THE ROLE OF ICT IN TEACHING METHODS OF TEACHING LANGUAGE TO SCHOOLCHILDREN Kashkadarya Region, Shakhrisabz district school, Uzbekistan; 18th State Preschool Education Organization «Mumtoz» under the Department of Preschool Education of Chirchik city, Tashkent region, Uzbekistan

scientific journal of the modern education & research institute • The Kingdom of Belgium

the role of ict in teachinG methods of teachinG lanGuaGe to schoolchildren

djumanova elmira Salomovna

Kashkadarya region, Shakhrisabz district, 4-school teacher of english language

Soyipova Manzura Zayidovnani educator of the 18th State Preschool education organization «Mumtoz» under the department of Preschool education of chirchik city, tashkent region

abstract

The purpose of the study is to evaluate the importance of ICT usage in teaching foreign languages in school and the development of practical recommendations to enhance the effectiveness of foreign language teaching using ICT. Language is one of important part of education system. To learn a new language gives opportunities to open new world, new culture and new steps to students. This research will investigate some modern skills of teaching language in school.The paper summarizes the most effective types of ICT for the development of linguistic and communication competence of students: PowerPoint presentation, correspondence by email, training programs on CD-ROM, internet resources in teaching of foreign languages. In the study the full description of the above mentioned types of ICT is given.

Keywords: ICT (information and communication technologies); teaching and learning foreign languages traditional curriculum, individual skills, project-based approach, grammar, vocabulary.

introduction

In the twenty-first century, there are tremendous changes in the field of communication. As a result, people all over the world can communicate easily with each other. Since language plays a major role in communication, people need to learn a language that is widely spoken all around the world. As English the language that is spoken in all the regions and countries of the world, it has attained the status of an international language or global language. The English language learners learn English in order to fulfill their life ambitions, desires and goals. So, they have to learn all the four skills of the English language viz. listening, speaking, reading and writing. Since there is more demand for communication skills in the global market, the teachers have started teaching communication skills in the regular English classrooms. Moreover, the learners have also realized that they have to acquire effective communication skills to sustain in their professions once they finish their studies. As speaking and writing skills are the part of communication skills, having proficiency in speaking is more needed in the modern world.

Every language teacher dreams of teaching effectively, of knowing that the lessons they’re lobbing daily are hitting their marks and helping their students master the language.

The current stage of development of the society puts in front of the O‘zbekiston education system a number of fundamentally new problems which are caused by the political, socio-economic, philosophical and other factors. Among them we should highlight the need to improve the quality and accessibility of education, increase academic mobility, integration into the world of scientific and educational space, creating educational systems optimal in economic terms, improving the university corporatism and strengthen the links between the different levels of education.

One of the effective ways to solve these problems is the informatization of education. Improving of means of communication has led to significant progress in the exchange of information. The emergence of new information technologies associated with the development of computer equipment and telecommunications networks has made it possible to create a qualitatively new information and educational environment as the basis for development and improvement of the education system.

Information and communication technologies (ICT) are of key importance at all levels of the educational system. At each stage of cognitive activity, research and practical applications in all branches of knowledge ICT perform both the functions of tools and objects of knowledge. Consequently, ICT innovations not only provide a revolutionary development in this branch of knowledge, but also have a direct impact on the scientific and technological progress in all areas of society. Thus, information and communication technologies are a class of innovative technologies for the rapid accumulation of intellectual and economic potential of strategic resources, ensuring sustainable development of society. This paper discusses the opportunities of ICT, the ways of their realization in the Russian system of higher education training on an example of a discipline «Foreign language».

Scientists have different approaches to the definition of ICT concepts. In the scientific literature can be found the following terminology: «IT training», «computer-based training technology», «new information technologies in education» or «NIT Education», «multimedia educational technology», etc. This indicates that the essence of ICT concepts, used in education is still not well established.

We can see that, speaking of Ict, in some cases, scientists point to a specific research area, in other – on a particular way of dealing with information. At the same time, the analysis of the literature on the investigated problem allows us to speak about the complex of knowledge, the ways and means to work with information resources, and about technical resources, which scientists have linked with the technological chain, ensuring the accumulation, storage, classification, output and distribution of information (Kayser, 2009; Lyubova, Bilyalova, Evgrafova, 2014; McKenzie, 2000; Russell1997,Sorin 2005). A lot of works deal with the question of using technology in teaching English (Dudeney, 1985; Wright, 2008; hartoyo, 2008). Some scholars have noted that the widespread use of identified technologies can significantly increase the effectiveness of active learning methods to all forms of organization of educational process in the study of a foreign language, namely: practical, individual lessons, during independent work (Nadolskaya, 2014). Other scientists have considered the use of ICT as a means of increasing motivation, commitment to the systematic study of a foreign language, which allows to obtain quick results in learning a foreign language (Wheeler, 2001). The use of Ict in the educational process directed to the full immersion of students in the language environment that contributes to the formation and development of their communicative competence, the part of which is the socio-cultural competence. It equips learners with digital age literacy, inventive thinking, creative thinking, higher-order thinking, effective communication, and high productivity (Tinio, 2002).

