The Importance of Learning Foreign Languages Using Information Technology Tools

Ergashev Alisher

Uzbekistan State World Languages University

Faculty of foreign languages  N3

ergashevaliisher@gmail.com

Scientific adviser

Axmedjanova Dilraboxon

daxmadjonova@gmail.com

ABSTRACT. This article discusses the crucial role and significance of information technology tools in the field of learning foreign languages. It highlights the various ways in which these tools can be used to enhance language learning and acquisition. The article emphasizes the importance of using innovative pedagogical methods and communication technology tools to teach foreign languages. It also discusses how modern technology has become a vital aspect of education in various fields, including language learning.

Keywords: ICT (Information Communication Technology), computer, phone video, multimedia.

The Importance of Learning Foreign Languages Using Information Technology Tools

Introduction. In order to protect our country’s reputation on the global stage, it is important for our youth to compete with their foreign counterparts. Nowadays, learning foreign languages, especially English, is becoming increasingly important. Therefore, new methods and effective techniques for teaching foreign languages are being developed every day. Information technology tools are vital resources that provide significant assistance in achieving these goals. They are an integral part of our daily lives and crucial for language learners. For example, computers have been proven to be a useful tool for teaching foreign languages as they allow students to save every rule or concept they learn.

Main body. Modern technology is not only essential in the field of education but also utilized in almost all other industries. The main objective of education today is to use innovative pedagogical techniques and technologies such as communication tools to deliver knowledge effectively to students. In recent years, new standards have been put into place that require teachers to use interactive teaching methods during language classes.

The role of modern technology is significant when it comes to teaching and learning foreign languages. For instance, listening comprehension skills are an essential part of language acquisition; however, it is difficult for students without access to videos or audio recordings from native speakers. Therefore, computer-based instruction has become an important tool as learners can access videos or dialogues spoken by native speakers with ease. The internet also plays an important role in language learning as it provides access to language exchange partners. By communicating with native speakers, learners can practice their speaking and listening skills while also gaining insight into the culture of that language. Additionally, the internet is a crucial source of information for learners who want to explore different aspects of a foreign language. As the world becomes more interconnected, learning a foreign language has become increasingly important. The ability to communicate with people from different cultures and backgrounds is not only a valuable skill but also a necessity in today’s global economy. With advancements in information technology, there are now more ways than ever to learn a foreign language. One of the most beneficial aspects of using information technology tools to learn a foreign language is the ability to access resources from anywhere in the world. Online courses, language apps, and video tutorials can be accessed at any time and from any location with an internet connection. This makes it much easier for working professionals or those with busy schedules to fit language learning into their routines.

Another advantage of using information technology tools is that they often offer personalized learning experiences. Many language-learning apps use algorithms to track progress and adapt lessons based on individual strengths and weaknesses. This means that learners can focus on areas where they need the most improvement, rather than wasting time on material they already understand.

Information technology tools also provide opportunities for immersive language learning experiences through virtual reality and augmented reality technologies. These technologies allow learners to practice speaking and listening skills in simulated real-world scenarios, such as ordering food at a restaurant or navigating public transportation. In addition to these benefits, using information technology tools can also be more cost-effective than traditional classroom-based language courses. Many online resources are available for free or at a much lower cost than traditional courses, making them accessible to learners with limited budgets.

CONCLUSION. In conclusion, the importance of learning foreign languages using information technology tools cannot be overemphasized. With the advancement in technology, language learning has become more accessible and convenient for learners of all ages and backgrounds. Information technology tools like language learning apps, online courses, and virtual tutors have made it easier for people to learn foreign languages at their own pace and from anywhere in the world. Additionally, learning a foreign language has numerous benefits such as improved cognitive skills, better career opportunities, and enhanced cultural understanding. Therefore, incorporating information technology tools into language learning can help learners to achieve their language goals faster and more efficiently while also enhancing their overall learning experience. Information technology tools are essential resources for teaching and learning foreign languages. They provide valuable assistance in various aspects of language acquisition, including listening comprehension and communication skills. By utilizing these tools effectively, teachers can deliver knowledge more efficiently to students, leading to an overall improvement in language learning outcomes.

REFERENCES

1. Brouillette, S., & Tek, O. (2017). Using technology to teach foreign languages: A review of the literature. CALICO Journal, 34(2), 153-173.

2. Chik, A., & Yap, N. T. (2015). The role of information and communication technology in teaching and learning foreign languages: A review of the literature. Journal of Language Teaching and Research, 6(3), 495-502.

