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14ПРЕДСТАВЛЕНИЕ НАУЧНОЙ РАБОТЫ
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
APPROACHES AND METHODS IN LANGUAGE TEACHING
Islamova Guzal Tulkunovna, National university of Uzbekistan, Tashkent
E-mail: yasmina.isl@mail.ru
Abstract. From a theoretical perspective an integrated approach to language education reinforces the links between language and such general aims as education for active, responsible participatory citizenship and personal growth. From a practical perspective it highlights the need for teachers to work together to make sure that their work in the classroom is not pulling in different directions. To achieve this goal it is helpful to reflect on the degree to which teachers have common goals with regard to language development and to what degree, if at all, their purposes differ.
Key words: the acquisition of knowledge, guiding the learning, interrelation, intellectual activity, denominator, linguistic investigation, target language, act of communication, variety of sources, learning style.
A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Suggestions are there to design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn [1].
What is a method?
A. For the teacher, methods prescribe what materials and activities should be used, how they should be used and what the role of the teacher should be.
B. For learners, methods prescribe what approach to learning the learner should take and what roles the learner should adopt in the classroom.
Methods of foreign language teaching are closely related to other sciences such
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ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
as pedagogy, psychology, physiology, linguistics, and some others.
Methods of foreign language teaching is most closely related to linguistics deals with the problems which are of paramount importance to Methods, with language and thinking, grammar and vocabulary, the relationship between grammar and vocabulary and many others. Methods successfully use, for example, the results of linguistic investigation in the selection and arrangement of language material for teaching.
Methods of Foreign Language Teaching like any other science have definite ways of investigating the problems which may arise. They are:
- a critical study of the ways, foreign languages were taught in our country and abroad;
- a through study and summing up of the experience of the best foreign language teachers in different types of schools;
- experimenting with the aim of confirming or refuting the working hypotheses that may arise during investigation.
Experimenting becomes more and more popular with methodologists. In experimenting, methodologists have to deal with different data that is why in arranging research work they use mathematics, statistics, and probability theory to interpret experimental results.
A method will consist of a number of techniques, probably arranged in a specific order.
Method may be defined as away of governing or guiding the learning. In teaching learning process method may be conceded as a structural - functional component of Teacher Learner activity. Teacher and learner are interrelated. This interrelation is carried out through methods. The main function of the teacher is to help students to learn namely:
a) the teacher organizes their learning;
b) he instructs and educated students;
c) he provides the evaluation and checking of students' learning.
The main function of a learner lies in the very process of language learning:
1) The acquisition of knowledge about a linguistic or language item the student is to learn.
2) drill and transformation or the process of manipulating knowledge to make it fit new tasks, new situations to form habits.
3) Making use of what he learns in the act of communication developing language skills.
One more important task should be emphasized in teaching-learning process, i.e. evaluation, checking whether the way the pupil learns the adequate to the task. When the student uses the material learnt in the act of communication in hearing, speaking, or reading the teacher checks the students' ability to communicate in the
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
target language. New knowledge is acquired by illustration and object teaching by pictures and maps, by explanation and by stimulation of the thought on the part of the teacher of those teaching materials which are used for the purpose.
All the methods existed in the history of teaching languages are grouped into four classes. It is certainly true that all methods have survived intact and are still being used by some teachers somewhere in the world. The following methods are archetypes-classic examples - and offer a clear picture of the way language teaching has developed in the present century. Teachers of English have concluded that no single method or approach is appropriate for all learning styles. A good lesson will therefore be one in which you use a smorgasbord of activities taken from a variety of sources. By varying your technique, you will give students of all styles the chance to shine some of the time. With this thought in mind, you can begin to appraise the language learning approaches used in the country in which you serve.
Below, we have selected for comment those methods which have had a long history and have influenced the contemporary methods of foreign language teaching, and live on in them.
