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

Stop writing, starting thinking.

Effective written communication starts before you type your first word. To write clearly, you have to think clearly. Therefore, before you begin writing, step back, and align your thoughts on the communique. This process can be an internal thought process resulting in a rough outline for simple texts or a thorough mind-mapping exploration resulting in a structured framework for more complex work.
Castek emphasizes that online adventure reading is a way to take all that stress away and turn it into enjoyment. At present days, students have a very magic tool – the Internet, which can motivate them and help them to improve their literacy skills. Besides, encouraging students to visit online book clubs and interact with other readers enhances their critical thinking providing them with skills and strategies which will enable them to make the most of the ICTs available to them. No doubt, it is important to feel relaxed when doing so, hence to know how to use this new tool, not to see this as a convoluted experience, to enjoy collaboration and problem solving and to have positive prior experience on these topics. Evidently, students with negative experiences are more likely to gain less from this process. Developing positive disposition in the direction of technology will build a relationship between the students and reading and writing which will allow them increasing their opportunities on every aspect of their lives in our world which is an ‘information-centered’ one today (Castek, Bevans-Mangelson, Goldstone, 2006: 715). Gökhan Orhan reports in his findings (Gökhan, 2016: 580) that vocabulary teaching with ICT is the most widespread. He argues that vocabulary knowledge is an indispensable part of language learning and considers vocabulary to be a useful supplementary aid for language learning. In Russia, the problem of ICT introduction into the practice of foreign language teaching was widely considered by such scientists and educators as E. G. Asimov, V. P. Bespalko, B. S. Gershunsky, I. O. Loginov, E. I. Mashbits, R. P. Milrad, E. S. Polat and others. According to the opinion of E. S. Polat, Russian grand PhD of Science in Education, the task of a teacher is to activate student’s cognitive activity in the process of foreign languages teaching Differences exist between first language (L1) writing classrooms and second language (L2) ones, which are the obvious facts that TEFL teachers should be concerned with in planning and executing. The common goal of both younger and elder students sitting in the EFL classroom is to study the language but many adult learners seem to expect more since they desire to accomplish more practical goals, such as to conduct business in English, which is defined as instrumental motivation by Gradner and Lambert (Leki, 1992, p. 43). Thus, genre and content will be greatly colored by their impetus for study a foreign language and their life experiences drawn from outside the school. Caudery (1996, p. 17) summarizes the points of difference between the L1 teaching situation and the L2 one, i.e. delayed development in writing skill, limited knowledge of the language code, the complication in the composing process in-between two languages, different attitudes to error, diverse needs and goals to improve writing skills and culture-based differences. Therefore, two problems are related in the teaching of written English: One is to form grammatical sentences and the other is to fulfil a given rhetorical aim (Byrne, 1980, p. 172). The written works of the L2 learners might involve much more personal thoughts and attitudes rather than the plain imitating of others mechanically but the proper controlled and guided writing is still the main task in teaching. Authentic sites, on the other hand, can be chosen to fit students’ interests. We consider it to be a key factor in keeping motivation high in an electronic classroom. When evaluating authentic sites for possible incorporation into teaching process, we try to find the ones which have an easy structure and navigation, and with smaller chunks of text per page to make them more approachable and understandable. Authentic sites also provide an ideal opportunity to work through the issues of total comprehension that plenty of students have to deal with at some point in their studies. They can be guided towards being comfortable with understanding the content of a site and identifying what they need to know or find out without getting bogged down in having to understand every word on the screen. The contexts in which teachers use ICT can vary and the access that they have to computers – the so-called digital divide – will affect the way they can do with their classes in terms of implementing technology. In this regard, we consider the Internetbased project activity as an extension of the ICT classroom with authentic sites in the university course of English teaching. From using individual web pages and websites in the classroom, it is a natural progression to move on to an online project-based activity. Due to the fact that the implementation of syllabuses in a foreign language course for nonlinguistic students in Belgorod State National Research University is carried out according to the model of multi-level training, at first, we consider an algorithm for creating a low-level Internet-based project “A great psychologist” for elementary and pre-intermediate level students. For the project you will need: three lesson periods, Internet access for the second and the third of the three lessons offered, text software: Microsoft Word or Open Office. Students know more than the basics about their favorite scientist. But usually it’s not enough for a full project. This is where the Internet comes on their own, providing the information they need to fill the gaps in their knowledge. This particular project aims to provide an opportunity to focus on such language areas as countries, nationalities, dates, places, findings and opinions. During the project-based activity performance, students explore their favorite scientists and prepare poster presentations about them. Now we’ll consider each lesson in details. At the first lesson, the students share the necessary information about their favorite psychologist prepared at home. The aim of this lesson is to complete the task with a collaborative element. It should be emphasized that what you are looking for at this stage is what they have already known and that they do not need to surf the Internet to obtain any information at all. Let the students write down the name of their favorite scientist and prepare a mind-map based on what they know. For example, Sigmund Freud: biography, ideas, legacy, works. This second lesson requires a fair bit of your own work as a teacher. Before the lesson, you will need to find useful sites to match the choice of psychologists your students made. You should check that they are simple enough for the level, and include as much of the information sought as possible The task for psychologists (scientists): “Look back at what your group has discovered in the column of Treatment at the previous lesson. Your aim is to convince the studio audience that the best treatment for phobia is psychotherapy but not medical antidepressant drugs. Your view is that it is natural to undertake a clinical assessment using a variety of methods including psychometric tests, interviews and direct observation of behavior and not the use of psychotropic medications in treating phobias. Assessment may lead to psychotherapy, counseling or advice. Give arguments, and prepare any visual elements you may need to illustrate your points of view”. The task for psychiatrists: “Look back at what your group has discovered in the column of Treatment at the previous lesson. Your aim is to convince the studio audience, and the viewing public, that the best effective cure for people with phobias is taking psychotropic medications. Your view is that the chief method of treating neurotic states accompanied by an intense dread of certain objects or situations includes only psychotropic medications. Give your arguments, and prepare any visual elements you may need to illustrate them”. The task for studio audience: “You may think of your views of treating phobia individually, based on what you found out at the last lesson”. So, there is a role for each group. If necessary, they can do a further research and prepare charts or other visual aids. They can also think over how they can enhance the final product with, for example, the use of props and arrangement of the furniture, as at the third lesson they will be role-playing a television debate.