DOI NUMBER: 10.5958/2249-7137.2020.00214.1
THE ROLE OF INTELLECTUAL TECHNOLOGIES INTEACHING FOREIGN LANGUAGE IN THE OPEN INFORMATIONAL EDUCATIONAL ENVIRONMENT
Kadirova Feruza Xikmatullaevna*
*The University of Tashkent Information Technologies, UZBEKISTAN
Email id: feruzakadirova email@example.com.
The article analyzes the use of intellectual technologies in foreign language teaching. The authors present a brief survey of Web 1.0,Web 2.0 and Web 3.0 technologies paying special attention to mobile learning and Web 2.0 technology used in foreign language education. The paper evaluates the educational potential of mobile applications in foreign language education. Educational mobile applications are constantly being improved, adapting to the needs of both teachers and students, organizing and maintaining an open educational information environment using Web2.0 services. The development of technology and the emergence of new devices should be accompanied by a revitalization of research and the development of innovative educational practices, which will benefit not only individual students, but also the process of teaching a foreign language as a whole.
KEYWORDS AND PHRASES: intellectual technology; mobile learning; foreign language; mobile application; open informational, educational environment; Internet.In the nineties of the XX century — the beginning of the XXI century were accompanied by truly revolutionary changes in the field of information technology. The Web1.0 services, originally intended for professional website creators, were replaced by the intellectual (smart) technology Web2.0, which has found application in almost everyone’s life — from housewives and students to representatives of professional communities of various fields: education, healthcare, science, culture, economics, army, politics, etc.
Web2.0 technology tools are constantly being improved, adapting to new challenges of the information society. The information world is on the verge of new qualitative changes associated
with the advent of Web3.0 technology, which represents an intellectual breakthrough in the search for information, which will increase the efficiency of mastering knowledge, skills, especially language skills.
Web3.0 learning technology is an attempt to align evolutionary processes taking place in teaching methods and methods, generated by global challenges of socio-economic and political changes, with technological progress in the field of telecommunications such as the Internet. Teachers and students often wonder: what version are we using at the moment? Some computer technology practitioners have argued that training is still being done using Web1.0 services, while technology is evolving and in a state of constant change. In order to determine what information services we are dealing with in the process of teaching foreign languages at present, we will consider each version.
Version Web1.0 marked the beginning of the public use of the Internet, that is, it provided the ability to create websites using the integrated software package Netscape. Web pages were static, sometimes with hyperlinks to internal and external sources. Sites were intended mainly for reading and practically did not contain interactive elements, that is, users were deprived of the opportunity to communicate and share files.
The information technology Web2.0, which we actively use at this stage of teaching foreign languages, consists of a combination of communication tools, which we mean by social networks. The content of educational social services — language communities is developing dynamically due to the organization of an interactive user relationship with the site or with other users, the exchange of audio, video and text files, the result of which is the creation of user content. With the development of Web2.0 services, such as a blog, wiki, social networks, virtual learning (e-learning) has become possible, and its combination with traditional forms has given a blended learning type. The revolution in the development of digital technology has contributed to the emergence of mobile learning (mobile learning, or m-learning).
Mobile learning involves the learner’s ability to learn anywhere and anytime using a portable electronic device. With the development of mobile technologies and the creation of a large number of diverse educational language applications, on the one hand, and the emergence of a huge number of so-called digital natives, representatives of the young generation who practically do not part with their electronic devices, on the other hand, the popularity and development of this type of training is constantly growing. Mobile learning is one of the most convenient and sought-after ways to master speech and language skills throughout life.
Educational mobile applications are constantly being improved, adapting to the needs of both teachers and students, organizing and maintaining an open educational information environment using Web2.0 services. Modern educational mobile applications provide structured and well- organized educational content; they are equipped with the necessary functionality, making learning easy and fun. The most popular among students and teachers are such educational applications as Rosetta Stone, British Council apps. They can be downloaded on Google Play, the App Store or using the QR code.
Consider briefly listed applications.
