УДК 37

Methods of lexical skill building through information and communication technologies in English language teaching

Аманкулова Асель Рысбековна – преподаватель медицинского английского языка кафедры Естественно-гуманитарных дисциплин Азиатского медицинского института им. Саткынбая Тентишева ( г. Кант, Кыргызстан)

Abstract: The main purpose of teaching lexical material is the formation of students' lexical skills as an essential component of expressive and receptive types of speech activity.

Keywords: methods, lexical skills, modern technologies.

Currently, it is impossible to imagine teaching foreign languages without the use of multimedia teaching aids. In this regard, the importance of information technology in foreign language lessons is excellent. It deals with various technologies such as internet technology and multimedia technology in developing the intellectual competencies of students. Modern technologies make it possible to develop intellectual potential in the process of improving traditional and information forms and methods of teaching. Also develops methods of teaching, carrying out training, searching and adapting information from different sources, the availability of various means and techniques in the learning process, the learning ability of a systematic learning process, improving self-education, creating a positive emotional background for learning; and many other questions. The use of cognitive technologies creates the most positive and favorable conditions for motivating learning foreign languages [3, p. 62].

Forming a positive attitude towards learning, the presence of cognitive interest, the need for knowledge, and competencies influences the activities of students and gives them better results. Any method contains techniques for creating an emotionally positive situation, motivating activity, creating situations of choice, entertaining presentation, and so on.

Therefore, each of the methods of organizing educational and cognitive activity has not only a cognitive and educational, but also a motivational effect.

Nowadays, education plays quite an important and significant role in the life of a modern person and society as a whole. In this regard, certain changes are taking place with regard to the requirements for students, the education system and the knowledge of school-age children. The main qualities that a schoolchild of the XXI century should possess include:

• high professionalism in a certain field;
• the ability to present and present oneself;
• knowledge of psychology;
• ability to apply knowledge in real life.

The formation of the above-mentioned competencies in the modern education system occurs in connection with the active introduction and use of innovative technologies in the pedagogical sphere.

Information and communication technologies (ICT) can be distinguished among all educational technologies. We believe that the use of ICT in the educational sphere is aimed at the achievement of meta-subject learning outcomes. The current standard defines meta-subject learning outcomes as: “learned interdisciplinary concepts of students and universal educational actions, the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with a teacher and peer, building an individual educational trajectory” [2, p. 66].

The use of various multimedia tools in lessons, including English language lessons, contributes to the effective implementation of such an approach to learning, which is focused directly on the student, and in addition, provides individualization and differentiation, taking into account the distinctive and specific characteristics of children, their interests and aptitudes.

However, the existing prospects for the use of “ICT in the educational activities of the school at this level are directly dependent on a number of pedagogical factors.

These pedagogical factors include the following: ICT competence of the teacher, general erudition of the teacher, and in addition the willingness and ability to introduce ICT in the educational activities of the school". In this regard, a modern teacher should constantly improve his/her qualification, follow and study all new developments and innovations appearing in the field of education, as well as attend various seminars, conferences and round tables. One of the ways to improve ICT competence of a modern teacher can be his/her direct participation in a creative laboratory.

The use of ICT in learning foreign languages contributes to:

• development of students' creative capabilities and abilities;
• creating conditions for self-education of students in areas of interest to them;
• increasing the level of use of visual aids in the classroom;
• increasing lesson productivity;
• establishing interdisciplinary connections;
• acquiring real experience of intercultural education;
• expanding students' knowledge of the culture and history of the country of the target language;
• developing students' knowledge and skills to enable them to navigate freely and confidently in a modern foreign language environment [1, p. 5].

In conclusion, it is worth emphasizing that in the modern education system there is a situation in which the familiar and long-used methods, techniques and forms of teaching require improvement taking into account modern realities, and in addition, the introduction of completely new pedagogical solutions. This circumstance is associated with a fairly wide introduction and active use of ICT in the education system. The investigated technologies are used to transfer information and, in addition, to ensure effective interaction between teacher and student in the conditions of modern open and distance education system. The teacher of the 21st century should be fluent in ICT and also be a specialist in the application of ICT in their professional activity.

References

1. Baranova, E.A. Diagnosis of cognitive interest in younger schoolchildren and preschoolers / E. A. Baranova. – St. Petersburg: Rech, 2005. – 128 p.
2. Gagarina M.N. Game as a means of activating the cognitive activity of younger schoolchildren in the classroom // English language. Everything for the teacher! – 2017. – No. 5/6. – pp. 42-44.
3. Gaidadym Yu.V. Game as a means of motivating cognitive activity of junior schoolchildren // English language. Everything for the teacher! – 2017. – No. 2. – P. 2-4.