The use of educational technologies in teaching foreign language to students in a non-linguistic university

Education should be structured in such a way that students should experience a sense of satisfaction from the subject studied. For the development of motivation, students should set an exact goal for students to work on achieving it. It is very useful to focus on small tasks that can be easily completed. That is, in each lesson, when studying a topic, there should be a desire to achieve a result that will allow students to achieve success in their activities . ¹

We analyzed the typical mistakes of first-year students in foreign language classes and found that they make the same mistakes over and over again. As a result of our analysis, we identified the most common of them:

• -    grammatical;

• -    spelling;

• -    phonetic.

Grammatical errors are primarily associated with the use of the tenses system and the construction of interrogative sentences. As examples of these errors. He did pass an exam yesterday? or Did he passed an exam yesterday? (correct: Did he pass an exam yesterday? - Did he pass an exam yesterday?) We reading an interesting book at the present moment. (The correct option: We are reading an interesting book at the present moment -now we read an interesting book). She usually walk in the evening. (The correct option :. She usually walks in the evening - It usually walks in the evening). Whose errors are presented here, we came to the conclusion that they are often mistaken because of the low level of knowledge of theoretical material. Many of them do not understand the relationship between theory and practice and underestimate its importance and the importance of developing grammatical competence. Grammatical competence is the individual's mastery of a set of grammatical rules and features of the studied language and the ability to use this theoretical knowledge of grammar in practice, i.e. in the process of intercultural communication, without experiencing a language barrier.

We believe that in order to avoid grammatical errors, it is necessary to be aware in which case a particular time is used, at what time the words - indicators indicate, and also by performing training exercises to consolidate the word order in affirmative, negative and interrogative sentences. We suggest using the “Teaching - learning” technology in the classroom, which, in our opinion, is effective in repetition or consolidation of grammatical material. It is used when studying a block of information or when generalizing and repeating what has been learned. Each student receives a card that contains the necessary information about one or another grammatical aspect. For several minutes, everyone studies the information received, and then the teacher invites students to familiarize other students with it. A student can only explain material to one person at a time. The task is to share, if possible, with all of your information and also receive information from other students.

Spelling errors occur when writing dictations, translating sentences from Uzbek into English, when writing topics and dialogues. In English, there is a big difference between the pronunciation of a word and its spelling, so students misspell even those words that seem to be in plain sight and by ear: usualy (correct - usually), maney (correct - money), fortres ( correct - fortress), thout (correct -thought), bei (correct - bye), smouke (correct - smoke), etc. In our opinion, frequent repetition of such words not only helps to remember their correct spelling, but also, in general, stimulates memory. But do not rely only on hearing, reading literary works in English and watching films with English subtitles is also an effective tool in combating spelling errors.

In foreign language classes, we read texts, answer questions, and discuss various topics and situations. It is with the oral component of our studies that the third group of errors is connected - errors in pronunciation. If English words are mispronounced, funny situations can arise: the ears turn into eyes, and the cup turns into a hat. There are so many examples of these errors that it makes no sense to single out any specific ones. each of us can make a mistake in pronouncing any English word. To overcome this type of error, you need to work with the transcription of words, know all the transcriptional signs, as well as the basic rules of reading. You can and should listen to various audio recordings, news in English, etc.

We analyzed various interactive methods and technologies and came to the conclusion that methods such as case study and clustering can also help us avoid our mistakes in foreign language classes. When using the case method in foreign language classes in higher education, students' level of language proficiency increases: they use terminology more consciously and effectively, improve grammatical skills and abilities, increase their level of professional expressive reading in a foreign language, etc. Working in a group (team) in order to develop an optimal joint solution, students also develop their creative thinking, reasoning in a foreign language. Since the case-method involves several stages from the formulation of the problem, the reasons for its occurrence to the step-by-step development of ways to resolve it, this method is ideal for analyzing typical student mistakes and identifying ways to resolve them.

Clustering is a flexible strategy, in group activities this technique serves as a framework for group ideas, in individual work it is a pleasant rest after a brainstorming. The stage of calling allows you to diagnose your own knowledge, make an informational forecast in a pair, group, fix information. A cluster is a series of specific associations related to a specific topic. In our opinion, this method can be applied both to consolidate grammatical material and to consolidate any conversational topic.

The most important of these characteristics is related to the properties of E memory: the volume of material that a person can easily stores, as well as with the individual rate of forgetting the learned material.2

We examined the typical mistakes of students in foreign language classes and suggested ways to overcome them. We can advise all students to create their own language portfolio, which will include the necessary information, when looking at which, the student will remember all the basic rules, words and much more. These can be tables with temporary forms, reading rules, exceptions, etc. In our opinion, this will also help to avoid common mistakes. But the most important thing when working on any mistakes is the firm desire of the student himself.