Effective use of multimedia games learning and teaching English in primary school

Effective use of multimedia games learning and teaching English in primary school

Theme: Effective use of multimedia games learning and teaching English in primary school

Contents

Introduction

(relevance of issue)

• Chapter I Theoretical aspects of teaching a foreign language using computer (multimedia) technologies

1. The content of the term " computer (multimedia) technology»

2.2 The types of computer (multimedia) technologies in learning

English in primary schools

• Chapter II Methods of using game technologies in foreign language lessons at the initial stage of training

2.1 Game technologies in foreign language lessons at the initial stage of training

2.2 Advantages of the use of multimedia

Summary and recommendations

References

Introduction

(relevance of issue)

At present, significant changes in the field of education have also affected the teaching of a foreign language at school. In particular, new information technologies, such as the use of Internet resources, teaching computer programs, have become intensively introduced into the educational process.

At the 17^th anniversary of the proclamation of the constitution of the republic of Uzbekistan the president of the republic of Uzbekistan Islam Karimov remarked: “We must understand that accelerating modern methods of digital and widespread telecommunications, as well as determining the level of development of the modern educational system, not only for schools, lyceums, colleges and universities, but also for every family life will give a birth to a living.”¹

Working on this issue I would like to introduce teachers the opportunities of modern techniques so that they get achieved success in their lessons and the importance of the use of multimedia.

It is necessary to point out the relevance of the use of ICT in our time, as we live in the age of information, computer revolution, which began in the mid-80s and still continues to increase the pace. ICT is a set of methods and program-technical means integrated with the purpose of collecting, processing and using information. ICT is rapidly being introduced into our lives and into the process of learning English. The policy of the state in recent years aims to introduce information technology in schools.

Tens of thousands of schools abroad and hundreds of schools in our country in recent years have begun to use the capabilities of modern computers and telecommunications directly in educational work, especially in teaching a foreign language. A foreign language is a subject that, due to its specificity (creation of artificial language environment for students due to the lack of natural), involves the most flexible and widespread use of various technical means of education. Therefore, it is not surprising that in the teaching of a foreign language, new opportunities opened by multimedia means have found the most diverse application.

Computer in the educational process is not a mechanical teacher, not a Deputy or an analogue of the teacher, but a means of teaching children, strengthening and expanding the possibilities of its educational activities.

The computer takes on the lion's share of the teacher's routine work, freeing him time for creative activity. The advantage of using a computer is that it allows you to improve the professional level of the teacher.

The computer is of immense help in the development of new lexical units, the development of reading skills and speech, creating the possibilities of objective control, removal of psychological difficulties and barriers one way or another in children of primary school age (stiffness, shyness, unwillingness to talk, stubbornness). All of the above serves to instill interest in learning English, as well as provides additional opportunities to perform any tasks beyond the norm for training, fixing the studied material in primary school.

Modern multimedia programs are an effective means of optimizing the conditions of mental work. Forms of work with computer training programs in foreign language classes include vocabulary learning, pronunciation training, training in monological and Dialogic speech, writing training, grammar training. On English lessons it is possible to solve a number of didactic problems, using computer-based training programs, with the vocabulary of students and develop the skills and reading skills; to improve skills of written speech; to create a stable motivation for learning a foreign language. The use of multimedia technologies provides more complete and accurate information about the studied phenomena and objects. This improves the quality of training, allows you to meet and develop the cognitive interests of students, increases the visibility of training, allowing the use of hard-to-access material or one that can not be used without a computer.

• Chapter I Theoretical aspects of teaching a foreign language using computer (multimedia) technologies

1. The content of the term computer (multimedia) technology

New educational technologies accompany the results of significant scientific research. Trends in the development of modern educational technologies are directly related to the humanization of education, which contributes to the actualization and self-realization of the individual.

In its most General form, technology is a well thought-out system, "how" and "how" the goal is embodied in a particular type of product or its component part.

Another definition of technology is presented in the dictionary of the Russian language: "Technology - a set of production methods and processes in a particular industry, as well as a scientific description of the methods of production."

Here are some options for determining the technology of scientific and methodological literature:

- it is a complex of interconnected, scientific, technological disciplines studying methods of effective organization of work of people and methods of the organization and interaction with people and the production equipment, and also the social, economic and cultural problems connected with all this;

- it is a set of methods of organization of human activity.