Based on interpretations of scientists T.A. Lavina, I.V. Robert and others (Lavina,2014; Robert,1994) let us give our own definition of the ICT, which will be viewed as a set of methods and techniques designed to collect, organize, store, process, transmit and present the information which enlarge the socio-cultural knowledge of students and provides them with a socio-cultural competence.

Methodology.The study was conducted in 2 stages. The first stage is the study of the problem of the use ICT in teaching foreign languages, based on the literature on methodology, psychology, educational theory and practice; also it includes identification of specific ICT requirements, which ensure the development of linguistic and communication competence and increase the interest and motivation of students. The second stage included the analysis and synthesis of experimental work on the use of ICT on the lessons of a foreign language, assessment of ICT as a means of improving the efficiency of the process of teaching a foreign language.

The group of the second year students of the Philology Department were chosen randomly to be the sample of the study. The total number of the students was 50. The students of this group were appointed randomly into two groups; the control group which had (25) students, and the other experimental group which had (25) students. All the students included in this study had the same learning experience and used the same text books. Students during the second term were selected to achieve the purpose of this study. The second term is the important stage in which students’ language proficiency is an indicator of their language competence. In order to achieve the purpose of the study, the researcher developed a set of research

instruments: Reading Comprehension Test and Grammar Test. Both Tests consisted of 17 multiple choice questions. Students were given fifty minutes to answer the questions. Test items had choices, only one of which was correct. The potential of ICT in creating the foreign language competence of students of school when learning a foreign language. One of the effective ways to improve the quality of teaching foreign languages is the informatization of education. The use of ICT in learning a foreign language helps to intensify and personalize learning, promotes interest in the subject, makes it possible to avoid subjective assessment. In addition, the ICT contribute to overcoming the psychological barrier of students to the use of a foreign language as a means of communication.

It should be noted that ICT is both a material supply means and the controlling means. New technologies make it possible to individualize the learning process in the pace and depth of the course. Such differentiated approach gives a great positive, because it creates the conditions for the success of every student, causing the students’ positive emotions, and thus affects their learning motivation.

In contrast to conventional techniques while using interactive forms of teaching a student itself becomes the main acting figure and itself opens the way to assimilate knowledge. The teacher in this situation acts as an active assistant, and his main function is to organize and promote the learning process.

Thus, the following digital resources can be effectively used at foreign language lessons: Power Point presentation (PP), tests, training programs on CD-ROM, online tutorials, educational Internet resources. In our opinion, multimedia presentations, e-learning software and educational Internet resources are of great educational potential, the description of which we shall discuss in detail.

Here we should emphasize that each teacher applying ICT on foreign language lessons, should be aware that any educational technology should meet the following methodological requirements: ➢ conceptuality: the scientific concept that includes psychological and socio-pedagogical substantiation of the achievement of educational goals; ➢ consistency: the presence of all characteristics of the system (the logic of the process, interrelation of all its parts, integrity); ➢ efficiency: ensuring results that match educational standards; ➢ flexibility: the ability of variations in the content to ensure comfort and freedom of interaction between the teacher and students with the specific pedagogical reality; ➢ dynamics: the possibility of development or transformation of technology; ➢ reproducibility: the possibility of the use of technology by other teachers in this educational institution or in others.

Differentiate — and using multiple modalities. All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

As a result, a comprehensive study found that the most effective for the development of linguistic and communication competence of students are the following types of ICT: PowerPoint presentation, correspondence by e-mail, training programs on CD-ROM and internet resources.

Conclusion. The importance of the use of ICT in the formation of linguistic competence of students of school in learning foreign language is argued and proven in practice. Conducted pedagogical experiment showed that the use of ICT has a positive impact on the quality of teaching a foreign language. Finally, the study demonstrated that the integration of ICT in the process of teaching a foreign language makes it more dynamic, information-intensive, helps efficiently organize the learning process, increases the efficiency of formation of communicative competence, provides a positive motivation of learning and cognitive activity of students, facilitates the activation of independent work of students. On the basis of the foregoing, it can be argued that the use of ICT is a promising direction in foreign language teaching and needs further study.

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