require more than the presentation of grammar and vocabulary
lessons; they must also stimulate multicultural awareness and critical
thinking skills that students need to become fluent, successful English
speakers who can handle advanced communicative activities. Classical and
modern literature has often been overlooked in the EFL classroom,
especially regarding advanced EFL students. Research on the benefits of the
literature in language teaching extends back to the 1980s, when it was
recognized that literature is a conduit for improved critical thinking skills.
According to literary texts ae effective in promoting English language
development in all four skills “though interaction, collaboration, pear
teaching, and student independence”. Other scholars have also remarked on
the effectivenes of using novels as teaching tools in the ESL classroom.
The host English instructors in Turkmenistan and the American guest
instructor developed their ideas for this method by comparing similar
genres and themes in stories, poems, and novels in the Turkmen and English
language. We often found stiking similarities and diffirences, such as in the
way a hero was portrayed or a story was told. We also discovered that we
could use these comparisons to teach our students much more that the
English language because in addition to learning new words, idioms, and
grammar, our students were able to obtain valuable and interesting cultural
insights. When on sees the interaction that results from students analyzing
two culturally different texts similar in structure, the importance of using
literture as a classroom activity is obvious.
This method does not simply compare two texts; rather, it explores
worlviews using information and knowledge of literary structures taht
appeal to and stimulate our students. The Trans-Cultural Comparative
Literature Method focuses on grammar and vocabulary, but also allows
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students to analyze and compare culturally diverse points of view,
perspectives, and ways of describing the world through a basic literary
analysis of each text.
Following are some importatnt guidelines for using this method:
Due to the fact that literature requires advanced linguistic and
cognitive skills, the Trans-Cultural Comparative Literature Method is
recommended for high-intermediate and advanced.
Students examine two literary texts that similar features, one from
the host country where EFL is being taught and the other from an English-
speaking country. To complete the activities, teachers must find English
translations of the host-country literary texts, and this can be difficult. For
example, since few English translations of Turkmen literature currently
exist, it was necessary to translate the Turkmen texts in advance. We also
decided to write some new Turkmen stories in English to add to choice of
available reaing materials.
Choosing the correct text is very important for purposes of interest,
relevance, and language level. WE began with short poems and moved on to
the short story, and we have plans to present excerpts from novels and evan
stories written by students.
The comparative literature method can be extended to a plethora of
genres, including music, social networking sites, and spesific websites from
English-dominant counties and non-English-speaking counties. Other social
topics are also amenable to this method, such as religion (comparing the
beliefs of two diffirent religions) or identity issues (comparing the nomadic
versus the urban lifestyle). In fact, this method can be applied to any English
teaching situation where it is possible to analyze cross-cultural differences.
Co-teaching by a native speaker of each language is highly
recommended. This provides indispensible informants who can decipher
some of the cultural concepts that appear in the literature of each country.
The activities presented here took several class periods. Since it is
time-consuming for students to achieve the necessary degreeof familiarity
with the literary texts, we recommend that teachers calibrate the time tehy
have available and adjust the activities accordingly.
Using the Trans-Cultural Comparative Literature Method with poetry
For this activity the Turkmen teachers chose an English translation of a
poem written by Turkmenistan’s well-known national poet, Maktunguli, and
the American teacher chose a poem by Ralp Waldo Emerson, the noted
American transcendantal poet. Both poets have national stature in their
respective countries, lived in the same era, and address similar themes in
heir poems. For example, both poets had written poems about nature; in
fact, the title of both poems was “Nature” (Природа).
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Results and Discussion
A new approach to the nature and level of professional education of a
modern teacher is related to renunciation of the old stereotypes and
categorizes in the education, training and development of the individual. It
based on innovative, individual-creative work of educators who can
understand, create and implement.
The modern pedagogical process calls for the need to find such teaching
technologies that should be able to take the position of the future teacher-
training subject. It promotes the formation of an individual, his or her own
education, and the area of professional and pedagogical activities that
cannot be achieved without preparation for innovative activities as the basis
for a professionally oriented person (Orekhov, V. I., Orekhova T. R. 2012).
The urgency of the above tasks is determined not only by the social order of
the society, but also by the need to create a pedagogical system for preparing
for innovative activities in higher education.
Following components as a module of the pedagogical system of
preparing students for professional activity in the field of information are
offered by the article:
1) goals and objectives;
2) stages of preparation for innovative activity in the information
environment;
3) content of preparation for innovative activity;
4) the forms, methods and means of preparing for innovative activities;
5) result-evaluation component.