In place of the individual forms and methods of active learning, making the learning process broken apart, come complete educational technologies in General and learning technologies, in particular. Technological effectiveness of the educational process is to make the learning process fully manageable.

The idea of continuing education can be realized in modern conditions, if the secondary school can effectively solve the problem of transferring the accumulated experience to the younger generation: to teach methods of working with information, methods of creating new knowledge, and most importantly - methods to maintain the necessary level of knowledge about the developing world.

Therefore, According to I. L. Kolesnikova, each teacher and student to master the processes of "teaching" and "teaching" "it is desirable to know three languages: the native language, the language of science, the language of technology", considering them as the basis of professional activity.

New technologies in education have already become an integral part of the educational process all over the world, and certain steps in this direction have already been taken in our country. The new educational standards of the second generation also provide for the use of information technologies in the educational process.

Computer technologies-a set of specific technical and software tools with which we perform a variety of operations to process information in all areas of our lives and activities.

Computer technologies are a set of interrelated educational objects: symbolic objects (signs, symbols, texts); figurative objects (photos, pictures); audio information (oral texts, dialogues, music); video objects (animations, video); objects of "virtual reality" (simulators, designers).

Computer technologies provide an opportunity of intensification of school education and increase of motivation of school students to the doctrine due to application of modern ways of processing of audiovisual information. They help stimulate cognitive aspects of learning, such as perception and awareness of information; enhance cognitive activity of students [15].

The main successes of computers in education include the following:

- improving the information security of students (through computer technology increases the opportunity for students and teachers to provide prompt access to various information);

- the use of computers affects the motivation, attractiveness of training. This is due to the originality and prestige of working with a computer. The existence of the computer gaming programs and gaming components in training programs increases the attractiveness for children;

- the computer offers the possibility of greater independence of learning, ability of learning without the direct involvement of the teacher through the homework with the necessary components check the correctness of their implementation.

E. V. Mukovnikova highlights the following goals of the introduction of computer technology in teaching a foreign language:

- improve the efficiency and quality of education;

- focus on modern learning objectives;

- increase students ' motivation to learn;

- improve the quality of visibility

Among the educational tasks of the introduction of computer technology should be noted: ensuring the individualization of the educational process; increasing students ' knowledge about the country of the studied language; search for information from the widest sources; modeling of the studied processes or phenomena.

Educational tasks include the development of abilities for collective work, the education of a sense of responsibility for joint work, the formation of respect for the history and culture of another people, education of tolerance through the introduction of computer technology.

The development tasks include the following:

- development of linguistic conjecture, related speech, auditory and visual memory, attention, logical thinking.

Defining the goals, objectives and possibilities of using computer technology in the classroom, the teacher can, first of all, keep in mind the following principled positions:

(a) maintaining the mental and physical health of students;

b) formation of students ' basic user skills;

C) assistance to students in learning educational material on the basis of specially created computer programs for the study of a foreign language.

So, these tasks, if the teacher is going to follow such, completely exclude such a structure of the learning process as one hundred percent sitting students at the computer. We need a variety of forms of educational activities: it is frontal work on updating knowledge, and group or pair work of students to master specific educational skills, and didactic games, and interesting oral and written tasks. All of them should be arranged in such a way that the computer is not an end in itself, but only a logical and very effective addition to the educational process.

Thus, it can be argued that the introduction of new information technologies in the teaching of a foreign language contributes to:

* individualization of the educational process taking into account the level of preparedness, abilities, individual and typological characteristics of learning material, interests and needs of students;

* changes in the nature of cognitive activity of students in the direction of its greater independence and searching character;

* stimulating students ' desire for constant self-improvement and readiness for self-retraining;

- change of forms and methods of the organization of extra-curricular activity of pupils and the organization of their leisure time.

Thus, the competent use of ICT makes it possible to implement a fundamentally new approach to teaching and educating students, which provides an opportunity to get acquainted with the culture of the country of the studied language, the realities of modern life in English-speaking countries, stimulates the development of humanitarian education, promotes the acquisition of skills in using computer technology and technology.

