INTENSIVE METHODOLOGY OF TEACHING FOREIGN LANGUAGES (IN THE EXAMPLE OF ENGLISH)

Gulzoda Bakhtiyor Kizi Haydaraliyeva; Dilfuza Mominovna Teshabayeva

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

INTENSIVE METHODOLOGY OF TEACHING FOREIGN LANGUAGES

(IN THE EXAMPLE OF ENGLISH)

Gulzoda Bakhtiyor kizi Haydaraliyeva

Navoi State Pedagogical Institute Master's student of foreign language and literature (English)

Academic supervisor: Uzbekistan State University of World Languages Doctor of Philological sciences, professor Dilfuza Mominovna Teshabayeva

ABSTRACT

This article talks about the intensive methodology of teaching foreign languages.

Keywords: foreign language, teaching methods, intensive method, linguistics, lexicology, communication, foreign languages.

ИНТЕНСИВНАЯ МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ (НА ПРИМЕРЕ АНГЛИЙСКОГО ЯЗЫКА)

АННОТАЦИЯ

В данной статье рассказывается об интенсивной методике обучения иностранным языкам.

Ключевые слова: иностранный язык, методика обучения, интенсивный метод, языкознание, лексикология, общение, иностранные языки.

Intensive teaching methods are methods that accelerate the process of cognition and assimilation of educational information in a particular disciplinary area.

Intensive teaching methods began to actively develop in language cognition in the second half of the 20th century.

Intensive learning has a number of advantages over other methods and technologies of educational activities. Especially these advantages relate to the knowledge of foreign languages. Those advantages are:

1. Developing potential of intensive methods of language cognition;

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

2. Active communication of participants in the educational process with each other during the use of intensive methods;

3. Transfer of large volumes of educational information without compromising its quality;

4. Achievement of training goals while minimizing time costs and material and technical means;

5. Implementation of joint communication between the teacher and students in the course of training with the establishment of positive emotional ties between them;

6. Organization of collective knowledge of a foreign language;

7. Possibilities of implementing a personality-oriented approach in teaching foreign languages.

There are a large number of intensive methods of teaching foreign languages. Their use is determined by the specific goals and objectives of linguistic cognition, the capabilities of teachers, the availability of material resources, the curriculum and the composition of students.

Intensive methods of language cognition are focused on the development of students' linguistic communicative competence in the shortest possible time period, the maximum use of the internal reserves of students and the organization of their creative communicative interaction in the course of language cognition.

These methods in language cognition are based on the creation of situational role-playing situations in the classroom, close to real communicative interaction.

Such situations stimulate the creative speech activity of students, activate their speech skills and lexical work.

Emotional-semantic method of language cognition

The emotional-semantic method is one of the methods of active learning, focused on the implementation of role-playing communication in the classroom. Role-playing communication is carried out in the form of a game.

Linguistic cognition, through the use of the emotional-semantic method, is a step-by-step process of mastering oral speech activity, communicative foreign language skills. Language learning is carried out during the following stages:

1. Creation of situations of typical communicative interaction in the classroom. Students take an active part in them. At the same time, knowledge of grammar does not occur, but only the lexical language minimum is studied.

2. Construction of monologues of a business nature. The skills of monologue foreign language statements are formed in different situations of communicative

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

business interaction. There is a mastery of the grammatical structure of a foreign language, written speech and reading skills with translation are mastered. The work uses texts of a special and general scientific nature and organizes problem situations to stimulate students' speech utterances.

3. Development of active dialogic and monologue speech for special purposes.

Texts are used that affect situations of communication in various types of professional activities. As a rule, this stage covers the period of vocational training, when the language is needed in a particular area of professional activity. There is a development of special vocabulary and the use of speech turns.

Rhythmopedia in language cognition.

The method of rhythmopedia is based on the activation of the work of memory, stimulation of the rate of development of memorization. The process of memorizing foreign vocabulary and speech turns becomes intensive.

At foreign language lessons, active group communication is implemented. In its course, a large amount of foreign language information is introduced, which requires arbitrary memorization. Memorization is realized by influencing the mechanisms of memory and activating its activity, this impact is carried out through:

1. The use of sound effects and musical accompaniment of the lesson, stimulating the work of the biorhythmic processes of the body through the impact on auditory analyzers;

2. The use of lighting effects and color rhythms that affect visual perception;

3. The use of tactile techniques for influencing the senses.

Relaxopedia is one of the varieties of rhythmopedia. It involves the use in the classroom of special techniques that help the body of students to relax in order to activate the work of memory. With relaxation, the assimilation of the material occurs at a much faster pace. Lexical stock is formed in larger quantities and is more firmly fixed in memory.

