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The object of the course paper
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| bet | 2/7 | | Sana | 13.06.2022 | | Hajmi | 69.01 Kb. | | #23598 |
Bog'liq Alijonova Gulnora Developing vocabulary by using effective language learning strategies Assessment 1 (Topshiriq), 0002kUYISH DARAJALARI YORDAM KO`RSATISH, L ishi Andijon mashina-WPS OfficeThe object of the course paper is the process of teaching foreign language vocabulary.
The subject of the course paper is the character and complex of exercises for teaching vocabulary which are the most efficient for mastering the foreign language.
The aim of the course paper is to develop the methodic of teaching vocabulary and suggest such exercises which will stimulate the teaching process.
The tasks of the course paper are the following:
determine the main patters of difficulty in vocabulary;
characterize the specific features of the vocabulary introduction;
give effective methodologies in teaching the English language vocabulary;
investigate the key strategies in teaching vocabulary;
and specify the ways of determining the vocabulary comprehension.
The practical value of the course paper is to develop methodical approaches to teaching vocabulary.
The structure of the course paper: introduction, four plans, conclusion, references.
MAIN PART:
1.Modern information technology as a means of learning English language
The task of teachers is to create the conditions of practical language learning for each student to choose such methods of training that would enable every student to show their activity, their creativity. The task of the teacher is to increase student’s cognitive activities in learning foreign languages. Modern educational technologies such as cooperative learning, project method, the use of new information technologies, the Internet help to implement student-centered approach to training, provide individualized and differentiated learning, taking intoaccountthe capacities of children, their level of training, inclinations, etc.
Forms of work with computer training programs for foreign language lessons include:
- learning vocabulary;
- pronunciation;
- training dialogical and monological speech;
- teaching writing;
- refinement of grammatical phenomena.
The possibilities of using the Internet resources are enormous. The Internet creates the conditions for obtaining all necessary information for students and teachers held anywhere in the world: cross-cultural material, news from the lives of young people, articles from newspapers and magazines, necessary literature, etc. In this paper, the goal is to bring the methodology of teaching foreign languages in schools according to the development of modern information technologies. At foreign language lessons using the Internet we can solve a number of teaching tasks: to form the skills and abilities of reading, using material from the global network to improve the skills of writing of the students; to improve the vocabulary of the students; to form schoolchildren’ s sustained motivation to the learning of English language. In addition, the aim of this work is to explore the possibilities of Internet technologies, to expand student’s horizons, to develop and maintain the business relationships and contacts with their peers of other countries.
Students may participate in testing, in quizzes, contests and competitions held over the Internet, to correspond with peers from other countries, participate in chat rooms, video conferencing and etc. Students can obtain the information on the issue, on which they work at this moment with their project. This may be the joint work of Kazakh schoolchildren and their foreign counterparts from one or more countries.
New information technologies in teaching foreign languages One of the most revolutionary advances in recent decades, which greatly influenced on the educational process throughout the world, was the creation of the global computer network known as the Internet, which literally means "international network"(England, international net).The use of cyberspace for training purposes is a totally new direction in general didactics and private methodic, because the changes affect all aspects of the educational process, from choosing the techniques and style of the work, ending with the changing of requirements to the academic level of students.Comprehensive basis of mass computerization of education stems from the fact that the modern computer is an effective means of optimizing the conditions of intellectual work in general, in any form. Williams R. V. and Mackley C., in their article wrote: "There is one peculiarity of the computer, which is revealed when using it as a device to train others, and as an assistant in the acquisition of knowledge, it is his in animation. The machine can "friendly" chat with the user and in some moments “support” it, but it will never show the signs of irritability, and will not make feel that it was bored. In this meaning, the use of computers is perhaps the most useful for the individualization of certain aspects of teaching».
Communicating in real language environment provided by the Internet, students find themselves in real life long situations. Involved into the solution of a wide range of meaningful, realistic, interesting and achievable objectives, the students learn spontaneously and adequately respond to them, which stimulate the creation of original expressions, but not a manipulation of linguistic expressions.
Mastery of communicative and intercultural competence is impossible without the practice of communication and the use of Internet resources on foreign language lessons, it is simply irreplaceable: virtual environment Internet allows going beyond the temporal and spatial scope, giving its users the opportunity to authentic communication with real relevance to the interlocutors on both sides of the topic. Nowadays, the priority is given to communication, interactivity, authenticity of the communication, the study of language in cultural context, autonomy and humane of education. These principles make it possible to develop intercultural competence as a component of communicative ability. The final goal of learning foreign languages is the learning of free orientation in the foreign language environment and the ability to react in different situations, i.e. communication. New views on the results of learning contributed to the emergence of new technologies and refusal from outdated ones. Today, new methods of using Internet resources are opposed to the traditional foreign language instruction.
