Влияние средств массовой информации в преподавании английского языка

Аннотация

Калит сўзлар: Ушбу мақола инглиз тилини ўрганишда оммавий таъсир, ахборот воситаларини ўқитиш масалаларини ўрганишга медиа ўқитиш, бағишланган. Инглиз тилини ўқитиш учун оммавий ахборот инглиз тилини ўқитиш, воситаларидан фойдаланиш филологларга учун икки медиа саводхонлик. томонлама муаммо туғдиради. Оммавий ахборот воситалари инглиз тилини иккинчи тил сифатида ўрганаётган талабалар учун ўқитишнинг муҳим қисми ҳисобланади. Шу сабабли оммавий ахборот воситалари ўқитувчига талабаларни инглиз тилини ўрганишга жалб қилиш ва ўқув мақсадига эришиш стратегияси сифатида муҳим аҳамиятга эга. 1 senior lecturer, Uzbek State University of World Languages, Tashkent, Uzbekistan. Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 3 (2021) / ISSN 2181-1415 Влияние средств массовой информации в преподавании английского языка АННОТАЦИЯ Ключевые слова: Данная статья посвящена исследованию проблемы влияние, преподавания средств массовой информации при изучении обучающие медиа, английского языка. Использование СМИ для обучения в преподавание аутентичном контексте представляет собой двойную задачу английского языка, медиа грамотность. для филологов. Обучающие СМИ - одна из важных составляющих преподавания предмета, особенно для студентов, изучающих английский как второй язык. Преподавателю необходимы средства массовой информации в качестве стратегии для привлечения студентов к изучению английского языка и для достижения цели обучения. The media, if used in the educational setting will complement the teaching-learning process. It will make the English language teaching better and more effective, and will also 'enhance the students’ ability to understand and experiment with the language. Generally, teaching media mean all tools, which may be used by teacher to deliver teaching material to students in teaching learning process to reach certain learning goals. The term media was first used to describe newspapers more than two centuries ago. Today media has many different connotations. For instance, there are mass media, print media, visual media and teaching media. While media can take on many different forms, the purpose of all media is universally the same – media is a channel of communication. Media literacy is typically defined as the ability to access, analyze, evaluate, and produce communication in a variety of forms (The Module “Oral and written speech” – Media in English) incorporated into the practical course of ELT defines media very broadly, including books, newspapers, magazines, videos, movies, recorded music, and everything available via the Internet. Special emphasis, though, is to be put on multimedia. According to the suggested approach, the module is designed to develop students’ skills to interpret mass media messages as well as awareness of the reasons and methods of how these messages are often mispresented, misinterpreted, and, as a result, might become instruments for manipulating the audience. In this paper we examined how with the Module designed within the present project, students may have a better understanding of the mass media information, if the syllabus, methods of teaching and support materials in the media-oriented ELT classroom could enhance their critical thinking and media literacy. While the use of media in the language class is still something of a novelty, it’s worth pointing out that the application of traditional communicative teaching techniques to the students’ media literacy development can, with a bit of imagination, flexibility, and bias towards mass media evaluation, critical analysis and interpretation, pay handsome returns. The teaching strategy proposed and used within the project follows the classical model of previewing, while viewing and after-viewing activities. Developing students’ media literacy through integrating English and mass media resources (multimedia form) into the English classroom is a challenging, demanding task for the language teacher who must possess interdisciplinary knowledge and keep developing it alongside with the students. Both the teacher and the students have to fully 209 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 3 (2021) / ISSN 2181-1415 understand that media literacy is essential for successful cross-cultural communication. In this article, we propose that integrating mass media into the ELT classroom by means of the Module Oral and written speech – “Media in English incorporated into the practical course of ELT is a noteworthy form of weaving students” media literacy development. There are various media learning strategies that could be useful for enhancing the learning process. Practical examples portraying the applicability of media sources in learning are:  Film clips – which could serve as a means of depicting rare and uncommonly seen events  Songs  Podcast of a lecture  Or newspaper article. It is noteworthy that students can also be more creative with their o