It also provides for the training of specialists based on qualifications,
taking into account the requirements of developing qualified personnel in
the preparation of students for innovation in the information environment
(Richard, M., Denis, R. and Frank,F.2012). Innovative activity-based learning
process contributes to updating and refining the content of education based
on innovative new scientific ideas and concepts. This requires that teachers
have a high level of professional competence, which in turn affects the
learning activities of students. Innovative approaches of education
implemented continuously and independently (Verbitsky A. A.2011). The
student becomes more a researcher and implementer of new scientific ideas,
and he creates an innovative approach to life, work, and profession.
Consequently, innovative activities play an important role in introducing
innovative technologies in education, creating, evaluating and mastering
pedagogical innovations (Bruner, R. 2002). The most important factors in
the organization of education in the information environment are the
following forms, methods and means of electronic education:
Mobile Learning. Mobile reading and learning. Mobile devices that are
connected to the Internet and are able to compute the popularity of Mobile
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SMART phones in education. Offering mobile learning materials is the most
common way to use mobile education. Assignments can be made to
participants after watching a video posted by the teacher on the internet.
The interactive nature of this method of mobile learning is considered to be
less (Play projects, 2020). It makes learning asynchronous, as there is no
interaction between teacher and students.
1. Cloud computing. Over the past few years, the concept of virtual
computing and the virtualization of cloud computing have evolved and
become one of the most important technologies in the field of information
and communication technologies . Many organizations have embarked on
the introduction of this new technology to reduce the cost of infrastructure,
management time and cost of improved Virtual Machines (Bruckner M.
2015). Cloud computing provides a user-friendly environment for Internet
applications. From this point of view, the relevance of their use is important
in the socio-political activities of the country, including the introduction and
development of e-government.
Cloud Computing Services provide on-demand delivery and use of
information technology (IT) services through Internet technology or a
dedicated network (Verbitsky A. A.2011). Cloud computing services range
from full software and development platforms to server storage and virtual
desktops.
2. Ubiquitous learning. Every time and everywhere, the principle of
“animation, anywhere” is to improve the duration and organization of
traditional classes: Provide students with “ubiquitous” means of access
through a virtual environment.
3. Personalized learning. Person-centered learning enables the student
to gain the necessary volume and content, and to use different teaching
methods at the right time.
SMART portfolio / SMART assessment. The principle of smart portfolios
of assessment provides a “formatted” evaluation system for the teacher,
which provides the basis for analyzing the student's knowledge and skills in
real-time intervals and in the cross section of knowledge (Yakovleva N.O.
and Yakovlev Y.V. 2015).
Conclusion
It is fascinating to analyze cross-cultural differences, and critical
thinking thrives when EFL students question their assumptions and
consider diverse points of view. This is important because tolerance and
understanding are desperately needed as globalization and geopolitics
influence all citizens of all nations. Everywhere around the world, students
want to display and preserve t eir cultures and validate their identities.
Supporting the understanding and acceptance of cultural diversity helps
counter the negative effect of globalization and cultural imperalism. A
Scientific research results in pandemic conditions (COVID-19)
56
comparative literature method is an excellent way to focus on critical
grammar and vocabulary and to introduce all four English language skills
into the classroom. Most importantly, it generates great entusiasm for
classroom interaction. Our teaching presentations are more appeling and
pedagogically diverse when we include a multi-cultural componentto
enhance our students’ speaking skills. We hope thet you will have the same
success in your classrooms around the world.
In the context of this research, active learning methods modify the role
of the teacher from the interpreter of information to the coordinator of the
educational process and make it possible to form complex competences in
future professional specialties. It can be done by student activities that
manifest as closely as possible the content of their professional work.
Innovative competencies should guide students in vocational education for
developing pedagogical system in innovative activities.
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19. English Teaching Forum VOLUME 48, NUMBER 3-2010. p: 26-32.
Gulmira Sattorova, Student of Samarkand State Institute of Foreign
Languages
FEATURES FANTASY KENZABURO OE
G. Sattorova
Abstract: This article covers the famous Japanese writer Kenzoburo Oe.
It's about Towers of Healing and its fantastic features.
Кey words: World War II, self-literature, “Towers of Healing”, Nobel
Prize.
Kenzaburo Oe is an outstanding modem Japanesc humanist painter,
which is a gencrally recognized classics of modern Japanese and world
literature. As a public figure, he is aware of his critical remarks about modem
culture and the political situation in the country. In his writings,
KenzaburoOe tries to overcome the nihilism, irresponsibility and alienation
of the modem man, which, in his opinion, reached his apotheosis in World
War II. The main motive that goes through all of his half- century artistic
activity is the issue of identifying a person and overcoming nihilism in a
world that survived World War II Trees and bizarre legends from a
childhood spent in a village on the island of Shikoku, the Japanese emperor
s renunciation of his divinity, the atomic bombs in Hiroshima and Nagasaki,
the birth of a mentally retarded son and communication with him, as well as
other images and themes that appeared back in radio the earliest works of
the writer have been preserved up to the latest works, however, the very
