The usage of educational technologies in teaching a dialogic conversation to the students of academic lyceums(in the example of B1 level) Content Introduction

The usage of educational technologies in teaching a dialogic conversation to the students of academic lyceums(in the example of B1 level)


Content


Introduction.........................................................................................................3
1. The usage of educational technologies in teaching a dialogic conversation to the students of academic lyceums(in the example of B1 level)……………………..7
2. The role of modern technology in teaching language ……………………..…8
3. The term of dialogic conversation to students of academic lyceums………...13
4. The utilizing of educational technologies in teaching a dialogic conversation to students…………………………………………………………………………..18
Conclusion ...........................................................................................................28
Glossary...............................................................................................................29
References………………………………………………………........................30

Introduction
President Shavkat Mirziyoyev chaired a meeting on measures to improve the system of teaching foreign languages on May 6. Several areas of knowledge are determined every year in Uzbekistan, the development of which is given priority attention. This year physics and foreign languages have become such areas. “The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges, and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution,”¹ Shavkat Mirziyoyev said.
Recently We know, due to the reforms in language teaching and learning system in Uzbekistan, foreign language proficiency becomes priority demand for the specialists of all the spheres. This issue demands a great responsibility from non-linguistic institution teachers in terms of professional development. There upon, several problems arose in language teaching system, one of the most significant was the learners’ attitude to foreign languages, especially in non-linguistic higher education institutions. Although, almost all the students who have just entered the university and faced the challenge of acquiring a foreign language accept it and feel motivated, a few of them feel the same by the end of academic year. The process of globalization and international integration in both science and industry puts foreign language proficiency in priority list. Thus, the aim of language teaching requires authentic and contextualized language use, which is the ingredient of communicative language teaching. National educational standards demand the focus on communicative abilities of graduate students.