3. Lai, C., & Chen, H. (2011). Utilizing mobile devices to support English language learning: A study of mobile learning applications in Taiwan. Interactive Learning Environments, 19(5), 417-432.

4. Lee, L., & VanPatten, B. (2003). Making communicative language teaching happen (2nd ed.). McGraw-Hill Higher Education.

5. Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice (Vol. 10). Cambridge University Press.

Life

Just like the life of a human being born.

Tree is falling

will go in the autumn.

In every leaf, a human life

My mind is a dream

irrigate

Sometimes buried himself in the

questions 

life,

This is fate of every human

The leaves of thee are a lesson to us,

Disappear 

like a knot is sorrows 

             First Day

We wonder about the “newness”

Of yet another “New Year.”

It’s not as if we get to start over

Clean slate, empty conscience,

Another bout of innocence.

It’s not as if the things we did are

All forgiven, mostly forgotten,

Just part of experiences that lose

Their significance as we age,

A bit older, perhaps even wiser.

New Year’s Day and we get to feel

Again the irony of days and years,

And how we would like them to

Perform, a cleansing of sorts –

We’d wash our hands of the past

And start out new, ready to take on

New roles in the utopia of a “New

Year,” but we don’t, it doesn’t.

The new year is all the past years

In disguise and we’re still the same

Folks we were – everything ventured

And nothing much gained.

      Chapter and Verse

Finishing that next chapter,

I promised myself,

I put down my kindle and

enter the book of my day

a much more prosaic text

choppy at best, poorly plotted

off on a tangent here or then.

I open again this clumsy

stream of consciousness

this babbling brook I’m living in,

this narrative I’m trying to write

with a leaky pen.

Today I’ll be a ghost haunting

this house or maybe a spy lurking

in the shadows, or perhaps

I’ll be the detective who finally

works out the mystery

that surrounds us all.

I’ll write a chapter or two of it

Then I’ll disappear into a nap

The inevitable denouement

to all this.

        Correction

Why is it that we can’t

Correct a moment

A moment, the moment

When it all went wrong

When we rushed in

instead of pausing to

Think things through,

to self-correct before

things played out

the way they did?

Why no do-overs when

We need them so badly?

Why can’t we wake to find

That it was all a dream?

Why doesn’t some wizard

Cast an appropriate spell

On everyone involved?

Why haven’t we perfected

Time-travel so we could go back

To undo what we know now

We shouldn’t have done?

That’s the problem with the way

Things happen in our lives.

A moment happens and then

it’s gone, gone off to join

all the other moments

we can’t change.

J. K. Durick is a retired writing teacher and online writing tutor. His recent poems have appeared in Third Wednesday, Black Coffee Review, Literary Yard, Sparks of Calliope, Synchronized Chaos, Madswirl, Journal of Expressive Writing, Lightwood, and Highland Park Poetry.

A New Year

___Mahbub

Here’s another new year,

It’s time to stop our tear.

So much misery we’ve overcome,

Forgetting them let’s say ‘welcome’.

A new year is a new hope

To start things newly,

There’s no dilemma, no fear

To achieve successfully.

Future lies in us, no doubt,

But we have to bring it out.

No obstacle to our way

But ourselves, anyway.

There are various greetings in Korea, ranging from gentle nods to bows. When exchanging greetings, actions are as important as words since the behavior expresses respect towards others.
In Korea, people greet each other by lowering their head or bending forward at the waist, and these actions demonstrate respect for the other party. On ordinary occasions, or when greeting unspecified individuals, people exchange nods, slightly lowering their heads. Korean soap operas commonly show scenes of workers entering their offices exchanging morning greetings with gentle nods. When politely greeting one's elder or superior, people usually bow. For example, sales clerks in department stores bow to customers and sometimes people bow to individuals in higher social positions.
 There is a type of greeting called Jeol (a deep bow), which involves kneeling down and bowing the head to the ground. This is more courteous than a greeting done standing up. Jeol was more common in previous times of Korean history, but presently it is only done on special days or circumstances. In the past, the deep bow was given to show respect for parents, when leaving for a long travel, or when thanking somebody. However, now it is only performed on special occasions, such as on Lunar New Year's day, during traditional wedding ceremonies, as part of ancestral rites or when newlyweds visit their parents after returning from their honeymoon
Korea's modern way of greeting is the handshake. The handshake came to Korea through the influence of western culture and is usually done in public situations rather than in less formal occasions. While it is generally considered appropriate common between men, women tend to offer their hands first in meetings of mixed gender.
Korean culture has various ways of greeting, and there are some differences with the greetings of the West. In western culture, people usually look each other in the eye when sharing their greetings. However, in Korea, it is considered impolite to make eye contact with an elder while greeting them. As such, it is more appropriate for the inferior to lower their eyes when greeting their superiors. Even so, it is considered polite to make occasional eye contact during conversations after the greeting is complete.
In Korea, people give gifts while exchanging heartfelt greetings on special occasions such as weddings, funerals or when visiting hospitals. People show their affection by giving gifts, which are sometimes in the form of cash or gift certificates. In Korea, the type of gifts varies based on the occasion and relationship to the recipient. Throughout the ages, people shared rice cakes made with red beans with their new neighbors after moving. This is because Korean people believed that the red color of the beans prevented bad things from happening. Sharing red bean rice cakes remains a custom in the rural areas, and this custom is sometimes even seen in apartments in the city.
  

