Education of the republic of uzbekistan termez state university foreign philology faculty the department of foreign philology

CHAPTER II INTERNET-BASED PROJECT ACTIVITIES
2.1 INTERNET-BASED PROJECT ACTIVITIES
Various types of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television and radio broadcasts, interactive radio counselling, interactive voice response system, audiocassettes and CD ROMs etc. have been used in education for different purposes (Bhattacharya, Sharma, 2007; Sanyal, 2001; Sharma, 2003). As Kent admits (Kent, McNergney, 1999), “ICT in education refers to “information and communication technology such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education”. Moreover, the term Information and Communication Technologies includes technologies in which the computer plays a central role, i.e. Computer Assisted Language Learning (CALL), the internet, and variety of generic computer applications. Hoven introduced the concept of “ComputerEnhanced Language Learning” and says that it will enable students to pool their knowledge in effective ways and enhance peer correction and language repair work. Computers enable students to work at their own pace (Hoven, 1999). Davis, Tearle, Lemke, Couglin, Yusuf Stete: the field of education has been affected by ICT, which has undoubtedly affected teaching, learning and research (Yusuf, 2005). ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students. It helps to relate school experience with business activities, to create economic viability for tomorrow's workers, as well as to strengthen teaching and provide changes in schools. According to Cabero’s point of view, “the flexibilization time-space accounted for by the integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models, teaching and learning methods used by teachers, giving way to new scenarios which favor both individual and collaborative learning”. The use of ICT in educational settings by itself acts as a catalyst for change in this domain. ICTs by their very nature are tools that encourage and support independent learning. Years and centuries have healed, we have seen a lot, today we breathe the air of freedom, we realize our dignity, human dignity, the heirs of great people, our identity, our national pride. and no force can stop our people, who have regained their pride, are taking their rightful place in the international arena, believing in their own strength and future, striving for the prosperity of their country, the future of their children. ” These thoughts of the President encourage young people to always be in search. In addition, our country pays a lot of attention to young people.
In accordance with the Decree of the President of the Republic of Uzbekistan dated 10.12.2012 "On measures to further improve the system of learning foreign languages", the teaching of foreign languages to the younger generation in our country has been further strengthened. But teaching a foreign language is a very responsible profession. Teachers need to be very knowledgeable and patient at the same time. Because it is natural for children to face many difficulties while learning a language. As you know, English and Uzbek belong to different language families. This can cause phonetic, lexical, and grammatical difficulties for language learners. In high school, students face many challenges in learning pronunciation. For example, almost all students have difficulty learning the sounds [th] and [ð]. This is due to the lack of interdental sounds in Uzbek. Our children's language is not capable of pronouncing these sounds. Because the English pronunciation of the [r] sound is different from the Uzbek r, students also have difficulty pronouncing this sound. The pronunciation of the sounds [t, d] is also not the same in both languages. Therefore, their pronunciation is difficult for some students. The sound [w] is also not available in Uzbek. eliminated. In addition, the following situations create phonetic difficulties for students: the letter e is not pronounced at the end of the word - apple, Pete; non-reading of the letter gh in the middle of a word - eight, night; The fact that the letter k is not pronounced before n at the beginning of a word - knock, knee and a number of other difficulties can be observed. Based on my experience, I can say that the difficulty for most Uzbek students is that they pronounce the [A] sound before the suffixes in the pronunciation of plural or tense suffixes: books [bukAs], happened [hæpƏ'nƏd]. Apparently, by adding such an unnecessary sound, they also change the position of the accent. Another problem is that students cannot read the transcription. Learning the correct pronunciation of words also requires learning the symbols that represent sounds. When it comes to grammatical challenges in teaching English in high school, it is safe to say that students face many challenges. If a person knows all the words in a language and does not know the connections between words and phrases, he will have difficulty understanding the content of speech. That's why it's so important to teach grammar to students in high school. If a student does not have good grammar skills, he or she will not be able to express himself or herself correctly. Has difficulty speaking, writing and translating. Language grammar is a complex system. That's why it's not easy to master. Schoolchildren often face the following challenges: Article problem. This is one of the biggest problems in grammar. When we spoke to many English learners, almost all of them said that articles and tenses were the main difficulties in mastering English grammar. In fact, the Uzbek language does not have an exact phrase, making it difficult to use and translate.
Writing is an everyday activity for many people. So, you’d think that written communication would come almost naturally. Unfortunately, it is an ongoing challenge for writers and their readers. Messages can be misunderstood or missed entirely, even when they seem so obvious. Fortunately, there are many straightforward ways to up your writing game and become a better communicator. This article will explain why it’s so difficult to convey information in text and ten valuable tactics to improve your written communication. As during the final third lesson we will have an actual debate, so now the students have to prepare their speech for the debate. It’s convenient to use prompt cards with instructions for each group. For example, we use the following text. The task for presenters: “Decide which areas you want to cover in the televised debate. Who will speak first? How long will they speak for? Will interruptions and questions be permitted and how will you manage them? What questions will you need to ask? How will you deal with difficult speakers or, members of the public? Will you need any visual aids for your introduction?”