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UD
С
81-13
INNOVATIVE AND COGNITIVE TECHNOLOGIES IN THE TEACHING FOREIGN
LANGUAGE LESSONS
M. Kenjaev, senior teacher, Samarkand State Architecture and Civil Engineering Institute,
Samarkand
Annotatsiya. Ushbu maqolada ingliz tilini o
’
qitishda innovatsion va kognitiv texnologiyadan
foydalanish masalasi yoritilgan.
XORAZM MA
’
MUN AKADEMIYASI AXBOROTNOM
А
SI
–
8/2020
164
Kalit so
’
zlar: innovatsiya, innovatsion texnologiya, kognitiv texnologiya, xorijiy til,
grammatika.
Аннотация.
Эта статья посвящена использованию инновационных и когнитивных
технологий в преподавании английского языка.
Ключевые слова:
инновации, инновационные технологии, когнитивные технологии,
иностранный язык, грамматика.
Abstract. This article covers the issue of using innovative and cognitive technology in
teaching English.
Keywords: innovation, innovative technology, cognitive technology, foreign language,
grammatics.
In the modern world, which is developing under the sign of economic globalization,
knowledge of a foreign language is a mandatory attribute of a highly qualified and competitive
specialist. The low level of language training of a specialist is one of the factors that make it
difficult for domestic specialists to enter the world market. In this regard, a foreign language should
be considered "not as a secondary discipline, but as a necessary tool for professional activity",
without which it is impossible to have unified world educational standards, implement academic
and professional mobility, and integrate international research activities.
In modern methods of teaching a foreign language, innovative and cognitive technologies are
most often used. Innovative technologies are new ways and methods of interaction between teachers
and students that ensure effective achievement of the result of pedagogical activity.
Cognitive technologies are information technologies that are specifically focused on the
development of human intellectual abilities. Cognitive technologies develop human imagination
and associative thinking. The process of learning a foreign language in the context of cognitive
theory is interpreted as the interaction between a person and the world reflected in the language.
Using a cognitive approach in teaching a foreign language, we can not only differentiate the
individual characteristics of students, but also apply various strategies for mastering a foreign
language. According to Sitnov Y.:"Cognitivism is an important and system-forming concept in the
communicative and cognitive paradigm of teaching foreign languages. Cognitivism in this context
provides awareness and explicativity of the foreign language phenomena being mastered". In all
foreign languages for its mastering is an integral part of the study of grammar, in the new standards,
the placed in teaching foreign languages and in general in such educational areas as philology,
integrated, complex study of the theoretical foundations of the language, the deep foundations of
grammar. The main focus is on teaching students to communicate in the language they are learning,
and on developing communication. The main difficulty that arises when teaching grammar in
foreign language lessons is to master certain facts of the language.
We can identify the main requirements for grammatical exercises:
- Reflect the psychophysiological and linguistic patterns of the developed types of speech
activity.
- Have a communicative orientation.
- Teach actions with grammatical material.
- To arrange in order from easier to more difficult.
- to Activate the mental activity of students (to set problematic tasks).
–
To diversify the job. Another main difficulty that every teacher has to face in the classroom
is that it is difficult for students to learn articles, prepositions and grammatical forms of verbs. Since
this is very different from their native language. But having a support for the native language with
the use of a cognitive approach, it is easier for the student to master a simple algorithm for choosing
the correct verb form in discourse. The proposed cognitive approach to teaching English grammar
allows us to see that there are no fundamental differences in functional nature between the modern
forms of English and Uzbek verbs.
In other words, the systems of verb forms in the two languages are arranged and function in a
similar way. To understand how English verb forms function, you just need to understand - at the
level of rational understanding-what determines the features of the functioning of verb forms in the
Uzbek language. This is the understanding given by the cognitive theory of time and type, which
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