Egamberdiev E.A., Shokirova M.M.

Tashkent chemical-technological institute, Uzbekistan


Использование мультимедийных программ и интернет-ресурсов в преподавании английского языка в технических вузах.

Мултимедиа дастурлари ва интернет манбааларидан фойдаланган ҳолда  Техника университетларида инглиз тилини ўқитиш масалалари


Teaching the English language in a technical institute at nonphilological faculties is in two basic directions: the “general” English (General English – GE) and specific English (ESP). English language of a speciality can be subdivided into English for the scientific purposes (English for academic purpose – EAP) and the technical purposes (English for occupational purpose – EOP). Both these directions demand various methods of training, but infocommunicative technologies (ICТ) can and should be actively used, both in teaching the “general” English language (GE), and in teaching language on a specialty (ESP). Active use of ICT is the requirement of time and it is especially actual for nonphilological specialties of a higher school for the following reasons: language of a science and technology develops and is constantly updated by the new terminology reflecting development, or occurrence of new narrow fields of knowledge or new directions of technical development. Any editions on supports: textbooks, scientific and technical magazines, bulletins, digests never will have time to reflect this process in due time. Even electronic or network dictionaries, which often have enough updated versions, do not reflect growth and occurrence of new scientific and technical terminology. The diversified Internet resources access allows to conduct teaching English on a specialty (ESP) at modern level. It is impossible to forget and about great popularity of the computer among student youth. It is much more interesting for students to visit this or that site to obtain the necessary information than to read a similar material in the textbook. Preconditions of active use of ICT in technical institutes or at nonphilological faculties are higher level of their computerization in comparison with humanitarian, presence of the accessible Internet and that students of technical institutes mainly are РС users of the advanced level. In teaching English on a specialty virtual libraries can be used, as for example, Virtua Library, free access to which is available in many centers of the British Council on which a lot of the freshest and actual material on many narrow specialties. Thus, we have an opportunity to use in work an authentic material on a specialty, reflecting the latest achievements of science and technology all over the world.

Separately it would be desirable to tell about the use of electronic dictionaries and machine translators which, unfortunately, do not meet many modern requirements. Even the latest versions of electronic dictionaries do not reflect the newest terminology, especially in narrow subject domains. Here, programs stores of transfers TM programs (Translation Memory programs) which are widely used abroad could come to the aid. It is useful for the teachers working on teaching English on a specialty or training the future translators in the sphere of professional communications to create own electronic database containing English texts on specialties and their translations. It will be good, if the whole collective participate in this work that accordingly will increase base. This base is necessary for the further work with it of the expert of the linguist who will isolate fragments of texts, terminological chains and will correlate them with an Uzbek version. Thus, there will be a new base of fragments of the text in two languages which can be used further for the translation of new texts, and  here so it is possible to create own store of translations.

The use of multimedia training programs and the Internet resources in the General English course in technical institutes is rather actual. These technologies can be used both on group auditorium activities, and for self-training work of students under the control of the teacher. Preconditions for active introduction on ICT in teaching a foreign language in technical institutes or at nonphilological faculties are following moments: the limited quantity of hours on the base course of discipline, is sharp different- level-contingent of trainees – from “beginners”, studying in a school where the English language is not taught, to graduates of the specialized secondary educational institutions knowing language at advanced level. These features demand flexible modular programs of discipline and an individual approach to students which can be carried out by active application of the multimedia training programs optimizing process of training. For example, students “beginners” or “false beginners” can receive individual tasks for independent work with multimedia programs. The choice of such programs in the special markets is very wide. Among programs for “beginners” “English Pill”, “English for everybody” (by F.Rakhmatov) are especially popular. The mentioned educational materials involve with material presence on phonetics for “beginners”. Authors of the programs provide record of the sound samples said by specialists, and not only do they help students master original  English pronunciation but also enrich their vocabulary banks and improve their listening skill. Besides the mentioned educational programs, fragmentary, on group activities or for self-training work it is possible to use the various training apparatus of lexicon. For example, software products of Russian company Ultrasoft or Istrasoft, or, for example, the program «Young Genius» (manufacture of Sweden) are useful in work. In «Young Genius» multilevel lexical training apparatus the lexicon is grouped in a thematic principle. Work with this lexical training apparatus is especially productive in groups of students with different-level base language preparation.

Thus, it is possible to draw following conclusions: use of modern multimedia training programs and the Internet resources optimizes educational process, saving time on group auditorium activities with the teacher, and raises quality of developed skills, and also durability of mastering of a material; deduces training on qualitatively new level. The use of ICT in educational process in nonphilological institutions has a strongly pronounced educational, didactic and pedagogical orientation. Application of ICT forms skills of self-education, trains independence, develops auditory vocal abilities that are important for students of nonphylological institutions.

And in conclusion, it would be desirable to note an important point in the use of ICT is a role of the teacher in this process. Its motivation is important, personal interest in results of work, its ability competently to use these technologies and to integrate them with traditional methods of training.



  1. Jack Richards and Theodore S. Rodgers (2001) Approaches and Methods in language Teaching. Cambridge University Press.
  2. Пассов Е. И. Коммуникативный метод обучения иноязычному говорению: пособие для учителей иностранных языков / Е. И Пассов. – М. : Просвещение, 1991.


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