Education of the republic of uzbekistani samarkand state institute of foreign languages

2.2. The effectiveness of updated methods usage in teaching and learning academic writing skills
Digital media are used in the process of teaching foreign languages. In this regard, awareness is increasing in various fields, for example, in politics, economics or education. All this makes it possible to satisfy many needs of human life. Every day a person receives new information about what is happening around. It can be written or oral, but the main sources of information flow are radio, television, newspapers or the Internet, which are combined into one concept – “media". The media that can be used in the learning process are called learning media. The purpose or sub-task of the training media is what it is about. Learning a foreign language requires patience, energy, time, creativity and competence. The success of teaching and mastering the skills of a foreign language, including English, is determined by a number of factors. Language learning tools can help students acquire new skills. There are many types of media that can be used by teachers in the teaching process, but the teacher should be careful when choosing the media to use. [45, 61]
The attempt used to describe the functions of mass media is not only to understand their characteristic features, directions of influence, but also to identify and point out their exceptional nature among other means of social communication. The functions of the media are understood as activities, tasks, relationships, interdependencies, and even positions or responsibilities. The authors of the Dictionary of Media Terminology define them as "at least the tasks they have to perform, the goal they have to achieve, or the result of their actions." When trying to classify the functions of mass media, it is worth taking into account their fundamental division into desired functions and undesirable, whereas the desired functions or their absence can be both on the sender's side and on the recipient's side, and at the same time they can be convergent or divergent communication processes. H Laswell, as one of the first scientists, made theoretical arguments about the functional dimension of mass media and mass communication, arguing that social communication functions are a necessary condition for maintaining the existence of society, integration, continuity and social order, with the caveat that mass communication can also reveal dysfunctional consequences. The main functions of the media, defined by Laswell, related to:
- super vision of the environment;
- correlation of group reactions in society to its environment;
- transfer of cultural heritage. [72, 264]
D. McQuail combined the hypotheses of H. Lasswell, the achievements of C. R. Wright, as well as the results of his own research, and proposed a typology of the functions of mass media in society.
- Information function.
- Correlation function.
- Continuity function (legacy transfer).
- Entertainment function.
- Mobilization function.
M. Mrozovsky, in his review of the typology of the functions of mass media and mass communication, also draws attention to the catalog of functions formulated in 1948 by P. F. Lazarsfeld and R. K. Merton. This typology is perhaps less important from the point of view of these considerations, but it is an important addition to the classification of the functions of the media. The classification of Lazarsfeld and Merton recognized the functions of the media not so much in terms of their tasks as in terms of the consequences of their functioning, and it consisted of two functions and one dysfunction. They include the following:
- The function of assigning status is related to focusing public attention and giving importance to public issues, people and organizations.
- The function of strengthening social norms - the mass media reduce the discrepancy between private and public morality, strengthening the norms and values on which public morality is based.
- Addictive dysfunction - based on the progressive dependence of recipients on mass communication, which can consume more and more time, is the result of replacing direct contact with reality with artificial and superficial, and participation in social life is replaced by passivity and apathy. [60, 87]
The educational functions of the mass media to one degree or another include some of the mentioned functions. It is based on providing information about the surrounding world and presenting knowledge about the conformity of knowledge. From this point of view, modern mass media perform an important task of educating recipients of information about the world. However, the educational functionality is not only in providing information, not only in explaining and implementing implementation options in a certain context, so they cannot be used correctly. This educational function uses a means of mass communication in pedagogy and school education. In this sense, the influence of the media is something more than a long-term concept of lifelong learning. The corresponding definition of the media function reflects the influence of research on the use of the traditional approach to these studies is to try to answer questions in a direct way directly, we have the influence of the media. Recent approaches to solving the problem, people are doing what people have with the media, and how they use them. This research perspective is more pronounced in the fields of research, which are two intensive and practically practiced, according to T. Gobanclas. The main assumptions of the theory of use and satisfaction are as follows: the choice of media and media content is usually rational and designed for certain specific goals and satisfaction (so that the audience is active and its creation can be logically explained), the member audience understands their needs in the media, these needs stem from their personal and social environment and they can express these needs through their motives. Overall, usability is a more important audience-shaping factor than aesthetic or cultural factors. All or most of the factors that shape the audience (motivation, perception or earnings, choice of media, social variables) are usually measurable. The most commonly used classification of mass media included in educational activities is divided into:
- auditory media that affect the recipient through the auditory canal, which is used when listening to music, radio, mp3.