1.2 The types of computer (multimedia) technologies in learning

English in primary schools

Of course, the use of computer technology in the educational process raises it to a qualitatively new level, positively affects the motivation of students to study, increases the level of their independence and activity in the choice of methods for solving their problems.

The first computer programs, which appeared in the 1960s and 1970s, were grammatical and lexical language exercises. In the 70s, the developers began to pay attention to the content of the programs. Research in the field of artificial intelligence has significantly improved programs and Orient them to the formation of communicative skills of students.

Currently, the following groups of programs are allocated:

1.Training programs for individual work at home or in computer classes, focused on mastering grammatical forms, lexical units and individual speech samples, as well as programs for teaching reading and writing, involving the use of a text editor.

2. Text programs for individual, paired or group work, allowing you to modify the text, placing punctuation marks, regroup sentences, edit text, etc.

Among them, the most common is the program "Make a story." At the heart of the program is the reception of recovery, when the screen appears short text, which saved punctuation marks and the name, and instead of the words left dashes.

3. Text programs that allow you to perform various types of testing. They are mainly intended for final control, grading and determining the level of language proficiency of students.

4. The game program is built on problem situations and to promote the motivation of students. These include all sorts of games that are widely known and popular among children and adults.

5. Databases and programs developed on their basis.

Among the programs of this group are programs that allow you to find out the derivatives of the word, the compatibility of the desired word, as well as to introduce the use of words in a broader context.

The most frequently used elements of information and computer technologies in the educational process include: DVDs and CDS with paintings and illustrations, interactive whiteboards, Power Point presentation, electronic encyclopedias and reference books, educational resources of the Internet, interactive conferences and competitions, research works and projects, as well as educational computer programs.

Of course, the use of computer presentations in the educational process allows to intensify the assimilation of educational material for students and to conduct classes at a qualitatively new level, using instead of an audit Board projection of slide films from the computer screen to the wall screen.

The effectiveness of the impact of the educational material on students depends largely on the degree and level of illustrative material. The visual saturation of the educational material makes it bright, convincing and contributes to the intensification of its assimilation process. The presentation allows to influence at once several types of memory: visual, auditory, emotional and in some other cases motor.

With the possibility of interactivity, computer presentations allow you to effectively adapt the educational material to the characteristics of students. The increase of interactivity leads to more intensive participation in the learning process of the learner, which contributes to the efficiency of perception and memorization of educational material.

You can use the presentation in the educational process at different stages of the lesson, and the essence of it as a visual means remains unchanged, only the forms change, depending on the purpose of use.

presentations will significantly improve the effectiveness of the lesson.

One of the most effective programs for creating a Microsoft power Point presentation .

It allows the teacher to create their own presentations in a short time. Taking into account the great didactic possibilities of computer representation of knowledge, in the near future we should expect more intensive use of computer presentations in education.

So, the use of computer presentations in the classroom allows:

- to increase pupils ' motivation;

- use a large amount of illustrative material;

- intensify the lesson by eliminating time to write material on the Board;

- involve students in an independent learning process, which is especially important for the development of their General skills.

In this case, the computer serves as a means to find the necessary information, as well as an incentive for the formation of speech statements.

The interactive whiteboard plays an important role in providing information.

Of course, the use of interactive whiteboard has a number of advantages:

- the ability to highlight important areas and draw attention to it, link common ideas or show their difference and demonstrate the course of reflection;

- the ability to record allows you to add information, questions to text or images on the screen. All notes can be saved, viewed, or printed;

- ability to move objects on the Board, their grouping on certain grounds. Allows you to work with written text, saving time;

- the possibility of using vivid illustrations that help to understand an unfamiliar word, to make the work with the material more vivid;

- the ability to take the decision keys on the Board. They can be temporarily hidden behind an object on a work slide or placed on the next slide.

Another equally important computer technology that is used in a foreign language lesson is Internet resources.

Using information resources of the Internet, you can integrate them into the learning process, more effectively solve a number of didactic problems in the classroom:

- to form skills and reading skills, directly using the materials of the network of varying degrees of complexity;

- to improve the skills of listening on the basis of authentic audio texts of the Internet, also respectively prepared by the teacher;

- to improve the skills of monological and Dialogic statements on the basis of problematic discussion presented by the teacher or someone from the students of the network materials;

- fill up your vocabulary, both active and passive, with the vocabulary of a modern foreign language;

- to get acquainted with cultural knowledge.

