Theme: teaching and learning second language using information technology Contents Introduction Main part

The actuality of the work: In accordance with the Decree of the President of the Republic of Uzbekistan dated November 6, 2020 No PF-6108 “On measures to develop education and science in the new period of development of Uzbekistan” development measures are being taken.
The aim of the work: The topic assigned to me in the dissertation is to clarify the formation of intercultural competencies based on modern information and communication technology in secondary schools
The object of the work: The topic of building cross-cultural competencies based on modern information and communication technology in secondary schools has attracted a lot of my attention.
The subject of the work: In addition to studying the subject, I learned a lot of new information about effective use of modern information communications in the educational system.
The theoretical value of this work is the systematic coursework on the work of advanced foreign language teachers.
Practical value of this paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in teaching a foreign language.
The structure and scope of the course work: Introduction to the work, main part, 3 plans, conclusion and the list of used references.

1. The L2 user and native speaker
A principal issue in SLA research and sound education is the idea of the native talker. But what is a native talker? One of the first uses of the term is by Leonard Bloomfield: ‘The native language a human learns to talk is welcome native word; he is a native talker concerning this style’. Being a native talker in this place sense is a honest matter of an individual’s past; the native language you encounter as a baby is your native accent. A usual new description is ‘one the one has uttered the expression because early childhood’. You cannot any more change the archival reality of that word you talked first than you can change the mom the one produced you up. Any later-gained style cannot be a native word essentially; your second word will never be your native dialect however how long or how well you talk it.
A second way of defining native speakers is to list the components that make them up. David Stern lists characteristics such as a subconscious knowledge of rules and creativity of language use: native speakers know the language without being able to verbalize their knowledge; they can produce new sentences they have not heard before. L2 learners may within financial means get some of these parts of the native talker state. L2 consumers further experience many aspects of the second vocabulary subconsciously alternatively intentionally; L2 consumers are capable of proverb new belongings directly dialect, e.g. the ‘surrealistic adages’ of French talking Marcel Duchamp’s in the way that ‘My relative is cold cause my knees are cold’ – not to mention the papers of Nabokov or Conrad. The question is either it is doable or advantageous for the L2 consumer to match these elements of the native talker.
A third approach to delineating native speaker pays accent similarity: your talk shows the one you are. In English, a word or two particularly reveals many facets of our correspondence. According to George Bernard Shaw, ‘It is intolerable for an Englishman to open his backtalk outside making additional Englishman hate or disdain him.’ Our talk shows the groups that we belong to, as we visualize in Chapter 4, either in conditions adult, gender, or prayer. An English linguist once observed: ‘it is part of the meaning of an American to sound like one’. We may be proud or ashamed of belonging to a particular group; politicians in England try to shed signs of their origins by adopting RP as best they can; British pop and folk singers take on American-like vowels. Being a native speaker shows identification with a group of speakers, membership of a language community. In social terms, people have as much right to join the group of native speakers and to adopt a new identity as they have to change identity in any other way. But the native speaker group is only one of the groups that a speaker belongs to, and not of overriding importance; how important is it to be a native speaker of a language compared to being a believer in a religion, a parent, or a supporter of Newcastle United? The definitions of native speaker then are not helpful for language teachers. In the sense of first language in life, it is impossible for students to become native speakers of a second language. The parts description raises the issue of either graduates should acquire information expected like native speakers; it then limits their parts to those that monolingual native speakers retain alternatively the additional abilities of L2 consumers, in the way that interpretation. In conditions of correspondence, it raises the question of that group we wish the students to concern – the society of native speakers of that they can never be entire appendages or the societies of L2 users? According to Ben Rampton, speech faithfulness maybe a matter either of legacy or of partnership, both of bureaucracy continually traversed.