The concept of "traditional" is associated primarily with memorizing the rules and implementation of language exercises, i.e. "with talk about language instead of communication in language". Many teachers are still convinced that "the vocabulary+ useful structures = language", and it lies at the heart of the learning process. To teach communication in a foreign language, you must create a real, real life situations (I e, what is called the principle of authenticity of communication), which will stimulate the study of material and develop adequate behavior. The new technologies, particularly the Internet is trying to correct this mistake.The communicative approach - a strategy that models communication, aimed at creating a psychological and linguistic readiness to communicate on a conscious understanding of the material and methods of action with him, as well as on the awareness of the requirements for effectiveness of expression. For the user, the implementation of the communicative approach in the Internet is not particularly difficult. Communicative task must offer students a problem or question for discussion, and students do not just share information but also evaluate it. It is important that such task makes possible the flexible use of knowledge and skills of students. The basic criterion that allows distinguishing this approach from other types of training activities is that students choose their own language units to process their thoughts. They have the opportunity to express themselves and their experiences through language as a person, namely a person placed in the center of theories of education for the future. The communicative approach is largely aimed at the student, answering the basic criteria of modern didactics.Using the Internet in the communicative approach is the best motivated: its aim is to interest students in learning a foreign language through the accumulation and expansion their knowledge and experience. The students should be prepared to use the language for real communication outside the classroom, for example, during visits to the country the language is spoken, during the reception of foreign guests at home, correspondence, the exchange of audio and video tapes, the results of assignments, etc. with schools or friends in the target language country. The term communication skills should not be understood narrowly pragmatic. We cannot disagree with Bim I.L. those communication skills "is not reducible only to the establishment by speaking of social contacts, to mastering the language of tourism. This is the communication of the individual to the spiritual values of other cultures - through personal contact and through reading. "This approach, implemented in the Internet, attracting students by focusing on topics that interest them and allowing them to choose texts and tasks to achieve the objectives of the program. Communicative ability of students is developed through the Internet namely, through their involvement in a wide range of meaningful, realistic, having the sense and achievable objectives, the successful completion of which gives satisfaction and enhances their self-confidence”
Communicative language teaching through the Internet emphasizes the importance of development students' ability and their desire to use foreign language for effective communication. The primary importance is attached to understanding, to transfer of content and expression of meaning, and the study of structure and vocabulary of a foreign language serves this purpose. In addition to the communicative needs, the students need to master the technique of the Internet to be more responsible for their own learning[5, p.48]. They need to develop the ability to cope with a situation where their language resources are not adequate enough, to have good study skills, the ability to evaluate their own speech and successes, as well as the ability to identify and solve educational problems. The development of students independence through a global network is a gradual process that must be constantly encouraged. Perhaps the most important task facing language teachers is to find the best ways to lead students to a gradually increasing independence.We need time to create the communication through Internet. It is necessary to maintain the socio-psychological atmosphere in which the student is involved, the confidence that he is respected as a person with his own views, interests, strengths and weaknesses, and preferred for Pego learning style. The atmosphere is characterized by this spirit of mutual assistance, in which foreign language learning through the Internet is a socially-conditioned experience.Teaching of the original language, the Internet helps form the skills of speaking, as well as in teaching vocabulary and grammar, providing a genuine interest and, consequently, efficiency.
Moreover, the Internet develops skills that are important not only for foreign language. This is primarily due to the mental operations: analysis, synthesis, abstraction, identification, comparison, verbal and semantic prediction and pre-emption, etc. Thus, skills and abilities that are generated using Internet technologies are beyond the foreign language competence, even in the "language" aspect. Internet develops social and psychological characteristics of students: their self-confidence and their ability to work as a team, creating a favorable atmosphere for teaching speaking as a means of an interactive approach.Interactivity does not simply create a real-life situation, but it also forces students to adequately respond to them through the foreign language. And when it starts to get, we can speak of language competence. Even in the presence of errors. The main skill spontaneously, harmoniously respond to the statements of others, expressing their feelings and emotions, we can consider interactivity as a way of self-development through the Internet: the ability to watch and copy the use of language, skills, behavior patterns of partners; retrieve the new values issues during their joint discussions.
Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. It is their complex interplay that determines the speed and facility with which the new language is learned.
Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.1
Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.
Motivation: Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don’t.Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.
Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven’t. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn’t had such experiences.
Cognition: In general, it seems that students with greater cognitive abilities will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.
Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren’t. So, for example, a Dutch child will learn English more quickly than a Japanese child.
Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.
Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students’ English language development, and makes certain accommodations, will contribute to their linguistic development.
Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.
Motivation: Students who are given continuing, appropriate encouragement to learn by their teachers and parents will generally fare better than those who aren’t. For example, students from families that place little importance on language learning are likely to progress less quickly.Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition2.
Learning a second language is a complex brain activity that involves listening, speaking, reading and writing. According to linguistics expert Stephen Krashen, you can learn a second language in one of two ways: You can ‘acquire’ it, as a child does if he/she grows up hearing more than one language spoken consistently, or you can ‘learn’ it, studying the language’s rules, structures and vocabulary. Many factors affect the process of learning a second language, including self-confidence, age, exposure and the method of learning.
Self-Confidence: Self-confidence plays a larger role in learning a second language than it does in learning any other subject. Those who lack confidence can be afraid to make mistakes, which are an important part of learning in any subject. Learning a second language is considered more ‘personal’ than learning other subjects because language is tied to aspects of our identity. Over monitoring oneself or becoming frustrated with repeated mistakes can shake the confidence of a second language learner and can prevent him from being able to focus on anything but the mistakes he makes. By viewing the learning as a process that will evolve over time, a learner should be willing to make mistakes with the understanding that they will help in learning in the long run.
Age: Though experts previously believed that older people do not learn languages as easily as younger people, studies by the U.S. Department of Education have contradicted that belief, saying that the only way age may a factor into second language learning is in the choice of teaching methods. For younger learners, a second language is typically taught through repetitive drills. For older learners, a second language is taught more effectively by relating elements of the new language to ideas and elements in the learner’s primary language.
Exposure: ‘Learning’ a second language is reading about and memorizing the rules of the language. ‘Acquiring’ a language results from immersion and natural, ‘real life’ exposure. According to expert Stephen Krashen, acquiring a second language by living with it in daily life is the preferred method for all ages; when that cannot be done, drills and other types of methods can be used. Acquiring a second language involves constant exposure to the language. The learner ideally is surrounded by native speakers and is required to use what she/he has learned in order to communicate, much as a young child would have to do when learning how to speak.
Learner inhibition: The most common problem encountered by the learner in the language acquisition process is learner inhibition. Speaking activities require a learner to have all eyes on him; Exposure to an audience can often give learners stage fright. They may also be worried about making mistakes, being criticized or losing face in front of the rest of the class. This results in their performance where either they make a lot of mistakes in spite of having a very good knowledge in the area or totally keeping silent.
Lack of motivation: Lower motivation levels or lack of motivation is another reason for hindering the learners from active participation in speaking activities. It leads to reluctance in active participation in the speaking activities leading to poor practice or no practice at all.
Lack of subject matter: Another common problem seen in the learners is that they think that they have nothing to say on a particular topic. In reality, they may be bored or feel that the topic is unrelated to anything they know. If this is the case, they will have no motivation to speak other than the fact that they should be participating in it actively.
Lack of proper vocabulary: Next problem encountered with ESL learners is that they often have to search for an appropriate word. They don‟t find one to fit into the context/content. This is because of lack of exposure to a variety of vocabulary. This also leads to failing in communicating fluently in English Language, which again leads to losing confidence and lack of motivation to speak. As a result learners make an excessive overuse of fillers in their speech and conversation or give incomplete statements.
Improper listening skills: The central role of listening comprehension in the second/foreign language acquisition process is now largely accepted. Listening plays an extremely important role in the development of speaking abilities. Usually, one person speaks and the other responds through attending by means of the listening process. In fact, during interaction, every speaker plays a duel role- both as a listener and a speaker. If one cannot understand what is said, one is certainly unable to respond. So, speaking is closely interwoven with listening skills.
Poor non-verbal communication: Oral communication involves a very powerful non-verbal communication system, which sometimes contradicts the messages provided through the verbal listening channel. Lack of knowledge of the non-verbal communication system of the target language usually results in the inability to pick up non verbal cues by the ESL learners, which often results in misunderstanding.
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