Ideal conditions for such work is the presence of a computer class with Internet access, which offers its users a variety of information resources.

According to R. S. Rzhevsky, the Internet installed in the classroom makes the learning process more attractive. Students receive unlimited access to interesting cross-cultural content, which compares favorably to the static legacy of the texts in the textbook. In General, the use of the Internet and its resources makes the lessons more interesting, fills them with new, more modern and relevant content and, ultimately, increases the educational and cognitive motivation of students.

However, the use of training and educational programs on CD – the most affordable way to use the computer in the classroom. The teacher can carry out group and individual work with children, using educational programs.

Programs of grammar exercises and control works with instant check and assessment of results are very effective: "Bridge to English. Basic course of English", "English Platinum 2000", "Oxford Platinum", Course N. Ah. Bonk "English step by step", "English. Path to perfection.» There are also programs that provide adjustment of hearing and pronunciation skills, as they allow recording and playback of their own voice to compare with samples: "Professor Higgins. English without accent." The development of lexical skills for their further inclusion in the speech activity of students is the main task in mastering the vocabulary, for this purpose the following programs are used: Winnie the Pooh" and "Reward" . For the development of reading skills, the following computer programs are effective: Triple Play Plus", "Learn to Speak English”.

So, among the diverse types of information and communication technologies used in the English language lesson, play an important role: presentations, Internet resources, educational programs and computer games.

Chapter II Methods of using game technologies in foreign language lessons at the initial stage of training

2.1 Game technologies in foreign language lessons at the initial stage of training.

At the heart of teaching children a foreign language in primary school is a game that, to the best of ia Zimney, is a psychological excuse for young students to switch to a new language of learning.

In addition, the game is associated with the construction of "proposed circumstances", so that the student really finds himself in a situation where he has to act one way or another. Namely, this opportunity to create interest in children in the light of the new educational concept should occupy an increasingly significant place in the classroom. It " displaces "other possibilities (we are talking about situations in which the student carries out" transformation"," transfer " in the person acting in these circumstances, about the techniques that imitate the situation of real communication).

The use of various games provides a constant interest of children to foreign language activities, to the subject of "foreign language", allows to subordinate the process of mastering foreign language material to the solution of non-linguistic tasks of communication.

Some games can be used at the initial stage of learning: phonetic; lexical and grammatical.

Methods of communicative methods are used in communicative games, so it is necessary to distinguish several types of communicative games:

1. communicative games, which are based on the method of ranking;

2. communicative games based on the deliberate creation of differences in the amount of information in students;

3. communicative games involving grouping or selection of suitable options;

4. communicative games to find a pair;

5. communicative games-interview;

6. role play.

The game has two goals:

1. Implementation of real actions related to the solution of specific or non-standard tasks;

2. Activity is conditional that allows to distract pupils from real situations, to give vent to imagination, to remove a barrier of fear, to receive a good mark, to transfer fear for the possible mistakes on characters of role-playing game (that is quite important for the child in elementary school!).

And it allows not only to show abilities, but also to improve them.

Games in foreign language lessons during the initial stage of training may be as follows:

1. When studying the alphabet

For example,

1. Throwing the ball, called the letter of the alphabet in the modes: teacher-student, student-student, student-teacher, student-class, class-student;

2. Naming a letter of the alphabet, add the phrase to the letter;

3. One student calls any letter of the alphabet, the other should continue it;

4. The student calls the letter calls the other extreme standing letters;

5. Sign lowercase letters to uppercase and uppercase letters to lowercase;

6. Correct the order of letters in the alphabet;

7. Find errors in the recording of the alphabet;

- distribute letters and sounds to your houses;

- make words from the letters;

- write the alphabet to memory;

8. The student thinks of the letter, the class guesses the letter;

9. Listen and clap their hands if there is an error in the telegram (telegram from the letters of the alphabet);

10. Clap their hands when pronouncing vowels; while mistakes that the teacher deliberately admits-not him, but the fairy-tale hero or doll that always helps to play in the classroom ("They made mistakes, because they hurried, walked for a long time, played on the computer, did not sleep, did not learn the lesson, etc.", the teacher comments);

