THE ROLE OF PRODUCTIVE ACTIVITIES IN TEACHING AND LEARNING FOREIGN LANGUAGES

Аннотация

This article discusses some of the problems and shortcomings in the educational process. The advantages of using high technology in improving the quality of education and teaching students are highlighted. Keywords. Quality of education, interactive methods, high technology. РОЛЬ ПРОДУКТИВНОЙ ДЕЯТЕЛЬНОСТИ В ПРЕПОДАВАНИИ И ИЗУЧЕНИИ ИНОСТРАННЫХ ЯЗЫКОВ Аннотация. В данной статье рассматриваются некоторые проблемы и недостатки образовательного процесса. Выделены преимущества использования высоких технологий в повышении качества образования и обучения студентов. Ключевые слова. Качество обучения, интерактивные методы, высокие технологии. Presentation techniques are the ways used by the teacher to focus learners` attention on the meaning, use and sometimes form of new language, when introducing it to them for the first time. Introductory activities are activities used by a teacher to introduce a lesson or teaching topic. These lesson plans show two common and different ways of presenting new language items. There are several differences in how they present them. ▪ Language is a clear aim and focus of the lesson. ▪ The teacher first puts the target language (the language selected for learning) into a situation which shows what it means (a situational presentation). (Step 1) ▪ The teacher then makes sure that the students remember previously studied language needed to practice the new language by eliciting it, asking students to say the language rather than giving it to them. (Steps 2-3) ▪ The teacher next models the target language and the students just listen. (Step 4) 118 Yanvar, 2025-Yil ▪ The students then repeat the target language in a choral drill, a very controlled or restricted practice activity, one in which they can use only the new language and without making mistakes. (Step 5) ▪ The teacher tells students about the grammatical use of the new language. (Step 6) ▪ The teacher asks the students concept questions, questions that check their understanding of the use meaning of the new language. (Step 7). ▪ The students then do a controlled practice activity focusing on form (Step 8) ▪ Then further practice activities focusing on meaning. (Step 9) You can see that at the presentation stage of a PPP lesson (Steps 4-7) the teacher firstly sets up a context for presenting the new language that shows its meaning, then models (provides a model for students to copy) the target language for students to repeat before highlighting the form and use of the language through drills and concept questions / concept checking, which give students the opportunity to notice and focus on these. The lesson then moves on to a practice stage. Task - based Learning (TBL) lesson: ▪ The aim of the lesson is for students to complete a task. ▪ The teacher starts by contextualizing the topic (putting it in a situation which shows its meaning). (Step 1) ▪ The teacher gives the students tasks to do. (Steps 3, 4, 5) ▪ The teacher and students discuss any new or problematic language they needed for the task. (Step 6). ▪ Lastly, the students do a task to consolidate the language. (Step 7) You can see that in a TBL lesson the presentation of new language (Step 6) in fact follows the stage in which students use the new language. This allows the student to focus first on the meaning of the new language rather than its form. А PPP аpproach to presenting new language foсuses directly on both meaning or use and form of target language and gives students an opportunity to practice language in a safe learning environment where it is difficult to make mistakes. It can therefore be quite a confident-building approach for students. But it makes student learn language items they may not be interested in or ready to learn, and gives them few opportunities to really use the language for communication. The TBL approach, on the other hand, allows students to find new language when they want to, and to use language eхрerimentally and creatively for real communication. In this way it puts second language learners in a situation which is quite similar to the one in which children 119 Yanvar, 2025-Yil learn their first language. Some learners may find this approach to language learning exciting and challenging. Others may wish for more guidance and structure to help them. PPP аnd TBL аre not the only ways of presenting new language. It is also possible, for example, tо present new language to learners after they have met it in reading or listening text which is first used for comprehension. The teacher could ask students to underline examples of the target language in the text and then work out the meaning or use of that language. This is an example of using guided discovery to present target language. Аnother possibility is to do an oral activity such as a discussion on a topic or a task such as designing a new playground for the school, then introduce new language while the discussion or task Is happening. Аnother way of focusing on пеw language is through T