Innovative technologies as a means of teaching foreign languages

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Integration of Pragmalinguistics, Functional Translation Studies and Language Teaching Processes

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International Scientific Conference, December 18-19, 2021

Innovative technologies as a means of teaching foreign languages

Djalolov Furqat Fattohovich

A teacher of translation and lingvodidactics department of Bukhara State University, Uzbekistan

Email: [email protected]

Raxmatova Shohinur Ilhomovna

A student of foreign languages faculty of Bukhara state university, Uzbekistan

Annotation: This article deals with the essence of credit technology of education as an innovative technology.

Key words: credit technology, innovative, transfer, approach, integration

Today, the transfer to credit technology of education is very important for us, university professors. We are moving from the standard way of transferring ready-made knowledge to students to the development of their abilities, to analysis, logical thinking, since education today is focused on the formation of a thinking, creative personality.

State requirements for the level of training of a graduate make it possible to determine such components of the result of learning a foreign language as a system of skills: phonetically, grammatically, lexically, stylistically correctly, psychologically relaxed to express their thoughts in a foreign language in writing and orally, to conduct a conversation in a foreign language, to possess linguistic means aimed at attracting the attention of listeners, to providing feedback, to understand hearing authentic monologue and dialogical speech, read original fiction, scientific and socio-political literature, interpret the text, enter into a discussion on current problems of cultural, scientific, socio-political life of society in a foreign language.

The credit system of education presupposes mainly independent study of subjects by students, and this requires a serious restructuring of the prevailing stereotypes.

We should help students adapt to the new learning environment and discover their unused opportunities, effectively apply the information they have learned, gradually approach the leadership of their own learning and mobilize their strength and ability to overcome difficulties.

We have to completely overcome all the knowledge gaps that students have by means of the expedient organization of training and the development of initiative. An important goal of a modern teacher is to "teach to learn", i.e. transition of teaching from the "teach-ing" format to the

"learning" format.

A sign of changes in the methodology of teaching foreign languages at the present stage can be considered the fundamental replacement of the "teacher - student - textbook" paradigm with the

"student - textbook - teacher" paradigm.

What is the essence of this replacement? This is a completely new role of the teacher who turns into a consultant from an absolute authority in the classroom that only organizes and guides the educational process. In this case, the role of the student becomes very active, from the object of educational activity the student becomes a more active subject of education.

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This approach to education, known in modern foreign and domestic methods as a "personality- oriented approach" is based on taking into account the individual characteristics of students, their inclinations and interests.

It means transferring control over the learning process to students, significantly increasing the motivation of students and developing their sense of responsibility. Students develop and improve their ability to work in a team, this principle of joint learning contributes to the development of creativity and the growth of academic potential.

Students get out of the habit of “cramming” imposed on them, they have to find original solutions in emerging unusual situations which has a positive effect on the formation of the personality.

The active introduction of innovative technologies in education has a significant impact on the creation of educational systems focused on personal and problem learning. It has been proven that in modern society a highly qualified specialist must be fluent in several foreign languages.

In the age of intercultural communication, special attention is paid to the creation of a multilingual and polycultural personality. Innovative technologies include the use of information, design technologies, as well as technologies of language portfolios.

Information technologies allow diversifying the process of perception and processing of information, expanding the motivational basis of educational activities.

Thanks to the use of multimedia tools, a unique opportunity to own a large object of information with subsequent analysis and sorting is provided.

When using this technology the priority is to reorient the teaching process of the teacher to the student who is consciously responsible for the result of his cognitive activity. This forms the skills of independent mastering of information.

Design technology is also one of the innovative forms of organizing students' independent work.

Projects are subdivided into monoprojects, collective, oral and written.

In practice, mixed projects are often used, in which there are signs of information, creative, research and practice-oriented methods. Working on a project requires a multi-level approach to language learning that encompasses grammar, listening, reading and speaking, promotes active independent thinking and focuses on joint research work which teaches students to cooperate and work in team.

