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38EFFECTIVE METHODS AND TECHNIQUES FOR DEVELOPING FOREIGN LANGUAGE SKILLS USING SONG AND POETRY
Sidiqova N.N.
Sidiqova Nozgul Nabiyevna - Teacher, ENGLISH LANGUAGE DEPARTMENT;
BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article focus on the studies related to the use of songs and poems to benefit learning and, in particular, language learning.
Keywords: songs, poem, musical, practice, literacy, skill, cognitive,singing, performance, create, relaxed.
Nowadays in our country, the Law on Education and the National Curriculum Training Program is one of the topical issues today. Therefore, the acceleration of student learning using the new pedagogical and information technologies, the modular system of preparation (National Training Program, 49th), the creation of the necessary conditions for active learning of foreign languages in the system of continuous education, it is necessary to introduce the intensive methods of training (National Program for Personnel Training, 60)
Nowadays, students are fully aware that learning foreign languages opens the door to great opportunities. The only way to get to know is activity (Bernard Shaw). Young people who have graduated from school and have started their independent lives now begin to engage in multifaceted activities. Their real life and activities are made up of certain systems. These systems, of course, are specific to each age group.
This chapter focuses on studies related to the use of songs and poems to benefit learning and, in particular, language learning. Songs and poems have been used in language teaching for many years. In the 1970s, Hurwitz, Wolff, Bortnick and Kokas (1975) found that musical practices had a positive impact on children's literacy skills. In the United States, already in the 1980s, guidelines were published on using singing in language classrooms (James, 1985). In recent years, a growing number of studies have indicated that music and singing enhance language learning (e.g., Abbott, 2002; Legg, 2009). Additional positive effects of music have been demonstrated by other studies. For example, according to Bilhartz, Bruhn and Olson (2000), regular musical rehearsals positively impact children's cognitive skills, in particular their abstract reasoning abilities. Moreover, singing positively affects learners' task performance due to the positive and relaxed mood it creates (Hallam, Price & Katsarou, 2002). Music can likewise be used to create a relaxed and enjoyable atmosphere in the language class (Jolly, 1975). Music arouses sensations and feelings, which may in an appropriate context result in emotions (Sloboda, 2005); emotions, in turn, impact learning and achievement (Pekrun, Goetz, Titz & Perry, 2002). Singing has been demonstrated to enhance relaxation, raise energy levels and bring joy. These effects might be due to the increased amount of oxytocin produced in the brain during singing. (Grape, Sandgren, Hansson, Ericson & Theorell, 2003; Huron, 2006.) Using songs in the classroom is also likely to positively affect group dynamics (Lake, 2002) since singing increases learners' sense of togetherness (Spychiger, Patry, Lauper, Simmermann & Weber, 1995; Wiltermuth & Heath, 2009) and helpfulness toward each other (Kircshner & Tomasello, 2010). In the following chapters, first, findings from previous research will be presented concerning the benefits that music and especially singing have on language learning. Second, findings from previous studies related to the use of songs in language classrooms will be considered. Third, the implications of SLA research on the use of songs in language classrooms will be discussed. These implications are central to the topic of this thesis, and they also provide new insights for the field of
Every activity has its own peculiarities and the actions that make up these are more important than their motives. For example, if a person is forced to do something of the necessity that he has just before, then he / she feels what he / she is needed for, and he / she is motivated by his / her perceptions of the outlook. An intentional look of activity is carried out on purpose.
During the current global exchange of information, people have become demanding to read and process a huge amount of information (text) and distinguish them from the information they need. To do this, you need to learn how to read the text. It provides full and profound information that serves the purpose of communicating. Text scrutiny is an intellectual process and students are increasingly involved in this process, where the same difficulties are eliminated. It is the same process that improves, and this increases the motivation for learning, which in turn promotes learning.
Depending on the active participation of each student in one or another classroom, the foreign language methodology is based on the principle of teaching a foreign language in a holistic way, and the student is more active in the type of speaking activity, should improve the types of speaking activities.
The use of modern pedagogical technologies to increase student activism and to teach them to independent creative work is in extreme conditions. In receptive forms of speech, it serves as a weapon of control. Modern teaching provides the group with the opportunity to learn together.
Targeted understanding of a foreign language through a conscious-practicing method is similar to going from top to bottom - from general to private, from complex to simpler, and is a complicated process.
Language material is based on linguistic principles - systematics, concentration, functionality, methodological differentiation, minimization, the situational thematic principle of material supply, the application of language and speech constraint principles (these principles have not yet been clarified in the methodology) "Not to rely on knowledge, but master them; consciousness and automatism; provision of the material in situative; communicating theoretical information through practice; Students' Understanding of Teacher Methods In the upper secondary school an active foreign language learning is used, whereas all three forms of the OTM are active, passive and mixed.
References
1. Five- minute Activities. Penny Hroll., Wright Andrew, Educational and Professional publishing, Ltd, 2004, 245p.
2. Learning Teaching, Jim Scriver, Bearn Group Limited, 2001, 89 p.
3. 24 singing games and 36 folk songs from English speaking countries. Compiled by E. Silins, Riga, 1992, 59 lpp.
