CC BY
25SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 1 I 2021
ISSN: 2181-1601
COMMUNICATIVE LANGUAGE TEACHING AND ITS IMPACT ON CLASS
MOTIVATION
Aziza Ikhtiyorovna Burkhonova
Samarkand State University English Language Faculty Teacher of English
ABSTRACT
This article states different methods, emphasizing the Communicative Language Teaching (CLT). Furthermore, we studied the way; students learn a foreign language and also its impact on a class motivation. In our research initially it is studied literature regarding the Method of Communication and its advantages compared to other methods as part of behavior, cognitive or human theories.
Keywords: component; communication language teaching - method; motivation; Teaching; constructive theory;
INTRODUCTION
Methods of teaching and learning have been written by different authors, in which, they use different names for different time periods. Some of the methods, used before are almost fallen into oblivion, but there are such others which achieved success and are still used and well known. Some of teaching methods are:
□ Direct method
□ Grammar-translated method
□ Audio-linguist
□ PPP - (Presentation-Practice-Production)
□ Communicative language teaching
□ Learning by Doing method, etc.
METHODOLOGY
Method, according to Harmer is the practical implementation of approach Harmer, J. (2001).
The user of a method reaches a decision about the type of action, role of the teachers and students, the type of material that will assist teaching and some models for organizing a Syllabus [1].
For our research were studied the Communicative Language Teaching as a method of Constructivism, and application of this method and its impact on motivation compared to other used methods in rural and urban area of Republic of Kosovo.
Speaking about CLT characteristics (Richards, 2006), emphasis that people learn one language when that use it to do things, rather than by studying its functions, we
have a lot of different examples where students learned a second foreign language because of their needs for that king of language [2]. According to this, we can say that the students' motivation to learn a specific language was because of the need.,
The very first specific feature of the communicative method is that the purpose of education is not mastery of a foreign language, but "foreign language culture", which includes cognitive, educational, developmental and educational aspect. These aspects include the introduction and study of not only the language and grammar, but also its culture, its relationship with the native culture, as well as the failure of a foreign language, its nature, characteristics, similarities and differences with their own language. They also include the satisfaction of personal cognitive interests' trainee in any of its activities. The latter provides an additional motivation to study a foreign language by students, who is not interested.
The second specific feature of the communicative approach is to capture all aspects of foreign language culture through communication. This communicative method first put forward the proposition that the communication should be taught only through communication that was for modern methods of one of the characteristic features. In the communicative teaching methodology communication serves as teaching, learning, development and education.
Another feature of the proposed concept is the usage of all the functions of the situation. Communicative learning is based on situations which (unlike other teaching schools) are understood as a system of relationships. The main emphasis here is put not to play with the help of visual aids or a verbal description of the fragments of reality, and to create a situation as a system of relationships between the trainees. Discussion on the situation, based on the relationship of trainees, can make learning a foreign language culture as possible natural and close to the conditions of real communication [3].
Communicative methodology also includes the acquisition and non-verbal means of communication: such as gestures, facial expressions, posture, distance, which is an additional factor in memorizing vocabulary and any other material.
A specific feature of the communicative approach is the use of conditional speech exercises, that is, those exercises that are based on full or partial repetition of the remarks of the teacher. As you gain knowledge and skills of the character of conditional speech exercises become increasingly complex, while the need for them does not exhaust yourself when statements trainees do not become self-sufficient and meaningful.
Communication method is a method which does not stress practicing the rules. According to scholars of this method it is important to speak a language but not to tell me how language works. There are a lot of people who use the language in real communication and most of them did not follow even a single foreign language course which means that they lack a significant structural and grammatical rules of the
language but as Jack Richard points out, mistakes are not important so they are tolerated, the most important thing is to use communication or to speak a language and to understand each other in order to communicate. English of twenty-first century should be the English of communication, where people want to be able to communicate among themselves and therefore researchers of English language when speaking about English language pronunciation and terminology, use different names for their English language speaking, such as: American English, British English, Chinese English, Albanian English, Russian English, etc. People are not interested in how they are stressing the word or a sentence, they want to be understood. Therefore, (Richards, 2006) states that language competence is, its usage to the purposes and functions. The broad aim of CLT is to apply theoretical perspective of communicative approach making communicative competence a purpose of teaching and accepting interconnection of a language and communication (Diane, 2000).(Richards, 2006) when speaking about his experience in a class where is used CLT, he speaks according to his class observations [4].
