The use of screen technologies in teaching a foreign language to school-age youth

THE USE OF SCREEN TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE TO SCHOOL-AGE YOUTH
Makhmudova Iroda Ismoilovna,
lecturer at the Uzbek State University of Foreign Languages
[e-mail]
Annotation: The article discusses the use of screen technologies in foreign language lessons, analyzes the evolution and prospects for the development of these technologies. Modern screen technologies are the basis for the development of screen culture, which has been rapidly and intensively developing in society since the end of the XIX century as a fundamentally new paradigm of communication between people. Screen technologies are a subspecies of information and communication technologies and are widely used in teaching the younger generation a foreign language.
Key words: development of screen technologies, computer, educational process, projection equipment, touch screen.

In the last decade, modern screen technologies, which are a subspecies of information and communication technologies, have become widely used in teaching the younger generation a foreign language. The culture of mass communications and the culture of the information society form screen culture as a fundamentally new paradigm of communication between people, rapidly and intensively developing since the end of the XIX century [1]. "Screen culture is formed on the basis of the synthesis of a computer with video equipment, communication means and information transmission channels, which together form the information space" [1, p. 6]. Modern screen technologies are the basis for the development of screen culture – a type of culture whose main material carrier of texts is not writing, but "on-screen", a temporary stream of screen images that freely accommodates the behavior and oral speech of communication participants, written texts, animation modeling and much more. At the same time, "the main feature of screen culture, which qualitatively distinguishes it from written culture and the culture of personal contact, is the dynamic, changing, dialogical nature of the relationship of screen text with a partner" [ibid., p. 319], which also introduces specifics into the process of teaching a foreign language using modern screen technologies.

In psychology and teaching methods, systematic studies of the introduction of information and communication technologies into the educational process began in the mid-fifties, the first generation of computer technology was used for these purposes. However, the work in this direction was complicated by insufficient material and technical equipment of foreign language classrooms. "Improving the effectiveness of teaching foreign languages largely depends on the educational and material base of the school, on what teaching tools the teacher has and how he uses them in the educational process" [2, p. 34].
Since 2005, special programs have been implemented in Uzbekistan to equip educational institutions with time-appropriate equipment, which makes it possible to introduce modern information and communication technologies, including screen technologies, into the field of education, as well as to conduct comprehensive research in order to increase the effectiveness and intensification of foreign language teaching.
Screen technologies in teaching a foreign language in a modern school are information processes and methods of working with foreign language information carried out using telecommunications and computer technology, the leading means of which is the screen as an interactive surface that demonstrates the foreign language information necessary for teaching a foreign language. In this case, an interactive surface is understood as a surface with the help of which it is possible to carry out an interactive dialogue in foreign language lessons, i.e. the interaction of the student with the software system, which implements more developed means of conducting a dialogue and provides him with the opportunity to choose options for the content of foreign-language educational material and the mode of operation (based on the definition of the concept of "interactive dialogue" [3, p. 107]).
The technical means of modern screen technologies include electronic computing devices with a screen, such as personal computers, tablet computers, laptops, mobile phones, smartphones, interactive whiteboards and other designed and developed touch devices. In the educational process, modern screen technologies are mainly implemented using the following components: 1) computer/laptop, 2) projection equipment and 3) touch screen/interactive whiteboard.
We consider it expedient to consider the evolution of the technical means of screen technologies in school education and their prospects for development.
In 1986, the book "The Cabinet of a foreign language in secondary school" was published under the editorship of T. F. Gorbunkova, N. P. Gracheva, S. P. Zolotnitskaya, etc., in which the following was noted: "Achievements of scientific and technological progress have an impact on the educational and material base of a modern school, evidence of this is the introduction of video technology, computing and microprocessor technology into the practice of the school. The time is not far off when this technique will come to foreign language lessons." At the moment, the fourth generation of computer technology is used in educational institutions. In modern society, screen culture is being formed and developing, "the deep cultural essence of the computer is being revealed (as the main – for the near future – material carrier of a "mature" screen culture), its main function is to expand the boundaries of human essential forces."
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"The first technical means of training were light projection devices that projected images applied to transparent glass in a darkened room on a white wall or a special screen" [4, p. 103]. The light projection apparatus "Magic Lantern" (laterna magica) was invented by the physicist Athanasius Kircher in Germany in 1640. The projection apparatus began to be used in education to demonstrate static images in the second half of the XIX century [5, p. 9]. In the book of N. I. Borisov's "Magic Lantern in a Folk School", published in 1869, indicated that glass transparencies, which were demonstrated using a projection lantern, were used in folk schools, in regimental training teams, in higher educational institutions. "Thus, readings with foggy pictures ... teach the people and satisfy their curiosity" [6].
A projection apparatus is an optical device that forms images of optical objects on a scattering surface serving as a screen [7, p. 41]. Projection equipment is distinguished depending on the type of screen aid being demonstrated: a slide, frame projector, filmstrip (slide projector), epidiascope, filmoscope, an epiobject, special video camera, a transparency, codoscope (graph projector, overhead).
In our opinion, in order to increase the effectiveness and intensification of foreign language teaching, it is necessary to equip foreign language classrooms with interactive whiteboards and conduct advanced training courses for teachers to teach effective work with modern screen technologies, which will contribute to the formation and development of foreign language communicative competence of students, providing graduates of secondary schools with high-quality language education.