11ADVANTAGES AND DISADVANTAGES OF COMPUTER TECHNOLOGY
FOREIGN LANGUAGE TEACHING
Abbosbek Abduvohid ugli Abdullayev
Leader teacher of the Russian language at the specialised boarding school No. 1 in
Andijan city taibmunib03 @gmail .com
Boburjon Ikromjon ugli Uktambekov
Pupil of specialised boarding school No. 1 in Andijan city [email protected]
Bahodirjon Ikromjon ugli Uktambekov
Pupil of specialised boarding school No. 1 in Andijan city [email protected]
ABSTRACT
The article analyses in detail the use of computer technology tools as a modern way of more successful foreign language teaching, systematically pointing out their disadvantages and advantages. The article also talks about the relevance of productive use of effective computer programmes, electronic applications, multimedia sources and Internet resources.
Key words: computer technologies, electronic applications, educational programmes, learning process, communication, competence, automation, individual approach, didactic interpretation.
The main goal of foreign language teaching in the atmosphere of the educational process at present is the intensive formation and development of professional foreign language communicative competence in four types of activity -speaking, reading, writing, listening.
These criteria of standardisation of linguistic training establish practical mastery of a foreign language in both everyday and professional-labour communication. In our opinion, this is a necessary personal and professional quality of any learner in the era of rapid integration of the young generation into the modern world community.
The ways to solve this pedagogical and didactic problem are to acquire more productive methods of teaching foreign languages, strictly conditioned by the criteria of interactive
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organisation of the learning process of the modern world. It is the correct, purposeful, appropriate and effective use of computer technologies that we consider as an opportunity to move to a qualitatively new level in teaching foreign languages.
The aim of our study is theoretical, didactic and methodological interpretation and pedagogical design of ways to apply computer technologies in innovative foreign language teaching.
The following methods form the methodological basis of the research: theoretical, comparativistic, empirical (interview, disputation, rating questionnaire, monitoring), ascertaining and statistical.
Modern teaching with the help of computer technologies is a set of elements and methods of constructing pedagogical and didactic conditions of interactive organisation of the educational process on the basis of computer and electronic techniques, means of telecommunication contact and interactive software product, which model the component of functions of a teacher on information processing, organisation and management of cognitive educational activity.
The active use of computer technologies in modern student learning has become popular only since the mid-1970s of the last century. The intensive pace of their use is characterised not only by powerful personal and portable computers, but also by modernised information and telecommunication technologies[1].
The following conditions for a more productive learning atmosphere should be deeply understood and considered in detail:
1. Strictly control and observe the harmonious organisation of the work of computer and traditional pedagogical technologies, i.e. computer course should be only a component of auxiliary equipment in the implementation of the learning process;
2. to provide appropriate equipment and necessary electronic devices for the educational process (to have several computer and interactive classrooms, a room for distance meetings);
3. Any modern teacher, in addition to professional competences and functional erudition, should be well versed in computer technologies;
4. Rationally plan classes with the use of innovative, interactive and computer technologies, as well as appropriately use the possibilities of social networks;
5. The teacher should remain the initiator, manager, the main source of knowledge and information, organising, directing and controlling the whole learning process.
Taking into account our modern pedagogical experience of working with technological devices, we state the following advantages of computer technologies in teaching foreign languages: - revealing high motivation of the learning process;
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- increase of professional, electronic and linguistic culture of the specialist and learners;
- progress of individualisation of learning;
- emergence of direct feedback;
- combined training of speech activity components;
- linguistic and communicative situations;
- formation of linguistic abilities;
- automation of speech activity;
- active manifestation of creative abilities;
- creation of linguocultural preconditions for assimilating large amounts of information;
- significant time saving;
- efficiency and high quality of education in the purposeful use of these technologies;
- speed in the exchange of information and intensity in the transfer of intellectual materials.
Any computer-based automated teaching methodology has its correctable shortcomings. These include the following points, which are most often encountered by educators of modern methodology:
- excess of media colours and inappropriate computer demonstrative effects;
- harm to visual activity: rapid fatigue due to high visual strain;
- lack of emotional communication: communication with computer technologies leads to quasi-contact;
- frequent unprofitable realisation of the communicative aspect of learning, i.e. individual defect: the learner does not say anything out loud when performing certain types of tasks);
- incomplete or absolute inconsistency of computer-based training programmes with the pedagogical goals and didactic principles of a modern automated learning system;
The basic didactic principles of the classical learning process such as visibility, visuality, accessibility, scientific validity, consistency, factual completeness, theoretical, practical and professional orientation are also characteristic and interrelated with modernised learning processes based on computerisation.
Computer technologies and programming of the learning process undoubtedly significantly influence the productive organisation of foreign language teaching. In our work in the specialised boarding school No. 1 of Andijan city we focus on training programmes, electronic applications, as well as Internet resources.
Electronic applications and training programmes are particularly effective for listening, grammar and vocabulary, speaking and writing, taking into account the level of pupils'
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preparation and their abilities. For example, when correcting skills in English phonetics at the first stage, we use the book "Simplified English Grammar" by Iskandar Sattibayev. This tutoring material, written in simple language without any scientific statement, is intended for self-learners of English without unnecessary comments [2].
Electronic applications and programmes on fundamental grammar create conditions for in-depth learning and consolidation of various language rules. According to our preliminary experimental studies, tasks on correct sentence construction, appropriate use of verbs in the right and proper form, competent use of lexical units, word declension, lexeme paradigm, selection of the correct answer and correct choice of functional style are particularly effective. Demonstration of figurative forms as minimal lexical material, various tables, diagrams and drawings arouse keen interest of students. Such interactive methods contribute to effective learning and productive perception of new educational material by pupils.
Internet resources in foreign language teaching, according to the scientific research of the leading teacher Khamitseva Sonia Fedorovna, can be divided into two types: communicative and informative. The communicative activity of students includes:
- e-mail correspondence;
- participation in chat rooms (the most popular among students);
- participation in competitions and Olympiads;
- preparation of presentations (students always prepare for them thoroughly: they search, collect, analyse and compare information) [3].
Linguodidactic experiments and collaborative pedagogical research of the scientist S. F. Khamitseva effectively contribute to the purposeful development of students' general outlook, systematic reduction of language (linguistic) and cultural (mental) barriers, effective increase in the level of literacy in a foreign language and motivation for its in-depth study.
The information capabilities of the Internet are also important from the point of view of the rapid rate of progress of erudition and intelligence of the modern younger generation. As everyone knows, the main function of the Internet is its accumulation of information. The information possibilities of the Internet as a global information network provide an endless choice and access to a huge amount of information from all corners of the globe and contribute to the "natural" acquisition of foreign languages in unity with the culture of their speakers.
REFERENCES
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1. Khamitseva, S. F. Computer technologies in teaching foreign languages / S. F. Khamitseva. - Text: direct // Young scientist. - 2015. - № 8 (88). - C. 1057-1059. -URL: https://moluch.ru/archive/88/17354/
2. Sattibaev I. // Simplified Grammar of English // "ZAMIN NASHR", Toshkent -2022
3. Khamitseva, S. F. Computer technologies in teaching foreign languages / S. F. F. Khamitseva. - Text : direct // Young scientist. - 2015. - № 8 (88). - C. 1057-1059. -URL: https://moluch.ru/archive/88/17354/
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