the use of educational technologies in teaching dialogue speech to students of an academic lyceum

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages the faculty of english philology and translation studies course work theme: the use of educational technologies in teaching dialogue speech to students of an academic lyceum (on the example of students of level b1) scientific supervisor: student: samarkand-2022 contents: introduction………………………………………………………………3 chapter i. the theoretical basis and background of dialogicalspeech and connection with educational technologies………………………………………………………………6 0. theoretical aspects and analysis of dialogical speech…………………………6 0. the relationships between educational technologies and dialogical speech…11 conclusion on chapter i……………………………………………………….15 chapter ii. the practical methodology of developing dialogical communication through educational technologies at intermediate level…………………………..16 2.1. the main importance of educational technologies in improving dialogical speech of b1 level learners……………………………………………………….16 2.2. the practical methodology of using educational technologies in development of dialogical speech of intermediate students…………………………………….22 conclusion on chapter ii………………………………………………………28 conclusion…………………………………………………………………29 list of used literature………………………………………………31 internet …

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tudy at prestigious universities through the “el-yurt umidi” fund. this is 5 times more than in previous years. however, the situation on the ground is not suitable for large-scale plans. more than 2,000 foreign language teachers remain vacant in the management and education system. the quality level of foreign language teaching in 1,400 schools is unsatisfactory. only 4 teachers in this system have clean national and international language certificates. there are no teachers with such a certificate in the cities of khanabad and kuvasoi, zafarabad, mirishkor, tortkol, sherabad and uzun districts. 49 percent of foreign language teachers in schools did not pass the test. “the time has come to establish a new system for teaching foreign languages in our country, which will be a solid foundation for the future. since we have set ourselves the goal of building a competitive country, from now on, graduates of schools, lyceums, colleges and …

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fferent levels of language acquisition, was not chosen by chance. in the process of teaching and learning, we faced the problem that students do not have sufficient skills of interactive conversation. when we say that a person knows a language, we mean, first of all, that he/she understands the spoken language and can speak it himself.what motivates students to speak when teaching a foreign language? it is important to consider in the process of teaching and learning, we faced the problem that students do not have sufficient skills of interactive conversation. when we say that a person knows a language, we mean, first of all, that he/she understands the spoken language and can speak it himself. what motivates students to speak when teaching a foreign language? it is important to consider speaking is a complex task that requires more or less simultaneous processing on many different levels. because of its …

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arguing. etc. the actuality of the course paper. the relevance of the course work is that it takes topics such as an in-depth analysis of the importance of educational technologies in the development of dialogic speech of learners at the b1 level of academic lyceum students, the formation of their learning skills, learning to develop their personal aura in a communicative environment. . for this reason, the subject of the course work includes the students of the intermediate level of the academic lyceum. in the growth of their dialogic speech activities, personal conclusions are given by considering the theoretical and practical analysis of educational technologies. the object and subject matter of the course paper. the goals of the course work are as follows: 1. critical analysis of dialogical speech; 2. to study dialogic speaking components and parts of speech 3. analyzing the theoretical base of dialogic speaking 4. to study …

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tion between speaker and audience, and in order to do so, the speaker must be respectful and open-minded. this fosters an environment in which an audience is safe to engage with the speaker.1 outlined here are some differences between a dialogue and a monologue. in a dialogue, two or more people are speaking and there is engagement between all parties involved, whereas in a monologue, one person is speaking and there is no engagement with the speaker. dialogic communication also involves some risk; when one person is speaking in a monologue, there is no risk involved because there are no other parties to engage and have a possible negative reaction or response. in dialogue, there are multiple parties, and thus with dialogic communication comes an air of uncertainty. speakers must curate their communication and presentation in dialogic communication to account for their audience or the other parties present. there are …

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the ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages the faculty of english philology and translation studies course work theme: the use of educational technologies in teaching dialogue speech to students of an academic lyceum (on the example of students of level b1) scientific supervisor: student: samarkand-2022 contents: introduction………………………………………………………………3 chapter i. the theoretical basis and background of dialogicalspeech and connection with educational technologies………………………………………………………………6 0. theoretical aspects and analysis of dialogical speech…………………………6 0. the relationships between educational technologies and dialogical speech…11 conclusion on chapter i……………………………………………………….15 chapter ii. the practical...

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