11. Relay races between teams who correctly and quickly write the letters in alphabetical order, vowels, consonants, sound combinations;

12. Collect the crumbled alphabet;

13. Append the letter on the element;

14. The game mimics.

2. Games in the study of vocabulary

Vocabulary games are also very important. For example:

1. "Field of wonders": the teacher makes a word on the Board, students guess it by asking questions;

2. The textbooks and workbooks that are students, have a large number of word puzzles for vocabulary memorization;

3. Dictation in pictures is also good for memorizing vocabulary and developing writing skills;

4. Game " guess who is it?»;

5. Game-lesson on the introduction of new lexical units or on their consolidation;

6. Playing torn sentence: make a sentence out of words.

3. Games in the study of grammatical material

Grammar games help to gently remember and practice the basic grammatical forms:

1. The introduction of definite and indefinite articles;

2. "Flower" (on conjugation verbs);

3. "Tricks" (on education plural of nouns);

4. The game is "Greedy" (to practice the possessive pronouns);

5. Role-playing game "Give me" (for practicing the imperative form of verbs and the use of nouns in the dative case);

6. "Hide and seek»;

7. Grammar bingo (for the formation of the past tense of the verb);

8. Live offer.

9. Grammar games like "maps" (question-answer, scheme of drafting sentences and questions).

These games allow you to remember difficult grammar rules unconsciously, children playing happily, remember these rules. [38]

4. Games when teaching listening

In order to teach listening to texts, you need to develop phonemic hearing, and this is facilitated by the following games for training hearing:

1. The clapping, chanting for the lesson in tact;

2. Different claps (hands, fists, back of hands, arms, bent at the elbows);

3. "Guess whose voice?»;

4. "If likes you, then do so!"(strikes for different subjects);

5. Listen to thundering items (in bags laid out various objects, the students hearing needs to determine what is in the bag).

Use of game technologies at foreign language lessons at the initial stage of training

As part of the experimental work on the lessons of a foreign language at the initial stage of training in mkou SOSH S. Nikolaevka was held 8 training sessions, including specially designed games.

As an example of use of game technologies in educational activity games to a subject "Clothes" in the 3rd class were used.

Lesson 1. Phonetic game " At the department store»

Purpose: to train in the utterance of English sounds; to teach loud and clear to read poems.

The poem "at the department store"is written on the Board. Children read it for the teacher several times, and then the teacher wipes one word in each line, children try to reproduce the poem from memory, then the teacher wipes two words, etc.

A department store is big,

Shop assistants are so quick.

Many things are in the shop

From the bottom to the top:

Belts and handbags, leather gloves,

Stylish dresses, jeans and scarves,

Metal buttons, buckles, thread,

A panama hat and a,

Silver bracelets, golden rings

And a lot of hairpins

Results: during this exercise, students improve their pronunciation skills and learn lexically complex poem without difficulty. In children in the course of the game creates a favorable emotional state.

Lesson 2. Phonetic game " Hunters»

Purpose: to develop skills of reading words in transcription, to develop the ability to compare the sound composition of the word with its transcription

On the Board tape attached to words in the transcription on the topic "Clothes".

Called 2 "hunter"; each has its own "bag". The teacher calls the word, the children look for its transcription. Who first found a word, he removes from the Board "prey" and puts it in his bag. The winner is the one who scored more cards. The winner then demonstrates his "prey" to the guys, pulling cards from the bag and reading them.

2.2 Advantages of the use of multimedia

Arousing the students’ interest. Famous scientist Albert Einstein had a famous saying: “Interest is the best teacher”. So the interest has always been seen as the best helper to learn the knowledge. The traditional teaching method is that teachers talk from the beginning to the end with a chalk and a mouth. Such teaching is very single, which makes students lose interest, until weariness. Leo Tolstoy said: “The successful teaching is not to force, but rather to stimulate student’s desire”². In other words, if student have no interest or desire on teaching subject, then, even if the teacher talk how carefully, the results are fruitlessly. Therefore, teachers should try their best to get students to become interest in one topic of knowledge point, and make the students with a strong passion and enthusiasm to participate in teaching. Multimedia is this kind of media which can show a variety of sounds, images, animation, and other effects, firmly grasping the student’s interest. It also can stimulate the students’ strong desire to study English actively. Multi-media teaching can not only greatly stimulate students’ interest in learning, but also make teaching becomes vivid and lively.