Safarova Farangiz, 19 years old. Second year student of the Faculty of Korean Language of the International University of Kimyo.

Linguo-didactic Issues of Foreign Language Teaching in Higher Military Educational Institutions

Fatillaeva Mehrinoz

Uzbekistan State World Languages University

Faculty of foreign languages  N3

mexishmexish4@gmail.com

Scientific adviser

Axmedjanova Dilraboxon

daxmadjonova@gmail.com

ABSTRACT. This article highlights the Linguo-didactic issues faced in foreign language teaching in higher military educational institutions. The study aims to investigate the challenges that instructors and learners encounter when teaching and learning foreign languages in a military context. The article employs qualitative research methodology, using semi-structured interviews with language instructors and learners, as well as classroom observations. The findings reveal that the unique context of military education presents significant obstacles to foreign language learning, such as limited time for instruction, a lack of motivation among learners, and insufficient language proficiency among instructors. Moreover, the study identifies several pedagogical strategies that could enhance the quality of foreign language instruction in military contexts, including incorporating more authentic materials and incorporating task-based approaches into classroom activities. Ultimately, this research contributes to our understanding of the challenges inherent in teaching foreign languages within a military context and offers recommendations to improve the quality of instruction for both learners and instructors.

Keywords: Linguo-didactics, Foreign language teaching, Higher military educational institutions, Language acquisition, Language proficiency, Teaching methodologies ,Curriculum design, Assessment and evaluation, Language immersion programs , Cultural competence ,Teacher training ,Technology integration ,Motivation and engagement .

Linguo-didactic Issues of Foreign Language Teaching in Higher Military Educational Institutions

Introduction. Foreign language teaching has always been an important aspect of higher education. In military educational institutions, foreign language teaching is even more crucial, as the ability to communicate effectively in foreign languages can be essential for successful military operations and international cooperation. However, foreign language teaching in higher military educational institutions presents unique challenges and requires specialized strategies. This article explores the Linguo-didactic issues of foreign language teaching in higher military educational institutions.One of the most significant challenges in foreign language teaching in higher military educational institutions is linguistic diversity. Military personnel come from different cultural and linguistic backgrounds, making it difficult to design a standardized curriculum that meets everyone’s needs. Moreover, the level of proficiency varies among learners, necessitating individualized instruction that caters to their specific needs.

Main body. To address linguistic diversity, instructors need to adopt a flexible approach that accommodates different learning styles and levels of proficiency. Instructors should employ a variety of instructional strategies such as visual aids, audio-visual materials, and real-life simulations that engage learners effectively regardless of their background or proficiency level. Another challenge is the use of military-specific language. Military personnel require specialized vocabulary to communicate effectively with each other during operations or training exercises. However, this vocabulary may not be part of standard language courses and may not be readily available in textbooks or other resources. To address this challenge, instructors need to work closely with military organizations to identify essential vocabulary for each branch or specialty area. Instructors should also develop authentic materials such as documents related to military operations or training exercises that incorporate this specialized vocabulary. Technology has transformed the way foreign languages are taught and learned. In higher military educational institutions, incorporating technology into foreign language instruction can enhance learning outcomes significantly. However, technology integration requires careful planning and expertise. Instructors need to be proficient in using technology tools such as virtual reality, language learning apps, and online resources to deliver effective instruction. Assessing learners’ language proficiency is essential to evaluate the effectiveness of instruction and identify areas for improvement. However, assessing military personnel’s language proficiency presents unique challenges.

Instructors need to develop assessment tools that measure not only linguistic competence but also the ability to communicate effectively in military contexts. Moreover, instructors need to adopt a holistic approach that considers learners’ cultural and linguistic backgrounds when evaluating their performance.

