CC BY
20IMPLEMENTATION OF DIFFERENT LANGUAGE TEACHING METHODS IN CULTURE Salomova M.Z.
Salomova Malika Zohirovna - Senior Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article is about to analyze the extent to which social and cultural factors are used in teaching a foreign. language. The effects, the positive and negative aspects of socio-cultural factors in education are illustrated through examples.
Keywords: background, spiritual, obligation, interconnected, eloquence, community-like character, inconceivable, subjective factors, social affiliation, religious discrimination; racism.
Using a variety of techniques and techniques used in modern methodology, it is possible to use different concepts and themes related to culture and topics in lessons. Here are some of these techniques.
The name of this method is typically used in plural form with the term "Translation Methods". It is not difficult to know the meaning; foreign language materials are translated into their mother tongue. In Europe, the Greek language was originally derived from the Latin alphabet and later translated into Latin. In the second half of the XVIII century and in the XIX century French was studied, and in the 20th century was translated into English and finally German, and in the Muslim world was mostly Arabic and partly Persian as a foreign language. Dead and live languages were taught by the method of translating, and this process was considered as a factor in the development of logic. Arabic is a means of teaching Islamic works, and many students have learned it through dry memorization. Arabic, Persian and Turkic languages were widely studied in higher education institutions. Among the most widely used methods of translation, it is known as "Grammar-Translation Method" and "Text Translation Method". the first of them introduced the word and color translation to teach the grammatical rules, and the other supporters intended to use the translation to read the text and understand its content. Using both methods of translation is intended solely for educational purposes. Foreign language has been studied in recipes. Foreign language teaching methods have been developed based on linguistic and jurisprudential information of their time. Some teachers are still using the methods of translation methods incorrectly. For example, interpreting the text is an irrefutable method. It is forbidden to translate some sentences or parts of the text into a specific purpose. Small texts to translate from the dictionary using the dictionary to reveal the meaning of new words.
Here you can use the dictionary to translate from the dictionary.
The principal reason for the method name is to teach the correct method he tried to establish a direct association, ie, an intellectual connection between the foreign language and the subject, bypassing his native language. The same methodology is taught in teaching foreign language grammar; they wanted to establish a direct link between the grammar and the shape. It is permissible to look for the right method to learn foreign languages for practical learning. Toward the end of the last century, this method was discovered in the Western European countries and in the United States as a result of reforming foreign language teaching. This method later spread to Asia, Africa and other countries. The desire to teach a foreign language without the mother tongue has begun with the right methods, inductive methods, and natural methods. The main purpose of these methods is to teach the foreign language practically. The mother tongue's learning environment has been accepted without changing the method. Two of the modern features of the right method are
commonly used in audiology and audiovisual techniques. The founder of the Audiolingual Method (American Methodist Chariz Carpenter Friz and Robert Lado) finds out that foreign language is practical and educational. Important role is given to selecting and teaching foreign language syllables in the English language. The order of study of types of speech is as follows: listening, talking, reading - writing. Oral speech is taught as a means of communication in foreign languages, and written speech is taught on the basis of verbal material. Teachers have learned some of the positive features of the audio-visual method from school experience. In particular, the level of language teaching, the development of verbal speech, the reading of the oral presentation, and the writing of texts were adopted in the V-VII classes. The textbooks of the Audiolingual Methodology are incompatible with our school curriculum. For example: speech
The samples are unrealistic scientific guidelines without the knowledge of the mind and without any rules. The active and passive language is indifferent to their mastering by distinguishing the material. This is also an incorrect methodical guide.
Particular attention is paid to lexic material tradition in accordance with the methodological guidelines of audiovisual method (P.Guberina, P. Rivan), which differ from audiiolingual method. 1500 words have been selected for free thinking in life, with a great deal of emphasis on various technical means. There are also differences between the two methods. For example, audiovisual methodology is taught in oral speech, writing and reading in the last. Reading is taught after the writing, In our schools, these techniques are used positively. Before reading the foreign language teaching in the early years of the secondary school, and then reading before and after the reading of the upper classes, all pre-vocal activities are taught before the correct methods are reprudited and retestive. language teaching methods have left a significant mark in the history of the methodology.
References
1. Atay D., Kurtl G., Qamlibel Z., Ersin P. and Kaslioglu O. The Role of Intercultural Competence in Foreign Language, 2009.
2. Brown H.D. Principles of language learning and teaching. Englewood Cliffs, New Jersey: Prentice Hall Regents, 1994.
3. Byram M. Teaching and assessing intercultural communicative competence. Clevedon, England: Multicultural Matters, 1997.
4. Candlin C. Language, culture, and curriculum. Language, culture and curriculum, 1992.
