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APPLICATION OF MULTIMEDIA AND INTERACTIVE MATERIALS IN FOREIGN LANGUAGE TEACHING IN NON-PHILOLOGICAL HIGHER EDUCATIONAL INSTITUTIONS Ergasheva N.K. Email: Ergasheva17147@scientifictext.ru
Ergasheva Nigora Kurbanovna - Senior Teacher, DEPARTMENT OF FOREIGN LANGUAGES IN NATURAL SCIENCES, FACULTY OF FOREIGN LANGUAGES,
FERGANA STATE UNIVERSITY, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion considers the application of multimedia and interactive materials in foreign language teaching in non-philological higher educational institutions. The author of the article believes that the use of multimedia and interactive materials opens up new opportunities in organizing the learning process in foreign language learning. With the advent of multimedia learning tools, a new information and educational environment is created, which increases and enriches the content of the educational process, motivates students to learn a foreign language and there is close cooperation between teachers and students.
Keywords: foreign language teaching, multimedia technology, learning process, PowerPoint, SMART Board, communication, teacher, project.
ПРИМЕНЕНИЕ МУЛЬТИМЕДИЙНЫХ И ИНТЕРАКТИВНЫХ МАТЕРИАЛОВ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ В НЕФИЛОЛОГИЧЕСКИХ ВУЗАХ Эргашева Н.К.
Эргашева Нигора Курбановна - старший преподаватель, кафедра иностранных языков по естественным наукам, факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан,
Аннотация: данная статья рассматривает применение мультимедийных и интерактивных материалов при обучении иностранному языку в нефилологических вузах. Автор статьи считает, что использование мультимедийных и интерактивных материалов открывают новые возможности в организации учебного процесса при обучении иностранному языку. С появлением мультимедийных средств обучения создается новая информационная образовательная среда, которая повышает и обогащает содержание образовательного процесса, мотивирует к изучению иностранного языка со стороны студентов и наблюдается тесное сотрудничество между преподавателем и учащимися.
Ключевые слова: обучение иностранному языку, мультимедийные технологии, учебный процесс, PowerPoint, SMART Board, коммуникативный, преподаватель, проект.
UDC 372.881.1
Nowadays, when the necessity of mastering foreign languages is realized by many layers of society, modern communicative-oriented education prepares students of non-philological higher educational institutions for using a foreign language in real life, for cultural, professional and personal communication with representatives of other social traditions and social devices. In this regard, the search for new and more effective methods, techniques and approaches for teaching foreign language culture in order to maintain the sustained interest in the study of a foreign language and to develop the information competence of students in learning a foreign language in the absence of the native language communication environment is particularly acute.
One of the leading trends in the modernization of society is the development of multimedia technologies and their penetration into various spheres of social life. The use of multimedia technologies opens up new opportunities in the organization of the learning process, as well as the development of creative abilities of students. At present, multimedia technologies are one of the most rapidly developing areas of new information technologies in the educational process [1].
Today, there are many multimedia means of teaching a foreign language, which are designed to teach different activities: reading, writing, listening, speaking; explanation and repetition of various grammatical material with the appropriate tasks and exercises both for self-study and a group work.
A teacher can use self-generated development tools such as PowerPoint presentations. This program is also convenient for students to perform creative project work and then demonstrate it to the audience. Advantages of a project work are known already for a long time and are used in teaching of various subjects, including a foreign language. The students are involved in creative research process, after all projects is a personally-oriented kind of work as they write about themselves, their family, house, hobbies. When preparing a project, they study interesting topics, write, dig through reference books, talk to other people, look for photographs, and even make audio and video recordings themselves. Implementation and presentation of projects gives students with different levels of language skills the opportunity to speak and express themselves on a particular topic, which contributes to the development of cognitive activity, imagination, self-discipline, skills of the collaborative activities.
Many interactive software tools allow students to access sources on the Internet, which helps students better understand and absorb the material they are learning. Now the most versatile technical tool for learning is electronic interactive whiteboards, such as the SMART Board [2]. SMART Board is a set of the modern technology consisting of an interactive whiteboard, computer and projector. These three simple things make it possible to work wonders in class. Electronic interactive whiteboards are an effective way to introduce electronic content and multimedia materials into the learning process. The lesson material is clearly drawn on the interactive whiteboard screen and directs each learner to active productive activity. Prepared beforehand thematic texts in a foreign language, training and checking exercises, colorful pictures of different character, the material of foreign language multimedia disks, audio and video materials are used to introduce or activate the material of the lesson, repeat or fix lexical units and grammatical structure of the language, control and self-control of acquired knowledge [3].