The project method, like no other, improves the quality of learning, activates learning because this method is used in many didactic approaches, is self-motivated which means an increase in interest and involvement in work as it is done; supports pedagogical goals at all levels; allows you to learn from your own experience and the experience of others; brings satisfaction to learners who see the product of their own labor.

One of the important forms of work is the group teaching method which is directly related to the problem method. Both of these methods are active learning methods. Problem-based learning is understood as such an organization of training sessions which involves the creation of problem situations under the guidance of a teacher and an active independent activity of students to resolve them.

Working in a group makes it possible to more often enter into communication with other members of the group, formulate one's position and coordinate actions which can contribute to the development of cooperation, interpersonal competence, and communicative culture.

It is work in a group that allows you to use working time in class more effectively, with greater efficiency, allows you to most effectively achieve predicted learning outcomes and uncover the

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potential of each student, as well as teach students to independently acquire knowledge, providing the necessary conditions for activating cognitive and speech activity of each student of the group, giving each of them the opportunity to comprehend and understand the new language material, to get sufficient oral practice to form the necessary skills and abilities.

Group work is divided into two types: differentiated and unified. With a single work, all groups perform the same tasks. With a differentiated one, different groups perform different tasks within the framework of a topic common to all students.

Groups of students are formed by the teacher before the lesson, of course, taking into account psychological compatibility. It is desirable to form groups not based on gender. Moreover, in each group there should be students with varying degrees of proficiency in a foreign language.

The composition of the group may be different even in one lesson. For example, you can first combine groups with the same interests and offer them the appropriate texts, and then form mixed groups and invite them to prove to each other the interest and importance of each other's passion.

Obviously, that group will be successful where its members will complement each other: one has personal experience on this problem, does well, but does not have the capacity to work; the other is efficient, but not emotional; the third is emotional, extrovert and interested in this issue, although he knows little about its essence; the fourth - has personal experience, but is poorly in time.

The success of the work of this group is explained by the fact that the position of a person in the group is associated, first of all, with his contribution to the common cause.

If the teacher sets a goal: to help weak students, he forms heterogeneous groups, where he provides an opportunity for weak students to better prepare the assignment. If a weak student is ashamed of his ignorance, then it is necessary to make sure that he is not "lonely": another weak student is added to this group, but not so shy.

Probably the creation of a group of weak students, so that they were engaged according to the plan developed for them and carry out tasks intended only for them. They will be able to go out to a general discussion with their results and thus assert themselves in their own eyes and the eyes of their comrades.

A group of 4-6 people is considered optimal. Of course, in a small group, the most favorable conditions are provided for the active speech activity of each of its members. From the point of view of obtaining new information and putting forward new ideas, a small group turns out to be less effective. The following general requirements can be presented to the material and tasks for group work:

1. Assignments should be suitable for group work, ie. contribute to the emergence of different opinions and be the basis for discussion. In other words, tasks should be problematic, create a certain cognitive difficulty, provide an opportunity for active use of existing knowledge and be an impulse to creative thinking, to search for new knowledge and new ways of action.

2. Assignments should have a relatively high degree of difficulty.

3. The structure of the material should be such that it can be divided into independent units, on which different groups or individual students can work within the same group.

Summing up the above, it should be noted that the integrated use of innovative technologies makes the process of teaching foreign languages more effective and diverse.

It should also be emphasized that innovative technologies in teaching foreign languages in universities, of course, should be used along with traditional teaching methods and decisions on

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the composition of these technologies and the degree of their active use should be made by the leading teacher.

The purpose of university teaching a foreign language is the graduate's fluency in a foreign language for communication in his future professional field. A necessary condition for this should be considered such principles as integrity, interdisciplinarity, methodological pluralism, openness of the process of cognition, integration of various kinds of information.

Foreign language teachers need to show interest in the specialties of students of the faculties served, to keep abreast of the main achievements in their respective fields. To ask the profiling faculties and departments to regularly inform them about the topical issues of the students' profession.

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