DISCUSSION
Based on these observations he comes out with the following principles:
Whenever possible „authentically language" should be used - a language that is used in a real context. Being able to convey the goals of speaker and writer, is part of being competent in communication. English as (target language) is a tool for communication in the classroom, and not just the object of study. The purpose of this work was to discover the most effective ways of teaching a foreign language to children.
For achievement of the purpose the works of home and foreign authors on the given problem have been studied. In formation of interest to a subject the huge role is played by the person of the teacher [5]. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodical principles underlying teaching, but also to be in constant search of new receptions and means of teaching which will recover a lesson, will make it fascinating, cognitive and remembered. The most useful for this purpose are the following receptions and methods: methods of constructivism, communicative methods, methods of projects and discussions, games and role games, etching course work have been analyzed all these methods and the receptions raising quality of training to foreign language on the basis of studying of various techniques of teaching, used in work with children. Many of receptions can be applied with success at teaching children of younger and more advanced age [6]. The resulted techniques are interesting from many points of view, simple in application and can add essentially existing operating time of teachers foreign (including English) language. While some of
the methods are let be omitted by the teacher (like silent way, synthetic or analytic (every teacher choose his own way to work with students) all of these must be included in the learning process. They act like general concepts giving you a full length of techniques to apply within one method. They don't give strict directions of how to apply them but a wide space for creative work.We considered modern teaching methods. Is there a general framework, which underlies all these methods? Yes, of course, the basis of these techniques is the number of general methodological principles. But first I must say that all these four methods have the common goal of education - to teach students to communicate in English, as well as participate in the development of individual students.
RESULTS
Basic principle of all these techniques is the principle of active communication, is a basis which is taken the situation of different nature (from the social and living up problem). The situations are realized through working in groups (teamwork), but these principles are both a student-oriented, and most effectively implemented in a positive psychological atmosphere where all feel comfortable and are in an atmosphere of mutual understanding and active interaction, sharing not only information but also emotions. Another significant point described methods is to create additional motivation for high interest of students in the learning process. Also worth mentioning is that in modern methods plays an important role independent cognitive activity of students. Not welcome submission of the finished material to students, they should show more independence, because it promotes memorization. The basic idea of these methods is the same: the best way of learning is communication. A function may have different linguistic forms. Since the focus of the course is the real use of language, then it is presented along with a wide range of varieties of linguistic forms. We should emphasis the process of communication but not on language forms.
CONCLUSION
Games are important, as they have clear features, shared with real communicative events.
Also, the speaker takes immediate/instant feet back by the listener, no matter if he / she have made a successful communication. As activity as a goal has the fluency of a language, the teacher does not correct the student but takes notes for the students mistakes and later discusses with the class.
Motivation
According to (Musai, "Psikologji Edukimi ( Zhvillimi, te nxenit, mesimdhenia)", 1999) „Motivation is the general process, from which starts behavior and later is directed towards a goal"Motivation is defined as psychological composition as
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 1 I 2021
ISSN: 2181-1601
incentive (stimulus), the behavior or taken action (Della Chiesa, B., J. Scott and C. Hinton(eds.), 2012).
REFERENCES
[1] Deci, Edward L.& Richard M.Ryan. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.
[2] Della Chiesa, B., J. Scott and C. Hinton(eds.). (2012). Languages in a Global World:Learning for Better Cultural Understanding, Educational Research and Innovation. OECD Publishing.doi: 10.1787/9789264123557-en.
[3] Diane, L. (2000). "Techniques and Principles in language Teaching". Published by: Oxford University press 2000.
[4] Dorney, Z. (1994). Motivation and Motivating in the Foreing Language Classroom.
J Store , 74 Nr 3 , 273-284.
[5] Harmer, J. (2003). " how to Teach English" ( An introduction to the practice of English language teaching). Printed in Malaysia, Malaysia.
[6] Amanova, N. (2019). Genre and stylistic features of the structure and dynamics of the development of modern Uzbek pop music. Eurasian music science journal, 7(1), 121-137.