Advantages of the SMART board:
• Simple and convenient native language interface;
• the program works with the whiteboard of any model;
• it includes an extensive collection of ready-made objects (pictures, backgrounds, interactive elements, etc.), which can be constantly updated with their own materials.
• It is very convenient for preliminary preparation of materials (information series), which will be used by the teacher on the interactive whiteboard;
• it can be installed on any PC, including a home PC;
• the program and its maintenance elements are free and available on the manufacturer's website;
• there are already quite a number of methodological materials available to work with this program.
Another option is to create attachments that allow you to insert a copy of a file, a hyperlink to a file or a shortcut to a file. And we can open presentation, Word document, spreadsheets, web-pages, etc. directly from the program. It is possible to create hyperlinks in the program:
• to a web-page; to a specific page in the presentation you are currently working with;
• to any file on the computer you are working with;
• to the current attachments, if you already have them.
To prepare for the lesson, a special program has been developed - Smart Notebook. The program allows you to create a presentation consisting of individual pages, which are saved to a file with the extension notebook. Accordingly, you can create material for the lesson on any computer where the program is installed, and then save, transfer the file to a computer connected to the interactive whiteboard, and conduct the prepared lesson. In addition, we can export the file in PDF or PowerPoint format, web-page, graphic image.
Thus, it is believed that the use of interactive SMART whiteboard significantly helps to improve the effectiveness of learning, as it provides great opportunities to use the visibility of the material, quick search for additional information (with direct access to the Internet), creative approach to foreign language classes in non-philological higher education institution [1].
References / Список литературы
1. Zakharova I.G. Information technologies in education: [Textbook for higher educational
institutions] / I.G. Zakharova. Moscow: Academy, 2003. 188 р.
2. Akramova N.M., Nigmatullina A.Sh., Galiakberova A.R. Fostering the process of learner autonomy in foreign languages classrooms // Problemy Nauki, 2019. № 11-2 (144). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/fostering-the-process-of-learner-autonomy-in-foreign-languages-classrooms/ (date of access: 11.02.2020).
3. Galiakberova A.R, Nigmatullina A.Sh., Akramova N.M. Using information and communication technologies to develop writing competence of students at the lessons of the English language // Vestnik nauki i obrazovaniya, 2019. № 20-3 (74). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/using-information-and-communication-technologies-to-develop-writing-competence-of-students-at-the-lessons-of-the-english-language/ (date of access: 11.02.2020).
METHODOLOGY OF TEACHING PROVERBS AND SAYINGS OF ENGLISH IN GENERAL EDUCATION SCHOOLS Abbasova N.K. Email: Abbasova17147@scientifictext.ru
Abbasova Nargiza Kabilovna - Senior Teacher, ENGLISH LANGUAGE DEPARTMENT, FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the issues of teaching proverbs and sayings of English in general education schools. The author considers that in recent years the issue of applying modern methods of teaching foreign languages in general education schools and their effective use for improving the quality of teaching foreign languages to students, forming and developing their communicative culture has been raised more often. Real practice shows that teachers sometimes set pedagogical tasks in accordance with the disclosure of certain learning material, rather than based on the possibilities and prospects of students' development. The use ofproverbs and sayings as a method of organizing learning is one of the best ways to make a lesson bright, rich and extraordinary, and most importantly, interesting for students, which certainly contributes to better memorization. Keywords: proverbs, sayings, teaching methods, students, certain, educational, material, communicative, foreign language, development, use, promote.
МЕТОДИКА ПРЕПОДАВАНИЯ ПОСЛОВИЦ И ПОГОВОРОК АНГЛИЙСКОГО ЯЗЫКА В ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛАХ
Аббасова Н.К.
Аббасова Наргиза Кабиловна - старший преподаватель, кафедра английского языка, факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы преподавания пословиц и поговорок английского языка в общеобразовательных школах. Автор статьи считает, что в последние годы всё чаще поднимается вопрос о применении современных методов преподавания иностранных языков в общеобразовательной школе и их эффективном использовании для повышения качества обучения иностранным языкам учащихся, формирования и развития их коммуникативной культуры. Реальная практика показывает, что иногда учителем ставятся педагогические задачи в соответствии с раскрытием определенного учебного материала, а не исходя из возможностей и перспектив развития учащихся. Использование пословиц и поговорок как прием организации обучения является одним из наиболее лучших способов сделать урок ярким, насыщенным и неординарным, а главное интересным для учащихся, что, безусловно, способствует лучшему запоминанию.
Ключевые слова: пословицы, поговорки, методика преподавания, учащиеся, определенный, учебный, материал, коммуникативный, иностранный язык, развитие, использование, способствовать.
UDC 372.881.1
In recent years, the issue of using modern methods of teaching foreign languages in general educational schools and their effective use to improve the quality of teaching foreign languages to