Multimedia Classroom:

The use of multimedia in the classroom cannot be denied in the present education scenario. In the usual traditional teaching method the teacher uses chalk and talk method, gives instruction, dictation, explanation and information by standing in front of the classroom. In this present scenario the technology plays an important role in the life of many youngsters so it is hard to deny the use of multimedia inside and outside the classroom. The development of technology is being helpful in all possible ways. So by bringing new technologies inside the classroom, the teaching and learning can be fun, interesting and happier one.

Unlike the traditional classroom setting, the multimedia classroom setting has more space and plenty of room to spread work. All the equipments needed for teaching will be placed inside the classroom. The use of multimedia described here makes use of print texts, film and Internet to develop and enhance linguistics and knowledge. Through their interactions with multimedia texts on topic of interest, students become increasingly familiar with academic vocabulary and language structures. Using print, film and Internet as resources for studying provides students with opportunities to gather information through stimuli that will stimulate their imaginations, engage their interest and introduce them to the raw materials for analysis and interpretation of both language and context. Thus they greatly increase their overall knowledge base, as well as their English language and critical literacy skills, facilitating their performance in future college courses. Although various studies support the application of multimedia in the classroom, Liu, Jones and Hem street (1998) point out that the design of multimedia is useful when technology is to have any effect on learning. One of the main purposes of software in writing is to facilitate the development of academic writing skills for students through the use of the objects matter for writing assignments. The program is presented as a simulation game to interest and motivation. Students using the program found themselves in the virtual world of education.

The Computer Internet

Computer technology has given Internet, which has various uses. Internet has given the students a wide range of collection of English language texts. Before the general use of computers in colleges and universities to teach writing, students met in a traditional classroom were taught to write standard essay. Instruction was personified commonly by the teachers standing behind a lectern or by the teacher marking errors on student texts (Blair, 1997). The computer has given the internet in which the print and visual materials are invariably bound. With the one touch of mouse the students can collect many authentic materials for learning English with the visuals such as pictures, slide shows, power point presentations and videos. This computerised learning gives additional benefits of students’ motivation and interest in learning the language. The students often spend much time in the language laboratories to learn the English language better as it the language to read and write from internet. This gives greater confidence in their ability to use the English language. However, the general uses of computers are rarely found in traditional classroom. For instance, students attend the regular classes that were taught to write the standard essay. With the technology use, the students do not only literate the ability to read and write but also to be able to understand music, video, hypertext and networked communications. Whitaker (1995) points out clearly that technology as something to expand human potential rather than substitute for it and which enhances the thought process rather than cripples it.

A study conducted by Kasper (1997) illustrate that teaching English using multimedia such as print, film, video, Internet to students encourage them to write a critical analysis on assignments. Overall, the students’ achievement increased significantly 92 % of the students passed on departmental reading and writing examinations. In addition, their feedback on discussions is very positive. They express confidence in their ability to use English. They attribute this improvement to the multimedia model that the texts teach them English and provide helpful information in other courses and the film and Internet help them make material easier to understand because they see, hear, and read about the topic.

Film:

The film can provide the learners a visual treat. Here the students can understand both visual and verbal comprehension. By watching the film the students are expected to understand the expressions and pronunciation of the audio. It can help the students to develop their vocabulary as it will be fun and interesting in learning. The students can be made to watch novel videos. After viewing the film, the class can arrange for a discussion about the essay topics, themes, morals, techniques in the film. This can develop their communication skill.

The Advantages of Using Multimedia in ELT:

The brainstorming activities, group discussions, debates in the use of multimedia in teaching English promote the students’ positive thinking and communication skills.

 The use of multimedia widens the path to gain knowledge by offering them abundant information than in text-book.

 Multimedia teachings enrich teaching content and make the best of class time and break the “teacher-centered” teaching pattern and fundamentally improve class efficiency.

 Multimedia teaching stresses the role of students, and enhances the importance of “interaction” between teachers and students.

