CC BY
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Список литературы /References
1. Закон Республики Узбекистан «О физической культуре и спорте», 2015.
2. Кабинет Министров Республики Узбекистан в Республике Узбекистан «О мерах по укреплению материально-технической базы». Решение, 2012.
3. Абдурахманова А.Т. Влияние педагогических технологий на познавательную и психоэмоциональную сферу учащихся // Проблемы Науки, 2019. № 8 (141).
4. Мелгес Ф.Л., Андерсон Р.Э. Личное будущее и самооценка // Арх. Psychiatry, 2011. Том 25. С. 494-487.
GUIDELINES FOR DESIGNING EFFECTIVE ENGLISH
LANGUAGE. TEACHING MATERIALS Gulyamova Sh.B. Email: Gulyamova685@scientifictext.ru
Gulyamova Shahzoda Bahtiyor qizi - Teacher, DEPARTMENT OF FOREIGN LANGUAGES, TASHKENT STATE UNIVERSITY OF THE UZBEK LANGUAGE AND LITERATURE NAMED AFTER ALISHER NAVOI, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article examines some factors that teachers need to take into account when considering designing their own materials; and finally we present ten guidelines for designing effective English teaching materials. Teaching materials form an important part of most English teaching programs. It is considered why teachers might want to design their own teaching materials and look at some of the advantages and disadvantages in this paper. Moreover, guidelines are given step by step which describe full process of material designing in teaching English or other languages. In foreign language teaching shaping and choosing appropriate material are essential part of lesson method.
Keywords: material designing, progression, inventories, framework, guideline, confidence, proficiency.
РУКОВОДСТВО ПО ПРОЕКТИРОВАНИЮ ЭФФЕКТИВНОГО АНГЛИЙСКОГО ЯЗЫКА. УЧЕБНЫЕ МАТЕРИАЛЫ Гулямова Ш.Б.
Гулямова Шахзода Бахтиёр кизи - преподаватель, кафедра иностранных языков, Ташкентский государственный университет узбекского языка и литературы им. Алишера Навои, г. Ташкент, Республика Узбекистан
Аннотация: в статье рассматриваются некоторые факторы, которые учителя должны учитывать при разработке собственных материалов и, наконец, мы представляем десять руководящих принципов для разработки эффективных учебных материалов английского языка. Учебные материалы являются важной частью большинства программ обучения английскому языку. Считается, почему учителя могут захотеть разработать свои собственные учебные материалы и взглянуть на некоторые преимущества и недостатки в этой статье. Кроме того, инструкции даны шаг за шагом, которые описывают полный процесс проектирования материала в преподавании английского или других языков. В преподавании иностранных языков формирование и выбор подходящего материала являются неотъемлемой частью методики урока.
Ключевые слова: материальное проектирование, прогрессия, материальные запасы, структура, руководство, уверенность, профессионализм.
UDC 81-139
Introduction. In spite of the current wealthy cluster of English dialect instructing materials commercially accessible, numerous instructors proceed to deliver their claim materials for classroom utilize. Undoubtedly, most instructors spend significant time finding, selecting, assessment, adjusting and making materials plan. Educator outlined materials may run from one-off, single utilize things to costly programs of work where the errands and exercises construct on each other to form a coherent movement of aptitudes, concepts and dialect things. The rules that take after may act as a valuable system for instructors as they explore the run of variables and factors to create materials for claim instructing circumstances. The rules are advertised as fair that-guidelines-not rules to be unbendingly connected or followed to [1]. Whereas not all the rules will be pertinent or appropriate in all materials plan scenarios, by and large they give for coherent plan and materials which upgrade the learning involvement.
Guideline 1: Materials ought to be contextualized to the educational modules they are planning to address. It is basic amid the plan stages that the targets of the educational modules, syllabus or plot inside the designer's institution are kept to the fore. This is often not to propose that materials plan ought to be exclusively decided by a list of course determinations or by expansive inventories of lexicon that ought to be bestowed, but these are certainly among the starting thought. Materials ought to moreover be contextualized to the encounters, substances and to begin with dialects of the learners. An imperative portion of this includes mindfulness on the portion of the teacher-designer of the —socio-cultural appropriation! of things such as the designer's claim fashion of displaying fabric, of organizing bunches, and so on. It is fundamental the materials creator is educated approximately the culture-specific learning forms of the aiming learners, and for numerous bunches this may cruel altering the aiming adjust of what instructors may respects as more agreeable exercises and those of a more genuine nature. Materials ought to interface expressly to what the learners to any zones of critical culture contrast [4].
