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19COMMON TEACHING METHODS AND ITS USAGE IN A SECOND
LANGUAGE ACQUISITION
Sardor Muxtorjonovich Rakhmanov Nilufar Shoir qizi Giyasova
ESP teachers of Tashkent State University of Economics
ABSTRACT
Conducting a foreign language is a tough process for educators, however engaging language learners (LL) in a second language classroom can launch new paths of interaction . It has been claimed that methods can connect thought as well as actions of language teacher, the main reason is that as a language instructor has own insights in terms of subject matter, culture, target LL. Most of time many thoughts of teacher have been constructed by educator's own experience, proficiency and knowledge as a learners.
Keywords: methods, language learners, second language acquisition, objectives.
Introduction
It is practical for instructors of foreign language to utilize diverse language learning and teaching methods, approaches and drills. The most popular language learning methods can boost the level of productivity regarding to acquiring second language for LL and support the educators to accomplish their priorities in a target group.
Direct method
This method requires to think and work in a target language for LL and teacher. Translation and use of native language in the classroom is not be allowed. All grammar part of the lesson are conducted indirectly via induction which means the entire grammatical rules should be figure out by LLs. The connection between experience and language can be increased with the favor of direct method. Naturally, LL can demonstrate good pronunciation and oral skill. Furthermore, enhancing reading, listening skills, fluency and understanding language are estimated advantages sides of this method.
Grammar-Translation method
In this method, the LLs are taught the lesson by translating and working on grammar. Also, learner is inspired to remember grammar rules and words of vocabulary table. As Prator and Celce-Murcia (1979) stated enhancing speaking and listening skills can not be given an advantage in this method and teacher conducts the lesson in a learner's native language in this method. There are two preference of grammar-translation method, including having progress in reading in a target language
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 6 I 2021 ISSN: 2181-1601
and develop generally student's mental awareness, which can separate the method from another ones. Even though it was widely utilized in the past, it presents some drawbacks right away, covering some language barriers in a second language due to not having a precise guidance in a spoken interaction.
Audio-lingual
The method of audio-lingual inspires learners to enhance habits of language acquisition. Milon (1974) mentioned that teacher can use various drills, significantly dialogues which boost student's listening comprehension. There are some sort of dialogues which are utilized in a target group: repetition, inflection, replacement, restatement. This method is used in order to teach listening and speaking in second language. Currently many online language learning and teaching platforms and apps are instructed the lesson throughout using audio-lingual method. It is a quite productive method to learn and conduct a target language remotely.
Communicative Language Teaching (CLT)
Nowadays CLT is becoming well-known among language learners and teachers. The focus is on boosting oral interaction and communication of learners. The main part of the lesson is delivered by using different conversation, small talks, suggestions, making a role-play. In this method educators pay attention to some facilitators rather than precise instructions.
Task-Based Language Teaching (TBL)
In this method LLs accomplish real-world tasks utilizing their second language. Correcting specific mistakes and developing learner's self-esteem is the purpose of this TBL method. Tasks which are used in a classroom can be included followings: information-gap, reasoning-gap, opinion-gap. Teacher can show presentations for specific topic or conduc interviews among peers as well as adult learners in a second language so as to rise-up learner's self-reflection and teamwork skills.
The Silent Way
One of the popular ESL teaching methods is silent way which is not so common among educators. The goal of this method is to make LLs as student-centered. Students should be in the center of the classroom in order to analyze and discover their language role. Teacher plays a passive role as possible in this method as possible. Also, instructor can use gestures as well as facial expressions to interact and communicate instead of speaking. It is recommended to use this method often in order to put in educator's mind to say less and get LLs saying more.
Conclusion
The role of teaching methods is vital in a language acquisition. Teaching methods include instructor's implementation of the priority and objective in a classroom. As Clark and Star (1981) mentioned methods and approaches involve the
usage of materials and techniques in an organizational way. Teaching a language is to present and assist somebody to acquire how to implement it. All language methods are aimed to give an instruction to learner which can be carried out according to experience of teacher, also the language proficiency and background of learner.
REFERENCES
1. Clark, L. H., & Starr, I. S. (1981). Secondary and middle school teaching method. New York, NY: MacMillan Publishing Co.
2. Prator, C., & Celce-Murcia, M. (1979). An outline of language teaching approaches.In M. Celce-Murcia & L. McIntosh (Eds.),.Teaching English as a second or foreign language. Rowley, MA: Newbury House.
3. Milon, J. (1974). The development of negation in English by a second language learner. TESOL Quarterly, 8, 137-143
