Chet tilini o‘qitishda axborot kommunikatsion texnologiyalarning ahamiyati va o‘rni tillar kafedrasi – 2021

CHET TILINI O‘QITISHDA AXBOROT KOMMUNIKATSION 
TEXNOLOGIYALARNING AHAMIYATI VA O‘RNI
 
Tillar kafedrasi – 2021 
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Computers also provide the means to access online dictionaries, grammar and 
style checkers, and concordances. On the other hand, if we think of technology as 
providing enhanced learning experiences, then the implications are even greater: 
Technology is no longer simply contributing machinery or making authentic material 
or more resources available that teachers can use; it also provides learners with 
greater access to the target language. As a result, it has the potential to change where 
and when learning takes place. Furthermore, it can even shape how we view the 
nature of what it is that we teach. At first glance, neither definition of technology—
providing teaching resources and providing enhanced learning experiences—would 
appear to constitute a method. However, the use of technology for the latter is at least 
a significant methodological innovation. As Kern has put it: Rapid evolution of 
communication technologies has changed language pedagogy and language use, 
enabling new forms of discourse, new forms of authorship, and new ways to create 
and participate in communities. (Kern 2006: 183) 
A classroom setting with a teacher in front at the blackboard/whiteboard and 
with students at their desks reading from a textbook, while still the norm in much of 
the world, is giving way to the practice of students working independently or 
collaboratively at computers and using other technology, such as cell phones (mobile 
phones), inside and outside of classrooms. The new discourse, which students use to 
author and post messages online, has features of both written and oral language, and 
students participate in online or virtual communities that have no borders. Even if all 
their language learning is done in formal learning contexts, learners who have access 
to computers have more autonomy in what they choose to focus on. With the use of 
technology, students are more likely to use language for: … ongoing identity 
formation and personally meaningful communication in the service of goals that 
extend beyond ‘practice’ or ‘learning‘ in the restrictive senses associated with 
institutional settings. (Thorne 2006: 14) 
Technology also allows teaching to be tailored to the individual to a greater 
extent than is normally possible. A few Computer-assisted Language Learning 
(CALL) programs can even adapt to diverse learners by analyzing their input and 
providing customized feedback and remedial exercises suited to their proficiency. 
There are also programs that feature computer adaptive testing so that students 
respond to test questions at an appropriate level. 
Complementing the greater individualization is the greater social interaction 
that can result from the ability to link students through networked computers. 
Vygotsky claimed that learning takes place through social interaction (Vygotsky 

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