12ISSN: 2181-1385
Cite-Factor: 0,89 | SIS: 1,12 | ASI-Factor: 1,3 | SJIF: 5,7 | UIF: 6,1
COMMUNICATIVE APPROACHES OF TEACHING FOREIGN
LANGUAGES
Mubina Rakhimjon kizi Rustamova
Student, Chirchik State Pedagogical University mubinamstam0va02@gmail .com
Diana Valeryevna Abduramanova
Scientific adviser, senior teacher, Chirchik State Pedagogical University
diana1207saliyeva@gmail .com
Instead of placing an exclusive emphasis on grammatical correctness or phonetic accuracy, the communicative method places more of an emphasis on the capacity to convey information in terms of its meaning. As a result, students' ability to comprehend a second language is evaluated according to the extent to which they have developed their communication skills and competences.
Keywords: communicative, approach, method, foreign languages, interlingual, intercultural, framework, communication technologies.
INRODUCTION
Currently, in the premises of the external department, English is recognized in global communication. This recognition is a recognition of the emergence of one's own identity in modern formations of people, for whom English is a means of overcoming interlingual and intercultural barriers. English is recognized in global communication as a recognition of the emergence of one's own identity in modern formations of people. Since the needs for knowing a foreign language in society have changed, the problems of teaching within the framework of comprehensive education can be accomplished by employing a technique that is based on communication.
LITERATURE REVIEW AND METHODOLOGY
Because it is based on the ideas of communicative linguistics and the concept of personality development in the dialogue of cultures, the communicative approach is one of the most interesting and effective ways to teach a foreign language. This is because these concepts determine the ultimate goal of teaching a
ABSTRACT
foreign language, which is the mastery of a culture associated
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with a foreign language during the course of intercultural communication.
I.S. Krestinsky, considering concerning the issue of periodization, I was persuaded. Because it is important to settle the question of the methodological framework in order to identify the criteria for analysis; this is because it is necessary to do so. This methodology for conducting analyses periodization criteria is needed
for a more in-depth comprehension of development's characteristics among undergraduate students techniques for instructing foreign languages as though they were their own autonomous science.
The aims of this method are determined to be speech orientation as well as the overcoming of the language barrier through the practise of communication. Communication is necessary for the learning process because it serves to ensure that communication takes place in adequate conditions. These conditions include taking into account the individuality of each student, the manifestation in the speech orientation of the learning process, the manifestation in the functionality of learning, situational communication, and the constant novelty of the learning process.
RESULTS
Communication is also necessary for the learning process because it serves to ensure that communication takes place in adequate conditions. The communicative method is effective in developing all aspects of linguistic ability, from reading and listening to speaking and writing. The student first learns to memorize the words, expressions, and linguistic formulae, and only then begins to understand what they are in terms of their grammatical structure. Grammar is mastered in the act of communicating in the language. The objective of this course is to instill in students the ability to communicate smoothly and correctly in a foreign language.
Instead of using training texts and dialogues that have been specifically adjusted to the active vocabulary and the grammar that is being studied, communicativeness makes use of imitation of situations from real life as the primary technique. These situations are played out in the classroom in such a way as to motivate students to speak. The difference between the two approaches is that communicativeness uses imitation of situations from real life as the primary technique.
Therefore, rather than continually chewing on conventional phrases from a textbook such as "what is your name" and "where are you from," we will ask more open-ended questions. The majority of the time spent in class is devoted to discussing themes that are already well known to the students in their mother tongue. This enables the teacher to place
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more of an emphasis on the students' communication abilities, or their natural ability to utilise the language. It is preferable for the subjects to be "hot," meaning that they are either relevant to the lives of the students themselves or to those who are interested in every facet of modern life (life, politics, education,art, etc.)
DISCUSSION
The essence of the communicative approach is in the fact that the teacher in the classroom models learning circumstances that help students acquire knowledge and master skills in a variety of speaking activities. This is done in a foreign language classroom. In order to effectively teach speaking, it is vital to cultivate an environment in the classroom that is conducive to live speech communication. When it comes to the process of instructing a foreign language, it is essential to take the pupils' individual characteristics, such as their temperament, aptitude, life experiences, and worldviews, into consideration.
The method of instructing English to speakers of other languages necessitates the utilisation of a significant amount of communicative motivation. The joy that students experience as a direct result of their success in expressing themselves through the target language is an essential component of the communicative motivation theory. The climate of the classroom should be one of friendliness, and there should be an atmosphere of mutual respect both among the members of the group and between the instructor and the pupils. Only then will students maintain an adequate level of motivation.
This technique helps to eliminate tightness as well as language restrictions in a short amount of time, and as a result, it has a constructive impact on vocabulary.
Do not be afraid to talk in English and try to minimise awkward pauses in speech; the communicative technique is the most effective way to build the capacity to communicate effectively and smoothly. On the other hand, some people believe that the communicative style of teaching English is most effective for people who already have a basic lexical and grammatical foundation in the language, which can be acquired at school, university, or through fundamental courses.
The most significant drawback is that it is challenging for someone who is just beginning to learn a foreign language to dive into the challenging grammatical fundamentals that are offered instantly in a foreign language. This is the primary disadvantage. Students who are not well prepared may experience a great deal of anxiety as a result of the communicative teaching methodology's requirement that they completely discard their mother language. Because of this, the communicative method of learning English is
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suitable for those who are already familiar with the language at some (even a small) level, but want to learn how to communicate fluently and competently in English, learn to think immediately in English, improve their pronunciation, fluently read books in English, and watch your favourite movies and TV shows without subtitles. Those who are already familiar with the language at some (even a small) level.
Due to the fact that the majority of the lesson is spent on practise, skits, and live communication, the communicative approach method of teaching is also an excellent alternative for those individuals who wish for their language classes to be animated and entertaining.
Therefore, the basic concept behind the communicative method is to concentrate not on the study of the language in and of itself, but rather on the application of the language to actual life scenarios.
In addition, as was said earlier, the communicative approach helps students successfully develop their oral communication skills, which in turn boosts their willingness to study the language, which in turn leads to an increase in the classes' overall effectiveness and efficiency.
CONCLUSION
Consequently, this strategy had a considerable impact on a variety of different approaches that are currently utilized in contemporary education for the purpose of teaching students a foreign language. The use of a communicative approach, in conjunction with information and communication technologies that allow the learning process to be reorganized in a new way, helps to form cognitive, personal, and regulatory skills, as well as expands the information environment for educational activities. This can be a very beneficial combination.
REFERENCES
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