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2Oriental Renaissance: Innovative, educational, natural and social sciences
SJIF 2024 = 7.404 / ASI Factor = 1.7
THE USE OF INTERNET RESOURCES TEACHING A FOREIGN LANGUAGE IN LISTENING SKILL
Abdisalimova Kamola Sanjar kizi
Master's student of Termiz University of Economics and Service
Phone: +998996221373 e-mail: kamola_abdisalimova@mail.ru
ABSTRACT
This article highlights the concept of listening and discusses the main ways to use Internet resources in teaching listening to students. On the basis of theoretical generalization of information resources the activation of educational and cognitive activity of students at the expense of the increased dynamics of training on professionally oriented foreign language and intercultural communication is investigated.
Key words: listening, language, English, school, pupils, Internet resources, media.
АННОТАЦИЯ
В данной статье освещается понятие аудирования и рассматриваются основные способы использования Интернет-ресурсов в обучении студентов аудированию. На основе теоретического обобщения информационных ресурсов исследуется активизация учебно-познавательной деятельности студентов за счет повышения динамики обучения профессионально-ориентированному иностранному языку и межкультурному общению.
Ключевые слова: аудирование, язык, английский язык, школа, учащиеся, интернет-ресурсы, СМИ.
INTRODUCTION
The internet is indeed a valuable resource for teaching and learning English. There are numerous websites, apps, and online platforms dedicated to language learning, offering a wide range of materials such as interactive exercises, grammar explanations, vocabulary builders, and language practice through audio and video content. Additionally, there are forums and communities where learners can interact with native speakers and other learners to practice their language skills. Many educational institutions also offer online courses and resources for English language learners, making it more accessible for people around the world to improve their English proficiency.
SJIF 2024 = 7.404 / ASI Factor = 1.7
MATERIAL AND METHODS.
The internet is incredibly significant for teaching English listening skills due to the abundance of audio and video resources available. Here are a few ways in which internet resources can be particularly beneficial for teaching English listening:
1. Access to Diverse Content: The internet provides access to a wide range of authentic listening materials such as podcasts, news broadcasts, interviews, and videos covering various topics and accents. This exposure to diverse content helps learners develop their listening comprehension and adapt to different speaking styles.
2. Interactive Listening Exercises: Many websites and apps offer interactive listening exercises and quizzes that allow learners to practice listening to spoken English in a structured and engaging way. These exercises often include comprehension questions and activities to reinforce understanding.
3. Real-life Contexts: Internet resources often present English in real-life contexts, helping learners understand how the language is used in everyday conversations, presentations, and discussions. This exposure can improve students' ability to comprehend English in practical situations.
4. Self-Paced Learning: Online resources allow learners to practice listening at their own pace, enabling them to rewind, pause, and replay audio or video content as needed. This flexibility can be particularly helpful for individualized learning.
5. Opportunities for Authentic Interaction: Through online platforms, students can engage with native speakers through video calls, language exchange forums, and social media, providing valuable opportunities for real-time listening practice and interaction. In modern society the content of foreign language is changing. The amount of information that the students have to absorb has increased significantly, so it is important to use different information resources. Learning a foreign language in a nonlanguage university is a complex process, the main purpose of which is a development of the student's personality, ability and desire to participate in intercultural communication in the language they learn and improve1.
RESULT AND DISCUSSION.
The global Internet network allows finding any information. With the help of Internet resources, the educational and cognitive activity of students is intensified due to the increased dynamics of learning. Students directly in the process of communication accumulate and consume knowledge of professional oriented language and intercultural communication. The basic set of Internet services includes:
- e-mail, teleconference, videoconference;
- the ability to publish your own information;
1 Oskoboyna R. L. Basics of listening training: textbook. - Kyiv: Osnova, 2014. - P.81.
SJIF 2024 = 7.404 / ASI Factor = 1.7
- access to information resources;
- reference directories: search, live communication on the network2.
In practice, new teaching methods are used for listening by teachers, which include computer technology, Internet sites and Skype. Students are able to search for additional information at the Internet and teachers - additional information in English classes.
The process of listening begins with the perception of speech, during which the listener converts sound (if he can see the speaker then visual) images through the mechanism of internal speech. The presence of visual components during listening, which are perceived by the visual analyzer, have a positive effect on the process of perception and comprehension of the text by ear. The visual component effects on the cognitive sphere of the listener. Visual supports such as gestures and facial expressions help to understand the meaning of speech. Well-known German researcher Barbara Leipz approved that the process of listening requires the joint work of many mental processes. Imagination, attention, thinking are activated during the perception of speech by ear. Therefore, the student should be focused, listen carefully and try to remember what he heard. The presence of unfavorable conditions for the recipient complicates the understanding of audio text3.
For effective listening in the process of learning English, the teacher needs to create appropriate conditions. Students may have some difficulties while listening, so it is important to teach students to overcome difficulties by creating appropriate conditions in a foreign language environment. Due to the use of Internet resources in foreign language classes simply requires a virtual environment, as it allows you to go beyond space and time, provides the opportunity to communicate with real speakers (native speakers) on various topics4.
The materials of the global Internet can be used both in class with a group and for individual and independent work. Such work will be more interesting compared to traditional forms. In other words, online resources are a valuable information base for education. Students participate in testing and professional and personal interests. Students take part in competitions, held on the Internet, as well as chats, conferences, correspond with friends, and receive information on various issues. Let's take a closer look at some computer technologies in English listening teaching that help
2 Petrova O.I. Listening and its problems: textbook. - Kyiv: Svit znan, 2008. - P. 19.
3 Crystal D. Language and the Internet. IEEE Transactions on Professional Communication, 45, - p. 142-144.
4 Rinatovna, G. A., Shamsunovna, N. A., Muzaffarovna, A. N. Using information and communication technologies to develop writing competence of students at the lessons of the English language. Вестник науки и образования, 2019. -p. 8-10.
SJIF 2024 = 7.404 / ASI Factor = 1.7
students to develop a communicative component of professional foreign language competence while studying them directly in real life. CONCLUSION.
Listening is the understanding of speech by ear. It is extremely important, because it is the basis of communication, the mastery of oral communication begins with the listening practice. There are some difficulties with the perception of oral speech, so the teacher and students must be responsible. They should pay enough time to listening practice regularly, and do it step by step. The use of the Internet, in our opinion will contribute to the formation of general and professional competencies of specialists, improve the quality and training in a non-language university.
REFERENCES
1. Oskoboyna R. L. Basics of listening training: textbook. - Kyiv: Osnova, 2014. -340 p.
2. Petrova O.I. Listening and its problems: textbook. - Kyiv: Svit znan, 2008. -130 p.
3. Crystal D. Language and the Internet. IEEE Transactions on Professional Communication, 45, - p. 142-144.
4. Rinatovna, G. A., Shamsunovna, N. A., Muzaffarovna, A. N. Using information and communication technologies to develop writing competence of students at the lessons of the English language. Вестник науки и образования, 2019. - p. 8-10.
