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18ADVANTAGES OF TEACHING COMMUNICATION SKILLS AND NEW METHODS OF TEACHING FOREIGN LANGUAGES Qodirova G.T.
Qodirova Gulbahor Turdiyevna - Teacher, DEPARTMENT OF LANGUAGE, ANDIJAN BRANCH, TASHKENT STA TE AGRARIAN UNIVERSITY, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: every day researchers are discovering new factors that may play a part in language learning. Today, knowledge of linguistic structure of the language is only one of the requirements of a good language teacher. Teachers should also have are broad background knowledge of the social environment that influences their students, different pedagogical techniques, social and cultural aspects of the language being taught and techniques for diagnosing certain psychological characteristics of learners.
Keywords: method, techniques, foreign languages, teacher, student, communication.
UDC: 378
There are many technologies and techniques for learning foreign languages. Their diversity is due to the complexity of the learning process and the lack of universal methods suitable for each student and for each task facing the teacher and student.
Speaking English is spoken all over the world and very popular . Speaking English you can travel anywhere, because more than one billion people speak English. English is important in our life for making progress1.
When teaching foreign languages, the teacher should be given a subject at a level that will contribute more to the achievement of the two most important goals, that is, to help students:
1 Gulomjonova M. Importance and ways of learning English. Научный электронный журнал. 2019., стр. 98.
• to master a foreign language to the extent necessary for him;
• "learn to learn" in order not to lose the acquired skills and abilities in the future and constantly improve them.
I would like to consider some techniques and techniques for their compliance with the requirements and level of our students.
Consciously - communicative method. The main stages of the lesson are familiarization, training and speech practice. Forming almost every skill and skill goes through these three stages. At the familiarization stage, it is necessary, if possible, to make it easier for the student to understand the new material, referring to their own speech experience or similar phenomena of the native language. Together with the students, a unique algorithm is used to use the new theme, while the students themselves are actively involved in its creation and design.
One lesson is hardly enough for the formation of a skill or ability, therefore, the familiarization stage is needed far from every lesson. It is also not at all necessary for students to get acquainted immediately, within one class, with all the information. It is quite possible to acquaint them first with the basic, "nuclear" information, without which mistakes are inevitable, and to report additional information gradually in subsequent classes.
Almost the same can be said about the stage of speech practice. The stage of speech practice is a difficult task for the teacher, because students' speech activity still needs to be managed, as in the training session, but here students cannot be put in a rigid framework. The graduation of tasks at the stage of speech practice depends on:
• from taken into account the factors involved in the communicative situation;
• on the number of involved intellectual operations;
• from the complexity and novelty of the formed skill.
The method of "dynamic use of grammatical images." At present, when knowledge of the English language acquires a special relevance for specialists, the development of new learning technologies becomes the most important task. One of the possible solutions is the method of "dynamic use of grammatical images".
As is well known, the grammar of this language was built mainly on elementary, paradigm-stable forms. These simple, little changing in appearance, and therefore easily recognizable words themselves, lining up in a chain of utterances, reveal, however, the complex systematics of the transformation of semantic signals.
Now, the student is not simply a passive receptacle into which the teacher pours the knowledge. He must participate actively in the learning process. Communicative and interactive skills are promote integration of speaking, listening, grammar in ways that reflect language use. But opportunities for speaking and listening require structure and planning. If they are too support language development. This digest describes what speaking involves and what good speakers do in the process of expressing themselves. It presents an outline for creating an effective speaking lesson learner's speaking skills1.
Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Its forms and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. For example, when a soles person asks, " May I help you?" the expected discourse sequence includes a statement of need, response to the need, offer of appreciation, acknowledgement of the appreciation, and a leave taking exchange.
The advantages of teaching communication skills in our informational society. We live in a developing century and our society full of information, If we are lack of in formation, to receive and give information we shall come across many difficulties. So rich of us are future teachers so we must and sometimes have to be the best in communication with others. Besides we'll educate young people in future on the other hand our every student must be good at all skills: listening, writing, reading and you "teaching oral communication.
1 Axmadjonova Sh.N. Developing speaking aspect of students. Научный электронный журнал. 2019., p. 211.
References
1. Gulomjonova M. Importance and ways of learning English. Научный электронный журнал. 2019., стр. 98.
2. Axmadjonova Sh.N. Developing speaking aspect of students. Научный электронный журнал. 2019., p. 211.
3. Applebce A.N. 1984 Context for learning to write. Norwood, N.J.: ABLEX.
4. Allwright R. 1979. Language learning through communication practice. Brumfit and Jonson.