 The use of multimedia makes the classroom teaching more lively and interesting.

 Multimedia teaching is flexible. This is student-centered process. The students can solve their problems which they face while learning with the use of internet itself.

 The use of multimedia technology featuring audio and visual animation effects in teaching English language greatly cultivates students’ interest and motivation in the study and their involvement in the classroom activities.

There is no doubt that modern teaching methods have many advantages over traditional ones. Compared to traditional textbook or workbook, a multimedia program can provide immediate feedback on the correctness of the learner’s response. Nevertheless, traditional teaching methods are still commonly used because of their own strong points. So teachers should combine their strong points with modern teaching methods, which not only raise classroom teaching quality and efficiency, but also improve teaching and learning environment between teachers and students.

Viewing Multimedia as the Assistance to Teaching

Multimedia features including sound, animation, video, and record allow computers as model skills to help students and teachers assess them. The option to provide guidance only when needed makes it possible for computers to support learning flexibly. Multimedia enables students to manipulate and create material to learn by doing. But when we use computers in the teaching, we should understand they can only assist but cannot take place of all the other teaching methods. It is wrong for the teachers to take no notice of textbooks when they are designing courseware. Now that multimedia can only help English teaching, teachers should get a clear idea of how and when to make good use of them. Application of multimedia technology aims to improve teaching, but teaching is not intended for multimedia. There is no doubt that teaching needs multimedia, but using multimedia does not mean enhancing teaching efficiency. For example, if the teaching can be completed in a few minutes in an ordinary classroom, it is certainly unnecessary to use multimedia. Because of all kinds of media in multimedia technology, sometimes students may concentrate not on teaching contents but on media. If so, students are not able to grasp teaching contents well. That means not every class need multimedia teaching. One important principle is: When simple is best, keep it simple. Therefore, multimedia can only be used as a supplement to classroom English teaching.

Multimedia assisted English teaching requires teachers with multimedia computer operating experience. It is a challenge for teachers using multimedia because of heavy preparation work and increasing workload. In the light of the problems the teachers should be trained with the use of modern equipments. They should be familiar with the operation. They should be expert in one thing and good at many. They should know well about modern educational theories and techniques.

The Principles of Multimedia-Assisted Teaching

(1) Scientific principles. Namely, courseware design cannot appear any errors;

(2) Subsidiary principle. We must always adhere to: Although multi-media teaching has many advantages, it is only a supplementary means, and does not substitute for the role of people;

(3) Interactivity principle. More interactivity between teachers and students, students and multimedia, more effective results we will have;

(4) Combination principle. Combine the advantages of modern teaching and the traditional teaching organically.

Summary and recommendations

Through the interaction with multimedia, the students become increasingly familiar with academic vocabulary and language structure. Connecting with the Internet will make the benefit of increased student motivation. Students are eager to begin class and often arrive early at the computer lab, logging on the Internet and beginning research on their own. They also often stay after class to continue working on the Internet. Overall, students develop greater confidence in their ability to use English because they need to interact with the Internet through reading and writing. Using multimedia provides the students to gather information through media that encourages their imaginations, interests.

Learning process is the only life long process in one’s life. But the only thing is that everyone desires the learning to be an easy one. The teachers should make the students to adapt to the changes. Multimedia has become an indispensible tool in English teaching classrooms. The new technology paves way for more innovative methods in teaching English.

In the last several years, the application of multimedia technology in English teaching has become a trend in Uzbekistan, which is especially beneficial to language learning. It is urgent that education needs to be modernized in rapidly society and multimedia is an important aspect in modern education. In order to suit for this kind of need, course reformation and multimedia teaching are sped up in every country, in which it is extremely needed to turn traditional teaching into modern teaching in English teaching. In the future, multimedia technology is likely to be a necessity not only for English teaching but also for teaching for many other subjects. As a device which stimulates and at the same time partners the user’s processes of thinking, reasoning, and communicating, the multimedia also has the potential to change these processes.

References

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1 Speech of the first president of Uzbekistan Islam Karimov at the 17^th anniversary of the proclamation of the constitution of Uzbekistan

2 Tolstoy, L., & CAO, Y. (2008). Childhood, boyhood, and youth. Shanghai: Shanghai literature and Art Publishing House (page 208)