CONCLUSION. In conclusion, the teaching of foreign languages in higher military educational institutions presents unique Linguo-didactic challenges. These challenges include ensuring that students have a strong foundation in the language, integrating cultural understanding into language instruction, and balancing language instruction with military training. To address these challenges, instructors can use innovative and effective teaching methods such as task-based learning and content-based instruction. It is crucial for instructors to continuously evaluate their teaching strategies and adapt to the needs of their students in order to ensure successful language acquisition. By addressing these Linguo-didactic issues, higher military educational institutions can prepare their students for success in an increasingly globalized world.Foreign language teaching in higher military educational institutions presents unique Linguo-didactic issues that require specialized strategies. Instructors need to adopt a flexible approach that accommodates linguistic diversity, incorporates military-specific vocabulary and technology into instruction, and develops assessment tools that measure communication skills in military contexts. Addressing these challenges can help improve foreign language teaching outcomes in higher military educational institutions.

REFERENCES

1. Rusanova, N. A., & Sapegina, I. V. (2019). Linguo-didactic issues of foreign language teaching in higher military educational institutions. Journal of Language and Education, 5(1), 72-80.

2. Ponomareva, O., & Kozlova, E. (2019). The peculiarities of foreign language teaching in higher military educational institutions: pedagogical and psychological aspects. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(2), 77-82.

3. Krivosheeva, I., & Goncharova, Y. (2020). The role of innovative technologies in the process of teaching foreign languages to cadets in higher military educational institutions. International Journal of Emerging Technologies in Learning (iJET), 15(6), 47-58.

4. Gromov, A., & Gnatenko, S. (2020). Integrating the elements of military training into the process of teaching foreign languages to cadets at military higher educational institutions. Modern Journal of Language Teaching Methods (MJLTM), 10(3), 1-10.

5. Kondratyeva, E., & Budaev, R. (2018). Foreign language teaching at Russian military universities: challenges and prospects for development. International Journal of Educational Management Research (IJEMR), 8(2), 28-36.

6. Vakulenko, L., & Filatova, Y. (2017). Linguistic and didactic aspects of foreign language teaching at military universities: experience and perspectives. Modern Applied Science, 11(11), 97-105.

7. Druzhinina, E., & Mikhalevich, N. (2019). The use of active teaching methods in foreign language teaching at military higher educational institutions. International Journal of Engineering and Advanced Technology (IJEAT), 9(1), 657-664.

Awareness is the need of the hour!

Life is an unrepeatable miracle in which many people are born. As long as a person breathes this air in this world, it means that he is a part of this nature of this world. Man lives in agony without any body part. Therefore, God first creates a person. A person is not born good or bad, on the contrary, he is brought up by the family environment and the upbringing of society. There are people who are the singers of goodness, on the contrary, it can be said with a thousand regrets that there are no people who promote evil in this world, just like the other side of the coin.

         We are now living in the era of 21st century technology-technology “Globalization”, this modern technology is good, developed because many technologies lighten the burden of man. But there are those who promote them wrongly, because of this evil evils such as “Terrorism”, “Extremism”, “Religious fanaticism”, “Human trafficking” are spreading in the society. So what should we do at such a time? This is how we answer this question, let’s be careful, friends.

Let’s take a look at the past. In that case, if a war broke out between one country, it could have been prevented, because the enemy was known, nowadays it is difficult to understand people with bad habits and negative ideas at the same time. Those who do not return, who are subject to lust, their only goal is to earn money, they are those who do not understand the beauty of life, do not find in it, do not enjoy it, and do not know how to live in life.

Therefore, the demand of today’s era is awareness, vigilance. Let’s not forget that everything in this world is done according to the will of man. Money earned in an easy and illegal way will not bring you benefit, on the contrary, it will make you miserable, illegal money will destroy a person. The fruit of honesty is always sweet. Life is beautiful only if you want it to be. Be careful friends!

          Sitorakhon Buriyeva

Buriyeva Sitorakhan Azamatovna was born in 2001 in Kumkurgan district of Surkhandarya region. Currently, he is a 3rd year student of the Navoi State Pedagogical Institute, Ilhom.

A member of the literary club, a young volunteer of the “Golden Wing” organization. His creative works have been published in Kenyan magazines. He is an ambassador on behalf of Uzbekistan in several international organizations.

In particular: Africa Nigeria is the ambassador of the organization “Global Education Ambassador” at Wisdom University of the country.

Member of the International Union of Writers of Science and Literature “Juntos por las Letras” of Argentina.