Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

 
UDС 81-13 
COORERATIVE LANGUAGE LEARNING TECHNOLOGY IN TEACHING FOREIGN 
LANGUAGES 
Sh.R. Nematjanov, teacher, Namangan State University, Namangan 
I.I. Umrzaqov, teacher, Namangan State University, Namangan 
 
Аннотация. Ушбу мақолада чет тилларини ўқитишда қўлланиладиган самарали 
технологиялардан бири “ўзаро ҳамкорлик”да тил ўрганиш технологиясининг мазмун-моҳияти ва 
ундан унумли фойдаланишнинг афзалликлари ҳақида фикр юритилади.
Калит сўзлар: ҳамкорлик таълими, ўзаро ҳамкорликда тил ўрганиш, ижтимоий кўникма, 
мустақил фикрлаш, дўстона муносабат.
Аннотация. В данной статье рассматривается содержание и значение технологии 
корпоративного (совместного) изучения языка, которая является одной из самых эффективных 
технологий в преподавании иностранных языков, а также её преимущества.
Ключевые слова: совместное обучение, интерактивное изучение языка, социальные 
навыки, самостоятельное мышление, дружеские отношения.
Abstract. In this article discussed The concept and content of the “cooperative language 
learning”, very effectively used in the process of teaching and learning foreign languages.
Key words: cooperative education, cooperative language learning, social skill, independent 
cognitive thinking, friendly relations.
This means that "interaction education" is an activity aimed at interaction in the study of foreign 
languages, in addition to obtaining independent knowledge, organizing its activities, forming self-

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
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management skills, creating an atmosphere of creativity in the educational process for the creation of an 
atmosphere of interaction between the "teacher-reader", "reader-reader", "teacher-teacher", "reader-
teacher"; organization of students' activities 
In foreign language education, "Collaborative language learning" is also considered as a method 
of teaching students with different levels of knowledge in small groups, in relation to their individual 
achievements, which provides for the success of group activities. This method of American education 
was introduced at the beginning of the year 1900 on the initiative of the American scientist of the field 
of social pedagogy and philosophy, Djon Dyui. "Collaborative language learning" is sometimes 
explained by the notion of "working in a small group." But students may be working together not in 
collaboration in the group. 
Researchers David and Roger Johnson, who have conducted scientific research in the field of" 
collaborative education "or" collaborative language learning", have identified five elements of 
collaborative education. They are as follows[1]: 
Face to face. Face-to-face activities allow students to promote each other's knowledge and skills 
within the framework of this topic by discussing the assignment given on a particular topic and 
expressing their thoughts. 
Understanding of interdependence. Mutual discussions and feedback in the group allow to 
understand, correctly understand that the personal feeling of each group member is that helps not only 
one person, but the whole group. 
Taking into account personal opportunities. Know their own capabilities and function in the 
activities of each student group. That is, understanding the specific objective expresses in each student 
his or her own responsibility and what the group is responsible for and is convinced of. 
Group activities. Students will be given the opportunity to learn and identify with the help of tools 
of analysis of their group activities, that is, to what extent they have used their interpersonal skills and 
skills, to what extent they have mastered the given knowledge. 
Interpersonal skills and skills. Students learn not only the information in one science, but also the 
personal qualities of each other and how to work as a team. From the early stages of cooperation, 
students will be taught ways to engage in communication, form leadership and conflict situation 
management skills. 
In the process of language learning, the interaction of students in the classroom in small groups 
allows them to learn a foreign language not only by competing with each other individually, but also by 
supporting members of the group. In this way, the opportunity and ability of each student will be numb 
and a healthy competitive environment will be created. 
Before using the technologies of "interaction education" in teaching a foreign language, it is 
important to understand the purpose of this technology. Proceeding from the above points of view, we 
would like to dwell on four reasons that are based on our recommendation on the effective use of 
"interaction education" technology in the process of learning and teaching foreign languages, recognized 
by our scientists and practitioners in the field of psychology and pedagogy. They are as follows[2]: 
1. Students' activity in the learning process increases. 
2. Students learn by supporting each other in the learning foreign language interaction. 
3. Support the reader-reader interaction relationship. 
4. Through the achievements of the group, interest in language learning is increased. 
The results of the research carried out in this direction indicate the technology of language 
learning in cooperation as one of the effective methods aimed at teaching language in a way of 
instruction and recommendations.
The methods based on exercises and assignments aimed at language learning in collaboration will 
not only improve the level of mastering language in students, but also make it possible to formulate their 
spiritual and moral character. Foreign language learning in cooperation with international researchers 
language the level of mastering not only increases the efficiency, but also the development of social 
relations, that is, communicative competence of students[3].
In the table below, our views on the advantages of language learning technology in cooperation 
with each other in mastering knowledge of a foreign language, developing social relations and 
communicative competence are presented. 

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