- visual media that affect the viewer through a visual channel, through the use of an image and a moving image, such as a film.
- audiovisual media that influence recipients through their sensory channels.
The presented classification is just an example of the numerous divisions available today. Along with the dynamic development of computer and IT technologies applicable to the teaching of foreign languages, there is also a need to revise the definition and functions of mass media in the educational sphere. However, undoubtedly, the Internet and mobile devices enrich the process of teaching a foreign language. One of the examples of effective communication of the didactic process with the Internet in the process of learning a foreign language is e-learning. This form of educational platform is a virtual work environment used by students and teachers. The learning process, as practice shows, gives almost unlimited opportunities in building goals and at the same time activating participants in this form of classes. At the same time, e-learning has become a requirement of today's time. E-learning is a form of teaching that uses modern computer and multimedia technologies, as well as the Internet. In other words, it is a kind of teaching and learning process, intensively supported by computers or modern mobile devices with an Internet connection. [58, 30]
They are widely used in the educational process. Digital technologies allow you to combine as many media as possible in one place. On the other hand, R. Gozdetska stressed that innovation goals should be focused on many important areas. The following aspects are particularly important: creating classes that creatively use audiovisual media and, most importantly, effectively use audiovisual media. She pays special attention to computers, which can effectively influence the development of students' abilities based on creative thinking. Teachers also have the opportunity to participate more effectively in working with gifted students. Modern teaching technologies allow them to constantly improve the methodological structure of the class. At this stage, it is necessary to define the concepts of didactic means that can be found in the literature on this subject. Their number and innovative applications contribute to a clear optimization of the learning process and learning outcomes. All actions aimed at achieving learning goals using modern technologies naturally require a modern teacher to use both programs and applications that are increasingly used in education. It is also necessary to look for new IT tools that are applicable in the didactic process. [54, 5]
The modern publishing market offers a wide selection of many IT training tools for teachers. Users of this sector of the market satisfy educational needs, being aware of the role, goals and objectives of the technologies provided. It is safe to say that modern school multimedia tools are already recognized and desirable standards. The process of digitizing the curriculum has already begun in the teacher's own consciousness and mentality. It is he who sets the course for the courses and the skills that need to be developed in using a computer, and this requires the use of traditional methods. For example, interactive whiteboards can be used in the classroom, and assignments can be distributed over the Internet. In this sense, we cannot overestimate the role of modern teaching technologies, which, although innovative, are still only tools in the hands of teachers of the subject.
Thus, the use of television as a means of teaching foreign languages allows us to realize the following tasks: practical (mastering the language as a means of communication), pedagogical, developmental and educational.
Students' writing improves when they are given multiple opportunities to write on a regular basis. Writing also develops students' critical thinking skills that can be applied to other tasks (Calkins, 1994). Despite the recommendations of teachers and researchers that students write in detail and throughout the curriculum in various areas of content, many teenagers report that they write mostly short works not based on research, and receive longer ones the tasks are mainly in English and language art lessons (Pew Internet & American Life Project, 2007). Below are some statistics on students' writing habits depending on race and gender.
- Almost six out of ten black teenagers (57%) keep a school diary, and 17% write music or lyrics. In contrast, only four out of ten whites (41%) keep a diary and less than one in ten (6%) write music or lyrics for school.
- Teenagers from families earning $50,000 or more per year, more often than low-income teenagers write scientific laboratory articles (72% vs. 61%).
- Girls are slightly more likely than boys to write essays at school (96% of girls do it compared to 91% of boys), while boys are slightly more likely to write computer programs (13% boys and 7% of girls did it last year).
- Students also use the Internet as the main method of conducting research in order to write school essays. About 94% of teenagers use the Internet at least occasionally to study their school written assignments.
- With the exception of a relatively small group of enthusiastic writers, extracurricular creativity is something that teenagers do infrequently.
