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УДК 378.1
Sindarova N.A.
Teacher of Tashkent College of Information Technology
Uzbekistan, Tashkent COMPARATIVE CHARACTERISTICS OF CONTEMPORARY METHODS OF TRAINING IN ENGLISH LANGUAGE
Abstract: The article compares the characteristics of modern teaching methods in English
Keywords: method, methodology, teaching, language, communication
Синдарова Н.А. преподаватель
Ташкентский колледж информационных технологий
Узбекистан, г. Ташкент СРАВНИТЕЛЬНЫЕ ХАРАКТЕРИСТИКИ СОВРЕМЕННЫХ МЕТОДОВ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ
Аннотация: В статье рассматриваются сравнительные характеристики современных методов обучения на английском языке Ключевые слова: метод, методика, обучение, язык, коммуникация
Many modern methods are communicative-oriented, and one of their most important goals is to teach communication and possession of speech resources. Each of the techniques uses different means, methods and principles. That is, each of the techniques has distinctive specific features.
The very first specific feature of the communicative methodology is that the goal of learning is not the mastery of a foreign language, but a «foreign culture», which includes the cognitive, educational, developmental and educational aspect. These aspects include acquaintance and study not only of the linguistic and grammatical system of the language, but also of its culture, its relationship with its
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native culture, as well as the structure of another's language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the trainee in any of the spheres of his activity. The latter factor provides additional motivation to learn a foreign language from the students, who are not interested in this.
The second specific feature of the communicative methodology is the mastery of all aspects of the culture speaking another language through communication. It was the communicative technique that first put forward the proposition that communication should be taught only through communication, which became one of the characteristic features for modern methods. In the communicative method of teaching, communication performs the functions of learning, cognition, development and upbringing.
The next distinctive feature of the proposed concept is the use of all the functions of the situation. Communicative learning is built on the basis of situations that (unlike other methodological schools) are understood as a system of relationships. The main emphasis here is not on reproduction using visual aids or verbal description of fragments of reality, but on creating a situation as a system of relationships between trainees. Discussion of situations built on the basis of student relationships makes it possible to make the process of teaching foreign culture as natural as possible and close to the conditions of real communication.
Communicative techniques also include the acquisition of non-verbal means of communication: such as gestures, facial expressions, postures, distance, which is an additional factor in memorizing lexical and any other material.
A specific feature of the communicative technique is also the use of conditionally-speech exercises, that is, exercises that are built on the full or partial repetition of the teacher's replicas. With the acquisition of knowledge and skills, the nature of conditionally-speech exercises becomes more and more complicated until the need for them is exhausted when the statements of the trainees do not become independent and meaningful.
So, from all the foregoing it is clear that many of the specific features that first appeared in the communicative concept were then adopted by other communicatively-oriented techniques and successfully used by them.
But at the same time they differ in many respects from this concept and have their own features inherent only to them.
The effectiveness of the project methodology is largely ensured by the intellectual-emotional content of topics included in the training. Also it should be noted their gradual complication. But the distinctive feature of the themes is their concreteness. From the very beginning of the training, participants are expected to participate in meaningful and complex communication, without simplification and primitivism, which are usually characteristic of textbooks for beginners to learn a foreign language.
Another distinctive feature of the project methodology is a special form of organization of communicative-cognitive activity of trainees in the form of a project. From what, in fact, the name of the technique appeared.
The project, as it was said earlier, is an independent work realized by the trainee, in which speech communication is woven into the intellectual-emotional context of other activity.
The novelty of the approach is that the trainee is given the opportunity to construct the content of communication themselves, beginning with the first lesson. In the course there are few texts as such, they are reproduced in the process of work of trainees over projects, proposed by the authors.
Each project is related to a specific topic and is being developed over a period of time. The topic has a clear structure, divided into sub-themes, each of which ends with a task for the project work.
A particularly important feature is that trainees have the opportunity to talk about their thoughts, their plans.
Thanks to the work on the project, a strong language base is created.
Specific is also the subdivision of skills into two types: the skills of the student of language and the skills of the user in language. To develop the first type of skills, phonetic and lexical-grammatical exercises of a training nature are used. These are exercises for imitation, substitution, expansion, transformation, restoration of individual phrases and texts. Their feature is that they are given in an entertaining form: in the form of text to test memory, attention; games of conjecture; puzzles, sometimes in the form of a phonogram.
Training in grammatical skills and their training are usually conducted in the form of work based on tables. All exercises, which is especially important, are performed against the backdrop of the development of the submitted project.
For practice in the use of language, a large number of situations are created, created with the help of verbal and subject-figurative visibility.
Obvious here is that the specific features of communicative and projective techniques have much in common, are built on identical principles, but they are used in various ways of teaching. In the first case, training is based on the use of situations, in the second - on the use of projects.
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