Международная научно
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практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
238
THE USE OF AN INTEGRATED APPROACH TO TEACHING FOREIGN
LANGUAGES
Mahametova D.B.
Tashkent Pediatric Medical Institution Foreing Languages Department (PHD)
dmahametova1979@gmail.com
Annotation.
The study examined integrated didactic strategies, integrated
educational activities, and the integrative nature of learning. The native languages
of the learners are also taken into consideration by this approach, especially when
those languages are explicitly taught. As a result, it is possible to
“
track
”
two (or
possibly three or four) languages at once. Today
’
s national education evolution is
characterized by a wide range of innovative schools. One of the elements of student-
centered learning, along with individualized instruction and flexible process
organization, is the design of a learning process on an integrated basis. The benefits
of using an integrated approach while teaching foreign languages are examined in
this article. In a sense, this also opens the door for differentiated language
instruction and better approaches to meeting the needs of the students.
Nevertheless, it can be recommended that future studies go into additional specifics
regarding the variety of situations and the effect that English instructors
’
training
and/or experience has on how they teach in a post-method age. Students are able to
establish more solid linguistic foundations for quicker and more effective language
learning thanks to English language instruction and the integration of ICT
technology into the curriculum. The purpose of the current paper is to clarify the
theoretical foundation for ICT integration into English teaching strategies. The
advantages, characteristics, and instructional design of an integrated approach to
language teaching are also highlighted.
Key words:
transdisciplinary and internal disciplinary activities,
methodology, intrinsic motivation, and integrated didactic techniques.
The expansion of national education is currently distinguished by a
diversity of innovative schools. One of the elements of student-centered learning,
along with individualized instruction and flexible process organization, is
developing a learning process on an integrated basis. A special sort of educational
work, during which updated certain integrative duties in the field of educational
theory and practice, is an example of a specific type of integrative educational
activities. [1]
INTRODUCTION
A small number of subjects offered in the school curriculum are connected
in a limited number of ways via integrated didactic techniques. Utilizing what is
already known to gain access to what is less known is the central tenet of
Международная научно
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практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
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pluralistic approaches, and it forms the foundation of integrated didactics. For
example, using the language of instruction to gain access to the first foreign
language can then be used as a launching pad to make learning a second foreign
language easier, and so on. Always remember that languages may help each other
out. When native languages are explicitly taught, this method does not disregard
them. This makes it possible to
“
tack
”
on two (or even three or four) languages
simultaneously
MATERIALS AND METHODS
In the present study, emergent foreign language in a preschool context is
seen. Since we saw this as a chance for pedagogical innovation and teacher
training, we set about devising and executing an integrated approach to teaching
English using a methodology based on the action research paradigm. The primary
objective of the study, which is concurrently taking place in elementary schools,
is to compare older students
’
perceptions toward their foreign language literacy
efforts. Lesson observation, audio recordings that were later transcribed,
research diaries, questionnaires, portfolios, and semi-structured interviews with
specialists in foreign and second language instruction were all used to obtain data.
In order to analyze the corpus, content analysis methods were applied.
Due to the fact that modern education is characterized as a comprehensive
process, there is a quest for such fundamental educational models that would
facilitate the full development of the self and of the personality.
Third, much more advanced technical skills are required for the creation of
an integrated educational process. For example, the problematic situation or
emotional attitudes in the classroom, to provide mutual learning exercise dive t.e.,
are inherent parameters that make integrative educational process easier to
create in the context of convergence and fusion of different quality knowledge,
ways of life, ways of thinking, etc. Use the most recent, effective educational tools
According to M.N. Ryskulova
’
s research, when teaching English at the basic
level, it is best to allow time for both transdisciplinary and internal disciplinary
integration. The integration of community structural components of educational
material, as well as the generality of concepts, ideas, and concepts in the
presentation of different curricular sections, underpins interdisciplinary
integration. Top ideas, concepts, notions provide internal unity to the information
being studied, serve as backbone linkages in school topic matter, and are a type of
pivot around which there is a focus, the association of this educational material.
To reach this degree of integration in academic discipline material, a portion of
the differentiated (basic, inherent only in the topic) and integrated, which can
become a structural element, and other items must be allocated. (for example, the
study of history, ecology, geography and so on English lessons). Integration of the
content at this level avoids duplication in presenting the material a number of
subjects, allows a more concentrated study many topics and themes.
Международная научно
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Regard to the lessons of the English language can speak of two levels of
integration. The first relates to the large number of the studied program topics
related to other objects (social studies, history world art culture, literature,
ecology, geography, and others.) In addition, represents the development of
common universal lessons that combine the contents of these items. For example,
topics such as “youth problem” in the UK, the USA, and Uzbekistan can be the basis
for the development of integrative cycle English classes for college students
together with social science. Theme “Countries of the world and nationality”
, and
“Natural disasters” are the basis of integrative cycle English lessons for pupils of
7-8 classes in conjunction with geography. A current topic
“Protecting the environment “must be integrated with lessons on ecology.
As a result, the integrated courses will assist build the students
’
more holistic view
of the world in which he will perform a foreign language unique function
–
serve
as a medium of learning and communication. These lessons contribute to the
broad and holistic development of children through educational associations,
educational and developmental abilities of various subjects; additionally,
integrated lessons extend meaningful plans of foreign language teaching and lead
to the formation and development of the children
’
s broader interests, aptitude,
and abilities to various activities [1]. Last but not least, these sessions set the stage
for a practical application of information and abilities in a foreign language that is
grounded in reason. They also provide kids the chance to see the fruits of their
labor, which brings them delight and satisfaction. Practice demonstrates that after
years of instruction, pupils
’
motivation in studying a foreign language has
decreased. The novelty and uniqueness of this training phase may have sparked
students
’
interest in the subject at an early stage, but by the secondary level, extra
search incentive was needed. reduction of interest in pupils brought on by their
particular age and socially influenced personal traits. Additionally, it was at this
point that student learning levels, their particular capacities to overcome
challenges in their studies, and the interfering impact of the native tongue started
to be clearly recognized. The absence of natural needs and the likelihood of its
application is thought to be one of the causes for the majority of students losing
interest in this topic. Utilizing several integrative courses might help to tackle this
issue to some level.
In addition to all of this, the development of integrated lessons partially
resolves the issue of the development and application of techniques for
accelerated education and training, which is significant in the current context in
which humanity seeks to shorten the duration of the educational process [2].
When it comes to the second group of integration training approaches. This is
especially true when employing computers and the internet, which have virtually
limitless potential, to integrate all aspects of the educational process. One
effective way to include multimedia technologies into the modern educational
process is to recognize how they, like electronic media, CDs, and video
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information, permit going back and pausing for information linking new channels
of perception of the subject. When compared to other methods, using
instructional technology to teach English has a number of benefits, including the
ability to read real texts, faster reading speed on tests, higher motivation to learn
the language, improved literacy, and the development of regional geographic
erudition through exposure to a wealth of video and audio.
At the level of techniques, methods, and training formats, as well as at the
content level, the second component of interdisciplinary integration is executed
successfully. The most effective technology among the several cutting-edge
formats and methods for teaching English, according to practice, is collaborative
learning mixed with the mini-project method. The highest potential knowledge
retention will be achieved by using these learning exercises, which will also
encourage each student
’
s own voice activity. Due to time limits, mini-projects are
incorporated into training sessions, allowing us to generalize the information
gained and have a conversation about it before lessons are through. Effective and
appropriate training of students in the English language seems to be technology
integration of critical thinking and the traditional communicative method.
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иностранному языку в XXI веке»
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