Today's students who received the name “The network generation”, live in the digital world. Recent studies show that students spend more 10 hours a day using multimedia devices such as mobile phones, mp3 players and computers, and more than an hour of this time is spent using the Internet online. In recent years, the use of mobile phones among teenagers has been growing rapidly: currently 71% of teenagers have a cell phone, compared with 45% in 2004 and 63% in 2006. Generally, more than four out of ten teenagers (45%) personally own both a computer and a cell phone, owning a cell phone and a computer (81% and 65%, respectively), especially high among older adolescents. The relationship between a year of school and the use of technology quickly emerged: high school students are more likely to spend more than one hour a day using communication technologies such as phones and email. And vice versa, on average freshmen twice as often as high school students spent more than an hour daily on social networking sites or text messages.
This abrupt shift to digital interactions has led to a change in educational landscapes, according to Trilling and Fadel. In order to develop relevant life and career skills, students now need to be taught not only academic subjects such as reading, writing and arithmetic, but also other skills such as digital learning, information gathering and its management, awareness of the media and their use. Since many of these technologies are text-based, they represent another potential space for writing according to a broad definition of the term.One of the most dramatic changes this digital revolution has prompted is a change in the way students write and communicate. It is expected that students will not only write more traditional messages, such as research reports and compelling essays, but also introduce new digital forms of writing. Electronic discourse, such as the one used in emails, text messages or internet chats, uses forms of writing that resemble spoken rather than written English. Some researchers have called this form of language “written speech” or “oral writing”. It has been suggested that this form of “newspeaks” may represent an entirely new language register. The increased use of communication in such an alternative language form may have implications for language skills, and many educators and observers have expressed concern that abbreviated language styles of text messages, emails, and wall posts are improperly infiltrating official school writing. While teen bloggers and social media users are prolific writers, they also tend to use text labels, emoticons, and informal writing styles in their school essay. Similarly, teenage mobile phone owners are more likely than those who do not use mobile phones to use text abbreviations at school.
The development of communication technologies has led to significant language changes. According to Biesenbach-Lucas and Wiesenforth, the resulting differences in writing have raised concerns about the negative impact of this technology on language. Some language researchers claim that the deterioration is associated with increased use in electronic communication. The lack of face-to-face interaction that sometimes characterizes this digital platform means that many contextual and non-verbal language cues can be lost, and it is doubtful that Language maxims such as relevance, relevance and level of formality are still observed in electronic communication. Nevertheless, research on this topic reveals some positive aspects of these technologies for language skills. For many teenagers, the ability to change, edit and refine their texts on the fly is one of the most obvious advantages of writing on a computer. Almost six out of ten teenagers (57%) say they edit and revise more when they write using a computer, compared to when they write by hand. Whites, older teenagers and those whose parents are people with a higher level of education are most likely to say that computers help them edit and revise more. In a study by Greenfield & Subrahmanyam, it was found that teenage chat users adapt to the peculiarities of the chat environment by developing new communication strategies with a new communicative register.
There is evidence that computer-mediated communication has contributed to the emergence of new behaviors and strategies, and chat groups and online forums have developed dialects. Users adapt their own language to suit the environment. This once again shows that language skills and social communication skills are developed with the help of communication technologies and are not negatively affected. Some studies of electronic discourse indicate that the rules of spoken language are still being observed. Computers increasingly used to promote early language cognition. Programs are available that develop pragmatic language skills in children with impaired language skills, while computer mediation is also widely encouraged for learning a second language. Moreover, the availability of computer technology at home. It was associated with positive academic achievements in reading and mathematics, with households from lower socio-economic groups benefiting the most. Parents they do not consider computers as a monolithic “good” or “bad” influence on their child's writing. Rather, most parents say they appreciate the value of technology to help their child write, while at the same time recognizing certain disadvantages and trade-offs. Although it would seem that communication technologies do not seem to have a negative impact on specific language skills, parallel studies indicate the opposite and confirm the fears of critics. According to Danet, the seeming playfulness in email greetings indicates that they are more informal in comparison with the traditional norms governing the form of official letters. Trupe also found an emerging diversity in written communication in terms of word choice and syntax. Sutherland, distinguished and recently retired Professor of English from University College London has spoken out in the media about the harm that this style of communication does to literacy skills and academic performance. The language of e-mail and short message services is inherently an informal communication system, since it associated with abbreviations and changes in spelling norms, thereby paving the way for a new context for the writing process. Analysis of emails and SMS -Student posts in Malaysia showed that some emails lacked subject lines, while others crammed the entire body of the message into the subject line. Standard spelling, punctuation, and capital letters, which are some characteristics of a regular written language, were absent from the studied emails. Some email users used SMS the language in their messages. The lack of contact information in the signature, the sloppily written text of the message and other deviations found in the emails indicate the fact that the language used in the students' emails was more informal and relaxed than the traditional language of writing letters. Some of the main concerns about the negative impact of new technologies on writing skills are listed below.
