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Global Collaboration: The web facilitates communication and collaboration beyond geographical boundaries. Students can connect with peers and experts worldwide, fostering intercultural understanding and teamwork on projects.
The Role of the Web in Teaching:
Engaging Lesson Plans: Teachers can leverage the web to create interactive and engaging lesson plans, incorporating multimedia elements, simulations, and online activities. This can cater to the digital generation's learning preferences and keep them motivated. Challenges and Considerations:
Information Credibility: The vast amount of information on the web necessitates the development of critical thinking skills to evaluate the credibility and accuracy of online sources. The Future of Web-Based Learning:
Web-based learning provides interaction between students and instructors. Students can share their ideas with other students, which may help to understand the material better. Prohibits those who are not active learners in a group. Human contact is missing as interaction is relied on electronic communication. The landscape of web-based learning is constantly evolving, with the emergence of new technologies like artificial intelligence, virtual reality, and augmented reality. These advancements hold the potential for even more personalized, immersive, and effective learning experiences. As educators embrace these advancements and navigate the challenges, the web will undoubtedly continue to play a transformative role in shaping the future of education.
References:
1. Understanding Web 2.0», San Murugesan, IEEE IT Professional, 2007
2. «Handbook of Research on Web 2.0, 3.0, and X.0: Technologies, Business, and Social Applications», San Murugesan (Editor), Information Science Research, Hershey.
3. MPAA turns attention to USENET, takes on Torrentspy, Isohunt, others by Ryan Paul February 24, 2006 in Ars Technica.
© Baymyradova S.A., Gurbanova Y., 2024
УДК 37
Dovletmyradova J.,
lecturer of the department of foreign languages.
Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
PRINCIPLES OF TEACHING CORRECT SPELLING IN ENGLISH
Abstract
In teaching foreign languages, the acquisition of correct writing skills has a greater place. From the 1st grade of the core course through the end of high school, students are required to complete the Do's and Don'ts related to correct writing in all grades and classes. Students should be able to write correctly what they have learned from the language. In learning to write correctly, students must follow the rules of writing.
Key words:
foreign language, pedagogy, educational activities, students, young teachers, theory.
Довлетмырадова Дж.,
преподаватель кафедры иностранных языков.
Туркменский государственный университет имени Махтумкули.
Ашхабад, Туркменистан.
ПРИНЦИПЫ ОБУЧЕНИЯ ПРАВИЛЬНОМУ ПРАВОПИСАНИЮ НА АНГЛИЙСКОМ ЯЗЫКЕ
Аннотация
В обучении иностранным языкам большее место имеет приобретение навыков правильного письма. Начиная с 1-го класса основного курса и до окончания средней школы, учащиеся должны выполнять правила, которые можно и нельзя делать, связанные с правильным письмом, во всех классах и классах. Студенты должны уметь правильно писать то, что они узнали из языка. Учась правильно писать, учащиеся должны соблюдать правила письма.
Ключевые слова:
иностранный язык, педагогика, образовательная деятельность, студенты, молодые преподаватели, теория.
In teaching foreign languages, the acquisition of correct writing skills has a greater place. From the 1st grade of the core course through the end of high school, students are required to complete the Do's and Don'ts related to correct writing in all grades and classes. Students should be able to write correctly what they have learned from the language. In learning to write correctly, students must follow the rules of writing.
As is known, the writing of English and German languages is based on three principles: 1. Phonetic principle. 2. Morphological principle. 3. The historical principle.
1. In the phonetic principle, letters are written as they are pronounced, or in other words, each letter stands for a sound. The application of these principles is not the same in all languages. For example, in English, the historical principle is very important. In German, phonetic and morphological principles prevail. Therefore, these principles should be given primary attention in developing good writing skills.
2. In the morphological principle, morphological rules are followed regardless of how words are read. For example, in English: last+ed, play+ed, ask+ed.
3. When following the historical principle, the spelling rules of certain words refer to their reading rules several centuries ago. Over time, the pronunciation of some words has changed, but the current spelling is based on the historical pronunciation of those words. For example: it is obvious that the English word "know" was historically read as [Know]. The spelling of this word obeys its historical pronunciation, not the current one, or the word "name" was historically read as [name] and is written following that previous spelling.
Students have some difficulty spelling words that fall within the minimum vocabulary of high school. It is necessary to consider those difficulties in teaching writing. The main problem is that the sounds and letters do not match. For example, words written based on the phonetic principle are considered easy, words written based on the historical principle are considered difficult. Therefore, categorizing words according to spelling difficulties is a good way to teach spelling. According to spelling, difficult words can be divided into five groups:
The first group includes words that are written based on the phonetic principle. For example, in English: bed, not, sit. These words have the same number of sounds and letters. Students can easily write words belonging to this group.
Some of the letters written in the words belonging to the second group are not pronounced. For example,
in English: open, conditional open syllables: nine, lake, rose.
The third group includes words that consist of different letters and have letter combinations that make one sound. For example: in English: ir, er, ur letter combinations mean /o:/ sound.
The fourth group consists of words that contain accented, unaccented, accented and unaccented letter combinations. For example, in English: ee, ea, oo, oi, ou, au, el, ol, al, wh, vr, aw, ow, ev, al, ild.
The fifth group composes written texts based on the historical principle. This group consists of the most difficult words to spell. For example, in English: one, two, daughter, busy. Words belonging to groups 4-5 make up 65% of the school's lexical minimum. The words of these two groups are difficult to spell. This evidence should be taken into account when teaching the correct spelling of English words. In the early stages, it is useful to teach students how to write based on spelling rules. For example, in English, the spelling of words in open and closed syllables. One of the ways to teach spelling in a foreign language is to transfer the existing knowledge and skills of spelling in Turkmen language to English as much as possible. For example, in English, the spelling of the words: sport, doctor is similar to the spelling of the words of the Turkmen language. Список использованной литературы:
1. Антонова И.И., Рыжова Л.Н. Усвоение лексики английского языка с помощью ЭВМ в старших классах. Ж. «ИЯШ», 1989, № 5.
2. Барышников Н.В. О преемственности целей обучения иностранному языку в средней школе и в вузе. Ж. «ИЯШ», 1989, № 5.
3. Рогова Г. В. Методика обучения английскому языку. (На английском языке) Л., 1975.
© Dovletmyradova J., 2024
УДК 37
Ekeyeva G.,
instructor.
Oguz han Engineering and Technology university of Turkmenistan.
Serdarova G., instructor.
Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
TEACHING VOKABULARY AT THE LESSONS OF ENGLISH Abstract
In order to know any language, it is necessary to study its structure and vocabulary well. Since words form the material basis of language, it is impossible to master other parts of the language without learning them well. Even if you know other parts of the language, you can't have a conversation if you don't know the words. For example, if you know about 100 grammatical and phonetic rules and 5 words, you will not be able to have a conversation. But on the contrary, if you know 5 rules and about 100 words, you can organize a small conversation.
Key words:
foreign language, pedagogy, educational activities, students, young teachers, theory.
