Application of information technologies in teaching foreign languages as socio-pedagogical problem

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APPLICATION OF INFORMATION TECHNOLOGIES IN TEACHING 
FOREIGN LANGUAGES AS SOCIO-PEDAGOGICAL PROBLEM 

 Bazarbaeva Albina 
 Uzbekistan State World Languages University 
 
Abstract. The article deals with varieties of interactive forms of teaching foreign languages 
to the students of foreign languages departments. The author describes the interactive technology 
used in second language teaching in non-linguistic higher institutions, as well as efficient and 
effective usage of computer programs in evaluating students‟ language skills. 
Key-words: interactive methods of teaching of foreign language, Interactive technology,
communication skills, computer technologies, website, applications. 
Nowadays stage of computerization of teaching involves the using a computer 
as a teaching aid not episodically, but systematically from the first till the last lesson 
in any form of training. The key problem of this is the technology of creating a 
computer course for learners. It is possible either full rebuilding and orienting on 
making new computerized courses or realization methodology with partial support of 
computer course.
The opportunities for application of information technologies in teaching 
foreign 
languages 
are 
reflected 
in 
the 
works 
of 
many 
researchers 
(M. Yu. Bukharkina, M.G. Yevdokimova, Y.S. Polat, R.K. Potapova, Y.Y. Chayka, 
T.V. Cheprasova and other). However, despite of accumulated practical experience in 
the sphere of application of information technologies in teaching foreign languages, 
such kind of researches are not united by the common methodological approach. 
Until now there is no unified, coordinated strategy for these goals, the problems of 
using information technologies connected weakly with educational plans and 
programs, psycho- pedagogical aspects of their integration into educational process 
are studied and elaborated insufficiently.
Modern information technology is the processing of information with a 
personal computer and software.

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New computer technologies can be used in ordinary classes of the city or rural 
schools, comprehensive school, high school and lyceum. They give an opportunity to 
realize modern trends in education systems of many world countries. Thus are world 
trends in education. At the same time, until now we were limited by technologies 
that are used in a particular class in a particular school, i.e. in full-time education 
system. Need to say, that the tendency to integration in the education sphere as one of 
the most pronounced tendency dictates the necessity of involving into unified world 
education space.
Wide use of computers in different spheres of human activity did not spared 
the problem of teaching languages. It has already been made a big number of 
computer programs for teaching foreign languages. These problems are discussed in 
world magazines like “Computer Assisted Language Learning”, “ReCALL”. There 
are a lot of conferences about problems of training languages every year. Application 
of present information technologies noticeably increases the effectiveness of self-
study. Firstly, it connects with the fact that it is easy to organize automatic search of 
essential information working with digital information. There are lots of word-
famous encyclopedias and dictionaries, a huge number of books and textbooks in 
electron variant. The popularity of remote education becomes higher, when learner 
gets tasks and methodical recommendations trough Internet or e-mail, becomes 
higher.
However, according to the practice computer has not become a valuable
teaching aid in schools yet. In particular, in order to achieve the positive effects from
application of information technologies it is necessary to follow specific conditions: 
– Temporary. Every subject of school program has own organizational 
methodological and content features, and according to them it must be selected 
the moment of “including” information technology; 
Technical. Technical characteristics of personal computers are different. It is 
important to choose computer and additional devices (like scanner, printer, 
modem, headphones, microphone and so on) according to a range of tasks that 
are supposed to solve. The subject that uses computers in studying defines the 
range of tasks; 
– Organizational. There rises a problem of software setting and adjustment of 
equipment in a process of including information technologies into the studying 
the subject. Not every teacher has essential skills in complex service of 
computer equipment or for independent creating education aids. That‟s why a 
teacher needs a qualified assistant, for example laboratorian or the teacher of 
Informatics.
– The development of communication systems in developed countries has led 
to a unique Internet. In Uzbekistan, a choice of Internet service providers is quite 

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broad and allows finding the ability to work, which is most relevant to the needs and 
capabilities of each individual subscriber. 
Internet – a global network of users from different organizations, government 
institutions and private companies, as well as private users. Now a network of 
Internet is spreading around the world, and there are already more than 40 million 
users. 
Internet, with its enormous information and no less impressive didactic 
capabilities can bring invaluable help: 
– In independent cognitive activity of pupils;
– In the educational activity during the distance learning process;
– In the educational process in the classroom and in extracurricular 
activities, also in the system of additional education.
What for the foreign language, the Internet provides a unique opportunity to 
use the authentic texts, listen and communicate with native speakers. 
The overall aim of teaching foreign language as part of the creation of innovative 
educational environment concept is to meet those social needs and personal goals and 
motivations of learners that are related to the active integration of our society into the 
global economic system. 
The analysis of approaches to the most common concepts of information, 
educational environment leads to the conclusion that the concept of an innovative 
educational environment for teaching students foreign languages should be built 
within 
the 
framework 
of 
personality-oriented 
paradigm 
by 
integrating 
communicative, competence and contextual approaches. Being a component of 
language teaching system, the approach serves as the most common lingua-didactical 
base of teaching and gives an idea of the chosen teaching strategy that serves as the 
basis for the selection of methods and techniques of teaching. 
The communicative approach focuses on training communication, the use of 
language in order to share thoughts with. 
Competence approach orients to the consideration the goals of teaching 
language as a formation, development and improvement of all components of foreign 
language competence. Foreign language competence is formed into all kinds of 
speech activity and in all aspects of the language. 
Another purpose of learning a foreign language in high school is to form 
communicative competence; all other goals (educational, developing) are realized in 
the process of implementation of the main goal. The communicative approach 
involves teaching to communicate and to form the ability for intercultural interaction, 
which is the basis for the functioning of the Internet. Out of communicating Internet 
has no sense – this is an international multi-ethnic, cross-cultural society whose 
livelihoods based on the electronic communications of millions of people around the 

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world speaking at the same time – the most gigantic in size and the number of 
participants the conversation ever took place. Joining it during foreign language class, 
we create a model of a real dialogue.
As an information system, the Internet offers its users diversification of 
information and resources. The basic set of services includes: 
– E-mail (e-mail). Using this service, students can engage in correspondence 
with native speakers, as well as develop grammar and spelling skills; 
– Newsgroup (Usenet, Skype). With this software, students can communicate 
with native speakers in the on-line, hearing the voice of the interlocutor. This service 
helps to develop pronunciation and perception of foreign text; 
– Video conferencing (Skype). With the help of this program, students can not 
only talk with the person, but also to see his face, and with the presence web camera 
on the school computer companion can also see those who are sitting at this machine; 
– Web-server. Creating own website, where students can post any information 
that they are interested in, as well as attracting foreign-language students to 
communicate on this site (if there is a chat forum on the website); 
Thus, the organization of the activities of students and teachers with Internet 
resources allows, on the one hand, to solve the problem of the organization of 
independent cognitive activity of students with different aims, and on the other, to 
save time, and with it the material recourses, the efforts of students and teachers, that 
indicates as is known, the effectiveness of undertaken activities.