Chapter I. Theoritical justification of the technology of distance learning of a foreign language

CONCLUSION
In the process of studying and analyzing the scientific literature on the topic of the final qualifying work, we came to the following conclusion that the concept of "distance learning" has different views of scientists on this definition. Some scientists consider the concept as a learning system, some – as a means of learning.
In this final qualifying work, we adhere to the opinion of Professor E. Polat, we believe that "distance learning" is an independent form of learning in which the interaction of the teacher and students and students with each other is carried out at a distance, and also covers components implemented using interactive Internet technologies.
Distance learning as a form has its own teaching methods and features of the organization of the educational process. We found out that the learning process in the distance format requires a strict clear organization, which includes planning, designing the educational process, choosing the technological basis and model of distance learning, preparing educational material, developing forms and types of control, selecting additional material and material of a creative and research nature, thinking through ways of interacting with students, drawing up methodological recommendations and instructions.
Distance learning of a foreign language provides a number of opportunities for both teachers and students. The role of the teacher in the learning process is reduced to the fact that one of the main tasks of the teacher is to guide and maintain the development of the student's personality, his creativity and creative potential.
In the process of studying scientific literature, we found out that when studying a foreign language in the distance learning form at the middle stage, as in the traditional one, students develop all types of speech activity and foreign language communicative competence and its components. Moreover, distance learning solves a number of problems that arise when teaching in the classroom (lack of training and handouts, disciplinary violations, training in an overcrowded room, continuous training in quarantine conditions).
Distance learning, according to some scientists, is able to retain motivation to learn a foreign language, as it has opportunities for individualization and diversity of the learning process and includes modern technological tools that are interesting to students.
Teaching the grammatical side of speech at the middle stage is an important point in teaching a foreign language and requires special attention and pedagogical training. The whole process of learning a foreign language goes through grammatical moments. It is impossible to correctly build an oral or written statement without grammar rules, it is impossible to fully understand the information heard.
We found out that teaching the grammatical side of speech at the middle stage undergoes some difficulties in the assimilation of educational material by students. This is due to the psychological characteristics of teenage students. Currently, there is a low level of motivation of schoolchildren to study grammatical material. It is believed that with the introduction of modern information learning tools, the Internet into the educational process, namely, when studying complex grammar material that is not understandable to students at the middle stage, distance learning can increase motivation by diversifying the process of cognition. Modern methods of obtaining material and information over the network using a computer or smartphone are supplemented with clear diagrams, tables, and visual material. The teacher can pick up an interesting video lesson, a colorful presentation with animation, an electronic test for verification, etc.
A very important point is to think over the educational material that corresponds to the psycho-physical abilities of each student.
Having conducted an experimental training in two seventh grades, it is worth noting that the distance form of teaching grammatical material in English lessons at the middle stage can be effective if certain conditions are met:
- clear organization of the educational process in the distance learning form;
- methodically correct planning of educational activities for the development of grammatical skills;
- development of a system of exercises based on the principle "from easy to difficult", taking into account the psychological characteristics of students;
- the use of modern pedagogical technologies in order to increase the motivation and interest of middle-level students in learning English.
In the process of learning remotely, the teacher should pay special attention to what grammar tasks will be for independent work. Many students, especially teenagers, are looking for help on the Internet and find completed tasks. In this case, the percentage of cheating will be large and the development of skills is out of the question. The teacher needs to prepare independent work in such a way that students, if they have questions, do not turn to websites with ready-made homework, but directly to the teacher. To do this, the teacher should develop a system of exercises corresponding to the methodology.