The Grammar Translation Method
The grammar translation method looks upon language learning as an intellectual activity. Untill twenty-thirty years ago, this method was commonly used in Europe to teach Latin in schools. For a long time, it was uncritically assumed that this was the only way languages should be taught. It was transferred to the teaching of modern languages when they were introduced into schools, first as an optional and then as a compulsory subject. In a typical Grammar Translation class the main focus is on reading and writing, with little attention being given to speaking or listening. The method consisted of giving the students grammatical rules and paradigms. Paradigms are lists of forms arranged according to a grammatical pattern.
The central text for each lesson is literary. Passages are selected from authors such as M. Twain, Ch. Dickens or modern writers. These passages are read and then comprehension questions are asked and answered, first orally, then in writing. Grammar is taught deductively, through presentation and study of the rules, followed by practice through translations and exercises. Students were also given lists of vocabulary together with their translation equivalents in their mother tongue. And they were given grammatical rules. First students had to memorize all these" "facts" about the language and they were often tested on their knowledge by being asked to recite the paradigms or give the translation of words.
The distinguishing features of the grammar-translation method are: 1) insistence upon grammatical analysis and 2) the assumption that grammatical categories can be
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defined in general terms with reference to meaning, the grammatical categories being the common denominator of all languages. According to this method the best way to say a sentence in a foreign language is to start with a sentence in the mother tongue, analyze it grammatically into such components as subject, i.e. one who performs the action, predicative, that which denotes the action, object, that which receives the action, etc. If necessary students go on with the analysis, for example, they name tense, mood, etc. Then the students is told to find the corresponding forms in the foreign language.
There were many serious disadvantages «in-the grammar-translation method. Here are some obvious ones:
a) The grammatical analysis was very neat and satisfactory for the grammarians who had devised it, but it often made facts about the language very confusing to the students.
b) The method put a tremendous strain on students' memories.
c) Word-to-word translations were often unsatisfactory.
d) The students had to learn a lot of grammatical terms (noun, tense, indicative, etc). In fact, they had to learn a new language, talking about language.
The Direct Method
It has often been pointed out that the direct method was developed as a reaction to the grammar-translation method. This is true, but in fact people have been learning languages by this method at least as early as Roman times, when young men were provided with Greek, the cultural language of Europe in those days and an essential part of one's education. The educationalists attempted to build a language learning methodology around their observations of child language learning. They argued that a foreign language could be taught without translation or use of the learner's native tongue. The Direct Method therefore insists on thinking and communicating directly in the target language and does not allow translation.
The appearance of this method was brought about by the rapid development of various branches of industry and the tremendous development of international trade and colonial expansion required plenty of officials who had a practical mastery of the language, people who could speak and write a foreign language and be able to communicate with foreigners. Therefore practical mastery of a foreign language becomes the main purpose of teaching this subject at school.
The rapid development of pedagogies, psychology, namely, a perceptive psychology, and linguistics promoted the appearance of new method.
The method is called direct because in teaching a foreign language an attempt is made to establish a direct connection between a foreign word and the thing or notion it
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denotes without the aid of the native language. The Direct Method teacher uses mime, demonstrations and visual aids to help students understand grammar and vocabulary.
What we're moving towards now is teaching which still has the aim of producing fluent language speakers, and still has a lot of emphasis on realistic situations, but with a lot more emphasis on making children aware of how the language actually works. What unites them is that they've learned how to learn, and each one has learned how he or she learns best. There is no uniform method or single secret that any one of us can duplicate. Languages cannot be taught, they can only be learnt. The best way is to tell students right away that they are responsible for their own learning process, and the teacher is just a guide who has to motivate them.
References:
1. Teaching Methods. - URL: https://teach.com
2. Carter, R. and M. Long. Teaching Literature, Longman, 1991.
3. Paul Monroe, A Text-Book in the History of Education, Macmillan.
4. Gilbert Highet, The Art of Teaching, 1989, Vintage Books.
