Uzbekistan republic Termez State Universiteti Faculty of foreign languages Course work Subject : The use of ict as an interactive method of foreign language study Student

Uzbekistan republic
Termez State Universiteti
Faculty of foreign languages
Course work
Subject : The use of ICT as an interactive method of foreign language study


Student : Bobokulova Madina
Group : 313
Contents


Introduction……….……………………..……………………………….….….4

Chapter one. TEACHING AND LEARNING FOREIGN LANGUAGES WITH ICT

1.1. Information Communication Technologies ……………………………......8
1.2. Video and Foreign Languages Classes…………………………………….11
Chapter two. ICT in Teaching a Foreign Language in High School
2.1. Methodology ………………………………………………………………………13
2.2. The potential of ICT in creating the foreign language competence of students of universities when learning a foreign language ……………………………….19
Chapter three. Information and Communication Technology in Foreign Language Classes in English: Roles and Practices
3.1 Teachers’ Role in ICT Implementation ……………………………………...22
3.2. ICTs Change the Face and Pace of Teaching ……………………………….27
Conclusion……………………………………………………………………...28
References……………………………………………..………………………..30

Introduction.
Technology has become an expected literacy in higher education and in our society, a universal language spoken worldwide, regardless of the profession (Marcinek, 2014). Trying to keep up with the requirements of current society and to take advantage of the advances in technology, teachers all over the world implement information communication technologies (ICT) in the classroom in order to deliver content effectively and address students’ needs. Computer based instruction already occupies an increasing role in teaching foreign languages. We are not a big fan of technology nor are we very skilled in using it, but we have to admit that technology greatly enhances teaching and learning foreign languages. However, we should not forget that teaching and learning are social processes and require communication between teacher and learners; therefore technology facilitates but does not replace these social processes (Bates & Poole 2003).
Since ICT is obviously an enormous topic I will narrow the focus of this article to two main points. First the paper begins by defining ICT and what it encompasses and certain features of ICT as well as benefits and challenges of using it in the classroom. Then it discusses the use of videos to engage students and the teacher’s role in integrating technology. The current stage of development of the society puts in front of the Russian education system a number of fundamentally new problems which are caused by the political, socio-economic, philosophical and other factors. Among them we should highlight the need to improve the quality and accessibility of education, increase academic mobility, integration into the world of scientific and educational space, creating educational systems optimal in economic terms, improving the university corporatism and strengthen the links between the different levels of education.
One of the effective ways to solve these problems is the informatization of education. Improving of means of communication has led to significant progress in the exchange of information. The emergence of new information technologies associated with the development of computer equipment and telecommunications networks has made it possible to create a qualitatively new information and educational environment as the basis for development and improvement of the education system.
Information and communication technologies (ICT) are of key importance at all levels of the educational system. At each stage of cognitive activity, research and practical applications in all branches of knowledge ICT perform both the functions of tools and objects of knowledge. Consequently, ICT innovations not only provide a revolutionary development in this branch of knowledge, but also have a direct impact on the scientific and technological progress in all areas of society. Thus, information and communication technologies are a class of innovative technologies for the rapid accumulation of intellectual and economic potential of strategic resources, ensuring sustainable development of society. This paper discusses the opportunities of ICT, the ways of their realization in the Russian system of higher education training on an example of a discipline "Foreign language".
Scientists have different approaches to the definition of ICT concepts. In the scientific literature can be found the following terminology: "IT training", "computer-based training technology", "new information technologies in education" or "NIT Education", "multimedia educational technology", etc. This indicates that the essence of ICT concepts, used in education is still not well established.