- Punctuation rules are affected. Email and SMS are used to speed up communication, which usually uses abbreviated sentences to facilitate writing, which makes it prone to accidental errors and lack of punctuation rules.
- Grammatical, syntactic rules. Linguistic abbreviations and less formal formulations, such as “smiley face”, used to convey. There is no sense in electronic communication, they can switch to written English and are encouraged to lose sight of grammatical and syntactic rules.
- Graphic rather than textual. The intense graphic nature of electronic communications can distract students from writing and instead lead to spending a lot of time perfecting fonts, colors or images.
- Lack of proofreading skills and standard spelling. Dependence on computer spell checking can reduce standard spelling skills; the speed of some electronic communication contributes to the fact that spelling mistakes and typos go unnoticed.
- Reduced ability to critical thinking. The copy and paste capabilities that these technologies often provide can lead to a loss of critical thinking abilities. It has also paved the way for practices such as online plagiarism, which takes various forms from explicit and intentional to accidental and ill-informed.
- Loss of linearity and consistency. Hypertext, which is inherent in electronic communication, allows authors to organize information freely. This contradicts traditional writing, in which ideas are expressed in a logical, linear way, with a consistent narrative in large chunks of text to form a well-developed thesis.
- Problems with attention. The use of communication technologies may be associated with attention problems in children and adolescents, which, in turn, can have a negative impact on writing and on learning in general. Most teenagers believe that additional training and focusing on writing at school would help improve their writing. A study conducted by the American Life Project found that 82% of teenagers believe that extra time for writing in class will improve their writing abilities, similar to 78% who also relate to computer writing tools (A survey of teenagers and parents by the Pew Internet & American Life Project, 2007).In addition, recent studies have shown that many students they receive inadequate writing instructions, little time to practice writing in the classroom, and few opportunities to write longer research-type articles. Similarly, high school students are rarely offered writing instruction that covers their curriculum, is authentic and anchored to their lives, and is delivered by quality teachers with specialized training in content-based writing instruction. An effective strategy will be one that involves students in frequent written classes under supervised by teachers and parents. There is a significant body of research on best practices in teaching and learning writing that can guide individual and institutional reform efforts. Overall, this study shows that writing is best taught as an integrated subject, and that strong writing practice combined with consistent feedback and follow-up from parents, teachers, and caregivers is important for developing students' skills and achievements. Classroom studies show that students largely meet the expectations set by the teacher. Teachers who create assignments that require a product that includes both complex text and a highly professional appearance are more likely to achieve both. In contrast, excessive attention to website design may lead to students paying little attention to texts, while underestimating design issues may limit students' ability to develop important new multimedia literacy.
There should be discussions of electronic communication aimed at getting students to read emails more than once before sending. Collaborative methods such as peer learning should be encouraged among students to enrich their written essays as they work together. Switching from a teacher-sponsored writing model, c-grades and goal-oriented grades will also improve and keep writing abilities at a high level. Moreover, writing in the classroom should go from the usual descriptive and narrative to a more convincing, reasoned and expressive use of language (Tella, 1992). University authorities should also provide writing assessment software that generates scores for the essay written and issues other reports on structural or linguistic errors found in the essay; such mechanisms can be used for school classes and practical writing classes. Technologies, like any other aspect of modern society, are constantly evolving, and these changes are accompanied by new ones integration challenges and threats. Communities and education professionals need up-to-date data on technology trends to support parents and caregivers in ensuring that children make the best use of communication technologies to promote their language and literacy development. In the past, parents, caregivers, and even teachers often stayed in the background while how children and students discovered these technologies, thereby exposing children to unforeseen dangers. Today parents and all those involved in the educational process should take part in the discovery of these technologies with the help of students in order to monitor and prevent any undesirable effects.