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28FOREIGN LANGUAGE TEACHING STRATEGIES Soatova G.K.
Soatova Gulsunoy Kupaysinovna - teacher, DEPARTMENT OF APPLIED SCIENCES 2, 2-ENGLISH FACULTY, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the aim of this paper is to describe different strategies and using improvisational tactics and compare advantages and disadvantages of teaching while teaching English in EFL classes. Keywords: action, foreign language communication, speech pattern, foreign language, skill, formation.
Introduction
Formation of skills of independent work is a difficult and not always successful process. Teaching foreign languages in primary school does not provide students with sufficient readiness for communication, and is a weak point of language education. This readiness is shaped by the development of the main components of universal learning activities (here in after ULA) and learning activities in mastering a foreign language. The Federal State Educational Standards have updated the need for the formation and development of ULA in English lessons. In a broad sense, the term "universal learning activities" means the ability for self-development and self-improvement through conscious and active appropriation of a new social experience.
In a narrower (actually psychological) sense, this term can be defined as a set of student actions that provide social competence, the ability to independently learn new knowledge and skills, including the organization of this process, cultural identity and tolerance. The quality of learning is determined by the diversity and nature of the types of universal actions. The functions of the UWD are, firstly, to ensure the student's ability to independently exercise the exercise, set learning goals, seek and use the necessary means and methods of achievement, monitor and evaluate the process and results of the activity, secondly, create the conditions for personal development and self-realization in the system of lifelong education, the formation of "competence to renew competencies", tolerant attitudes of individuals, ensuring their life in a multicultural society, high social oh and professional mobility, thirdly, in ensuring successful mastering of knowledge and skills, forming a picture of the world, competencies in any subject area of knowledge.
Among the main types of ULD, there are four blocks: personal, regulatory, cognitive, and communicative. Criteria for assessing the formation of an ECL in students are: compliance with age and psychological regulatory requirements; the conformity of the properties of the CRA to predetermined requirements. The ability to learn is ensured by the fact that universal learning actions as generalized actions open to him "the possibility of broad orientation, both in various subject areas, and in the structure of the learning activity itself, including an awareness of its target orientation, value-semantic and operational characteristics." Formation of the ability to learn, or the ability to self-productive foreign language activities, means that students master all the components of learning activities, including: motives (play, cognitive and learning motives); learning goal; learning task; learning activities and operations (orientation, material conversion, monitoring and evaluation).
Thus, the formation of universal learning activities associated with the formation of the main components of the educational activities of younger students in the mastery of foreign language speech activities. In order to build a learning process for students on the basis of universal learning activities, it seems appropriate to characterize universal learning activities taking into account the specifics of the subject "Foreign Language": Personal actions: actions in personal self-determination (related to the formation of the I-concept); the establishment of a link between the result of educational activity and what motivates this activity, for the sake of which it is carried out. The student needs help to think about the question "what is the meaning and what sense does the assimilated activity in the lesson of the FY and the teaching have for me?" And stimulate the search for an answer to this question. personal moral choice - an assessment of what the student hears, reads in a foreign language and what he says and writes himself (mastered content), based on moral values - social and personal. Regulatory actions: goal-setting based on the correlation of what is already known and what is still unknown and to be mastered. The little student wants to understand what he will do in the classroom and at home, and why he will do it.
Only in this way are such subjective characteristics of the student so necessary for successful educational activity. determination of the sequence of intermediate goals of mastering speech activity in a foreign language, taking into account the final result - the ability to use the IL as a new means of communication; the ability to act on the proposed plan and independently plan their learning and foreign language and speech activities.
The prediction actions are formed through the execution of tasks: "Look at the title of the story and tell me what it will be about", "Read the last paragraph of the story and guess what happened to the main
character". The actions of forecasting the level of their listening, speaking, reading and writing skills are formed using the "European Language Portfolio" technology, which allows the student to independently and, based on European requirements, determine how well he or she has mastered this or that speech ability. Comparison of the results of their speech actions and activities in general with a given reference sample in order to identify deviations from the sample, that is, the ability to control the process and results of their activities in collaboration with the teacher and peers; adequate perception and understanding of the assessment of the teacher and peers. These actions are formed by performing various control tasks, including a test one. Making the necessary corrections in their actions of speech generation and speech perception in case of discrepancy between a given reference pattern and its result, real speech action, that is, the ability to see the error and correct it both with the help (first year of study) and without the help of an adult (teacher, parents ). the student's awareness of how well he learned to speak, understand foreign language by ear, read and write on FY, what level he is at and what else to learn and learn in order to use FY like real English boys and girls.
When forming assessment / self-assessment actions, it is necessary to use the aforementioned "SNP" technology. The ability to focus on the performance of speech actions, the ability to show volitional effort and perseverance to achieve goals, to overcome failures, or when something does not work the first time with oral and written communication on IL, to overcome impulsivity and involuntariness.
Self-regulation actions are formed through performing tasks, when you need to act in accordance with a given goal, when you need to act independently, following a pattern and a given rule, when you are set to find ways to solve communicative and cognitive tasks, when children learn to interact with their peers and teacher. Cognitive universal actions: independent selection and formulation of a cognitive task. For example, familiarization with the linguistic means of foreign language communication is organized by us in such a way that the children themselves formulate cognitive tasks: "What signals do the British (Germans, French, etc.) use to show where one thing is, and where is a lot? How to distinguish where the story is and where the question is in English (French, German, etc.). " searching and highlighting the necessary information in a foreign language when carrying out project activities related to mastering a new language and searching information using a computer; awareness and self-construction of oral and written speech statements on the FI; choice of language tools depending on the specific situations of foreign language communication; reflection on the activity of mastering the IY, control and evaluation of the process and results of foreign language speech activity; semantic reading, understanding the purpose of reading and choosing the type of reading depending on the communicative task; extracting the necessary information from the listened texts of various genres; with the definition of primary and secondary information; with the formulation of the problem and the main idea of the text.
At the same time, knowledge and skills are considered as derived from the respective types of targeted actions, that is, they are formed, applied and maintained in close connection with the active actions of the students themselves. The quality of learning is determined by the diversity and nature of the types of universal actions. Designing the process of teaching students on the basis of universal educational actions, the teacher needs to analyze the teaching materials and carefully prepare the work program for the diversity of the educational process in order to form groups of cognitive educational devices. All this will make it possible to realize the structure of the organization of the educational process as a whole and to share each type of activity when learning English with a fundamentally new structure of work, which is based on universal educational activities.
References
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