Guideline 2: Materials ought to fortify interaction and be generative in terms of dialect. Language-teaching materials ought to give circumstances that request the same; circumstances where learners have to be associated with each other routinely in a way that reflects the sort of intuitive they will lock in exterior of the classroom. Materials architects ought to guarantee their materials permit adequate scope for their learners to be —stretched! at slightest a few of the time, to construct on from what is given to produce modern dialect, and to advance past surface familiarity to capability and certainty [3].
Guideline 3:
English dialect educating materials ought to empower learners to create learning aptitudes and techniques. It is outlandish for instructors to instruct their learners all the dialect they ought to know within the brief time that they are within the classroom. In expansion to educating valuable new dialect abilities, it is essential that dialect instructing materials moreover instruct their target learners how to memorize, and they offer assistance them to require advantage of dialect learning openings exterior the classroom. Materials can give profitable openings for self-evaluation by giving the vital metalanguage and joining exercises which empower learners to evaluate their claim learning and dialect improvement, moreover construct in works out for understudies to investigate their possess learning styles and techniques [2].
Guideline 4: English dialect educating materials ought to permit for a center on shape as well as work. As often as possible, the introductory inspiration for planning materials steams from practitioners' wants to create exercises more communicative frequently as —an cure to the abundance of skills-based exercises and artificial dialect utilize unavoidable within the field of ESL instruction!. The point of Guideline three is to create dynamic, free language
learners. To assist meet this objective, materials also have to be energize learners to require an explanatory approach to the dialect before and around them, and to make and test their claim theories almost how dialect works. Well-designed materials can offer assistance significantly with this by alarming learners to fundamental shapes and by giving openings for controlled hone in expansion to autonomous and imaginative expression [4].
Guideline 5: English dialect instructing materials ought to offer openings for coordinates dialect utilize and dialect educating materials can tend to center on one specific expertise in a to some degree unnatural way. A few courses have a major center on beneficial aptitudes, and in these perusing and tuning in ended up second-rate abilities. With other materials, perusing or composing may overwhelm. In a perfect world, materials delivered ought to provide learners openings to coordinated all the dialect aptitudes in a true way and to gotten to be competent at joining extra-linguistic components moreover [3].
Guideline 6: English dialect instructing materials ought to have fitting enlightening. The rule applies as much to the enlightening that is given for other instructors who may utilize the materials, because it does for the aiming learners. It appears to be expressing the self-evident to say that informational ought to be clear, but, frequently, amazing materials come up short in their —pedagogical realization since of a need of clarity in their enlightening. For informational to be compelling, they ought to be written in dialect that's suitable for the target learners, and the usage of the proper metalanguage can help with making informational more brief and effective [2].
Guideline 7: English dialect instructing materials ought to be adaptable. This last rule is coordinated fundamentally at longer arrangement of materials instead of at one-off errands, but has congruity to both. In the conclusion, instructors must weight up the benefits and costs of planning their possess educating materials and make their claim choice as to whether it is worth the time and exertion. Materials that fulfill the rules proposed, in spite of the fact that, seem make the distinction between lessons of different learners in an excited —state of expectancy' instead of expectation' [3].
To conclude, from textbooks, videotapes and pictures to the internet, teachers rely heavily on a diverse range of materials to support their teaching and their student's learning.
References / Список литературы
1. Augusto-Navarro E.H., 2013. The Pontential of Integrating Genre Analysis and Focused Attention for Developments in EFL Writing. Revista Contexturas (21): 26-52.
2. Garton S., Graves K., 2014. Materials in ELT: Current Issues. In International Perspectives on Materials in ELT. S. Garton and K. Graves editors. Palgrave Macmillan: 1-15.
3. Harwood N., 2010. Issues in materials development. In N. Harwood (ed), English language teaching materials: Theory and practice. Cambridge, UK: Cambridge University Press: 3-30.
4. Richards K., 2009. Trends in qualitative research in language teaching since, 2000. Language Teaching. 42 (2): 147-180.
