The benefits of social networking systems in learning English Esajonova Feruza Student of Fergana state university Abstract: In today’s modern world technologies are becoming urgent in people’s life

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Esajonova Feruza
YUNON KALENDARLARI (AIM.UZ), Mavzuga oid asosiy va qoshimcha adabiyotlar, jamiyat, 12, 12, 12, 12, 12, 12, 12, 12, 12, Aylanma mablag'lar va mijozlarning kreditga layoqatliligini baholash usullari. Kreditning ta`minoti va uning shakllari, проверка, 1 mavzu

The benefits of social networking systems in learning English
Esajonova Feruza
Student of Fergana state university
Abstract: In today’s modern world technologies are becoming urgent in people’s life. This technologies also have impact on education, especially language learning. This article analyzes role of social networking systems in language learning.
Key words: Social network, Facebook, teaching, learning, process, skills, grammar, methodes.
Social networking sites (SNSs) such as MySpace, hi5, Facebook, Twitter or Bebo, have been growing in popularity from the very first day they were invented, drawing the attention of academics and industry researchers. Teachers from all the different educational levels (pre-school, primary, middle, high-school and academic education) and domains (the sciences, the humanities) have acknowledged the support provided by such sites in disseminating information, designing and performing creation and cooperative activities, receiving feedback. A s promoters of personality, individuality, self-expression, self-assertion and communication, SNSs serve the demands and features of the student-centered approach to the teaching learning process. This paper aims at highlighting briefly the way in which SNSs may support the teaching of English language skills, from the perspective of the student centred approach to the teaching- learning process . The increasing pedagogic interest in SNSs has already generated a series of studies.
SNSs are, generally speaking, web -based services that enable individual users to create a public or semi -public profile in the online environment, to connect and communicate with other persons that may or may not be included in a list of friends, and to view the friends‟ profile pages and lists of connections [ 2]. We believe that what motivates users to perform actions on SNSs is the human need for communication, self- assertion, self-expression, self-confidence, interaction, social acceptance, inclusion and appreciation. The main effect of the users‟ actions on SNSsis communication and interaction. Communication, interaction, identity and visibility are key paradigms for activities conducted on SNSs. But, communication, interaction, identify, visibility translated as self-assertion and self-expression are also key paradigms in the student-centred approach to teaching and learning.
The student-centred approach to the teaching- learning process is focused on the students‟ needs rather than on the needs of teachers, involving students in group work, encouraging initiative and decision- taking. Teacher talk has diminished drastically and the teacher‟s role has shifted from that of main source of information to that of mediator and guide. A special aim of student-centeredness is that of turning students into independent, autonomous learners by forming and building self motivation and self-regulation skills, which may serve them in future self - educating initiatives : “knowledge, instead of being objective and fixed, is somewhat personal, social and cultural. Meaning is constructed by the learner” . The principles of student-centred learning are: - an active and vo litional learning process during which meaning is discovered and constructed from information and experience filtered by the learner;- the finality of the learning process is the creation of meaningful knowledge, irrespective of the quantity and quality o f the data available;- the student‟s thoughts, feelings, motivation and perceptions are involved in the construction of meaning and knowledge during the learning process, as each learner is unique: the student‟s physical, emotional, intellectual, social a nd cultural development contributes to how we learn, remember, understand and do things.
Active involvement, social integration, self-reflection and personal validation are the core of the student-centred paradigm [13, 5]; a student-centred classroom environment should promote individualization, interaction and integration [9, p. 21]. The growing pedagogic interest in SNSs may be accounted for, first of all, by their popularity: popularity translates into time-saving if we take into account the fact that most students already have one or several accounts on SNSs [7] and know, therefore, how to use such sites; the user-friendly interface of such sites may diminish the teacher‟s effort in introducing such possible educational tool to students; the featu re that we consider most relevant from the perspective of our paper is the fact that SNSs allows users (teachers and students) to share information to a group of people (a class of students) simultaneously and in real time; another feature of SNSs is related to the sharing of information in various formats: texts, videos, pictures, links.
Communication and interaction on SNSs are a continuation of real - life communication and interaction, understood as mutual action and influence. Students use SNSs for reasons such as: maintaining existing relationsh ips; meeting new people; for entertainment ; making themselves more popular; passing time; expressing themselves; learning; managing tasks and homework. On SNSs students are able to take pieces of information and repeat, share or forward them to their groups of friends, thus becoming involved in mentoring and advising activities.According to the student-centred approach, students should be provided with learning skills so that they may subsequently develop their own learning style and engage inlife- long learning.

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