Compared to other training programs, Rosetta Stone offers a unique method of teaching with the help of explanations in the language being studied without relying on the mother tongue. A system of exercises was developed that consistently turns the entered basic vocabulary into short phrases and, finally, into long sentences. To explain and understand more complex concepts or phenomena, a visual support is used in the form of pictures and photographs that help to intuitively guess the meaning of the represented object. The application can be used on a computer, tablet and smartphone. The user is given the opportunity to consult an online tutor and communicate with other students.
Duolingo–is a self-study application for iOS and Android, which received the award «Best educational startup.» It has an attractive design, uses elements of communicative games, which motivates the user. The application is free, contains no ads and is very effective.
The Two Minute English — app is free, has no advertisements, and contains more than two hundred and two-minute video lessons on various topics, for example, “Communicative English”, “Business English”, “English for travelers”, “Common Mistakes”, “Idioms” and “Phrasal verbs». New lessons are added every day and the material is constantly updated.
How to Speak Real English — offers a variety of business and spoken English instructional materials for beginner, intermediate, and advanced levels. Twenty-minute lessons provide an opportunity to quickly master the grammatical structures and communication skills in a funin a playful way, new vocabulary is introduced using flash cards. The lessons are based on real communication situations. The application is free, but there are promotional materials.
Students who wish to receive an official document with an assessment of their knowledge can pass the test corresponding to the levels of foreign language proficiency A1, A2, B1, B2 (Common European Framework of Reference). After successfully passing the test, students receive a certificate of McGraw-Hill Education, one of the largest and most respected educational companies in the world.
Mobile training is focused on the learner, does not depend on time and place. This is an intelligent learning technology that will develop in parallel with the improvement of information and communication technologies and provide unlimited innovative opportunities.
The benefits of using Web 2.0 services in teaching and learning a foreign language are obvious. They guarantee not only convenience and novelty, but also effective training that brings real practical results. The student has at his disposal a constantly increasing and improving set of information search tools, the capabilities of which will increase many times with the advent of Web3.0 technology.
Web3.0 is a semantic intelligent network, the software of which uses metadata to read, compare, integrate information and provide a «reasonable answer to the user», thus performing most of the routine work pertaining to the search and compilation of information for a person.
Briefly describing the distinctive features of three generations of Internet technologies, we can say that in Web1.0 information was generated by site owners, in Web2.0 content was created by users, which led to the filling of the Internet with low-quality misinforming data arrays, and in Web3.0 online experts will check for authenticity and relevance, edit the content of sites and, based on these criteria, establish the priority of the search delivery of information to the user.
Learning in Web3.0 is the result of an evolution oriented towards a student in an open information educational environment. The combination of educational innovations and the latest technologies will make the learning process faster, efficient and interesting. This will put an end to training courses that do not take into account the experience and needs of students, hours of boring videos and answers to questions to learn what they will never use in real life.
The rapid development of technologies, the presence of a huge number of open educational Internet resources provide the opportunity to create a new open educational information environment that is maximally focused on the student, in which he will be able to build his individual educational path, use convenient and affordable technologies and devices, choose a place and time for training, get the necessary knowledge. This is a flexible interactive training, which should provide a level of education that meets the needs and capabilities of the modern world.
So, speaking about the role and importance of using web technologies in teaching foreign languages at the present stage of the evolution of the information society, it should be noted that Web2.0 technologies and mobile devices provide unlimited opportunities for communicating in a foreign language anywhere and anytime, thus, eliminating the limitations inherent in the traditional teaching of a foreign language. Teachers, curriculum designers must consider and benefit from students’ interest in web tools in order to turn them from communication and games to knowledge. The use of web technologies and mobile devices in teaching and learning a foreign language, in our opinion, will provide students with authentic material, increase motivation and eliminate the language barrier, individualize and make learning flexible, allow them to take into account their learning styles and preferences, make communication reasonable and useful and combine learning with entertainment, enhance information exchange and provide feedback. The development of technology and the emergence of new devices should be accompanied by a revitalization of research and the development of innovative educational practices, which will benefit not only individual students, but also the process of teaching a foreign language as a whole.
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