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

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
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variety of information, tasks, and submissions. All this in General helps the student to achieve both a 
free and competent command of a foreign language.
The newspaper tells the reader about real events and is in tune with many topics of school 
textbooks. The teacher should only choose the appropriate material that will match the age level of the 
student and the level of their language proficiency. Of course, you need to take into account the volume, 
subject matter, complexity of understanding the text, and many other factors that can backfire. It should 
also be said that the teacher has a huge responsibility and requires high dedication and interest in the 
development of material that should be useful for students to understand and have a long-term effect [2].
In the last decade, the Internet has become increasingly popular. The Internet is a special 
environment that has a special language, special content, and a large young audience. Due to the 
peculiarities of modern man as a visual in the perception of information, teaching of a foreign language 
is increasingly focused on the use of multimedia language, moving from using multimedia as an 
auxiliary, illustrative element to multimedia as a teaching tool. The leading role of using information 
technologies is how to diversify the presentation of information, make it more perceived by students and 
immerse students in a foreign language environment. Also, the multimedia space of foreign language 
teaching has such tasks, which are not only to systematize and present educational material, but also to 
visualize the context of practical use of a particular educational material.
Therefore, the teacher should try to develop a series of activities so that students can discuss and 
draw conclusions from their own experience of the target culture solely as a result of what they have 
heard or read. The teacher can provide some factual information related to the lifestyles that exist in the 
culture (s) and the patterns that members of these cultures usually follow, but it is important to 
encourage comparative analysis with the students' own culture. For example, the views of foreigners on 
the country of students presented in guidebooks or tourist brochures can be compared with the students' 
own experience and views on their own country; They will quickly find that there is a difference. They 
may then be asked to consider whether their perception of a foreign country will be the same as that of 
the residents themselves [3].
That activate their schemas and basic knowledge about other countries and cultures: students 
perform the role of visitors in their own country and meet other students acting like themselves, rather 
than the stereotypes that visitors expect. Such experiential learning is a powerful tool for developing 
self-awareness, as well as perceptions of other countries. The teacher can encourage students to become 
more observant in terms of various subtleties of cultural behavior. Students are bound to come out of 
this experience much better prepared to communicate with other cross-cultural speakers, tolerate 
differences, and deal with everyday situations they may encounter in a foreign country.
In such work, the teacher does not need to be an expert in other countries. The focus is on how 
students respond to other people's and others ' views of themselves and how they interact with people 
from other cultures. Of course, there is some factual information that students need in other countries 
where the target language is spoken, but this is available to teachers in reference books, via the Internet, 
and so on. This information does not depend on whether you have been to these countries, and in fact, 
when you visit another country, it is not the information that you purchase. In this regard, the issue of 
the interdisciplinary aspect is focused to emphasize that cross-cultural education should not be related 
only to language, but can extend to the exchange of information / experience on substantive subjects 
within the curriculum.
The advantages of using media resources in the classroom are obvious, but there are also a 
number of tasks that need to be solved. Among them, it is worth highlighting such as the need to 
combine information from media sources with the material of the school curriculum, changing the habit 
of learning the language exclusively through textbooks to the active use of Newspapers and news sites, 
as well as creating a person-oriented learning environment.
Thus, it should be said that the mass media have a number of advantages in teaching a foreign 
language, both for the teacher and for the student:
1. The media can provide us with the latest news from the countries of the language being studied, 
demonstrate interesting country-specific material, as well as show art or educational films;
2. The media provides the opportunity to create various tasks for the lesson that will help you get 
deeper into the study of a foreign language;

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