In the last decade, it has been influenced by various social transformations of society, which require knowledge not only in the natural sciences, but also the ability to communicate with others, which include a foreign language. In accordance with the social order of society, the entire school education is being restructured, its content, forms and teaching methods are changing. There is an increasing need for students to quickly master a foreign language, and therefore the question arises of accelerating learning.

A special contribution to the development of the problem of early teaching of

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

foreign languages in domestic pedagogy and psychology belongs to L.I. Belina, M. 3. Biboletova, I.L. Bim, I.N. Vereshchagina, N.D. Galskova, I.A. Zimney, A.N. Leontiev, E.I. Negnevitskaya, Z.N. Nikitenko and S.M. Nikonova [1, p.34].

The improvement of the educational process in teaching a foreign language is its intensification.

The intensification of the learning process is a system of technological methods that allows you to use the reserve capabilities of the personality of a younger student to increase the effectiveness of the educational process. The term intensification proposed in his works by G.K. Lozanov denotes an innovative pedagogical direction in the study of a foreign language.

The intensification of the educational process consists in a productive and rational transformation of the learning process, which makes it possible to increase the productivity of learning and cognitive processes through special training of abilities to learn a foreign language. The development of the content of teaching a foreign language should be carried out taking into account the psychological and pedagogical mechanisms of imprinting and perception, concentration of time, based on active teaching methods and modern educational approaches (problem-project method and competence-based approach).

Let's consider the model of intensive foreign language teaching in elementary school using the example of the course "English Intensive Course for Children And Their Parents". The peculiarity of the content is the introduction of vocabulary in large blocks based on supermemorization and the cyclical introduction of new material, consisting of four steps.

At the first stage, there is a problematic acquaintance with the educational standard and the assimilation of educational material with the formation of motives for its study, the independent formulation of some rules.

The second stage is based on research work related to the identification of the main features of the creative task and the formulation of patterns that are associated with the study of foreign languages (pronunciation rules, rules of reading and writing, grammar rules).

The third stage is aimed at constructing a creative task for themselves or for a partner, if students work according to the model "I am a teacher, you are a student", "you" are a teacher, I am a student". If the work with younger students is organized according to the model of a translator, then they demonstrate the skills of reading and translating from their native language into the target language and vice versa.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

The fourth stage is characterized by the modeling of creative activity. Students present their creative material developed on a design basis. And depending on the chosen model, younger students either work independently or present it to a partner.

This model is designed for three years of study from the second to the fourth grade of elementary school. Consider the topics offered for study by elementary school students. The first year of study is represented by the following cycles of topics: My birthday; Meeting of friends; I set the table and greet guests; My family and my apartment. Theme of the cycles of the second year of study: Let's remember my summer holidays! Weather; My day; My school; that I love. Third year topics: At the airport; In hotel; My favorite city; In the cafe; My purchases.

It is important to note that such a feature of highlighting topics, their order and volume of study is, in our opinion, interesting and significant for children of primary school age.

Organizational forms of the model of intensive teaching of a foreign language in elementary school: class-lesson; individual and group; steam room.

When organizing pedagogical conditions for the intensification of the process of teaching foreign languages in elementary school, the typology of lessons changes and differs from traditional teaching. These differences are manifested in the appearance of such lessons as: the lesson of introduction and beyond the memorization of new vocabulary; listening and reading lesson; listening and writing lesson; a lesson in the formation of grammatical skills; a lesson in practicing and constructing grammar skills; a lesson in oral communication; a lesson in practicing the skill of simultaneous translation; universal lesson.

The methods of the model of intensive teaching of a foreign language in elementary school are: visual; verbal; information and communication; practical; partial search; problematic; active; heuristic; independent creative activity; creative.

Lexical material is introduced on the basis of overmemorization in large blocks. Cyclic introduction of educational material, consisting of four stages: modeling of oral speech and construction of phrases; arrangement of untranslatable inclusions; study of grammatical phenomena; direct and reverse simultaneous translation.

Mastering the content of the model of intensive teaching of a foreign language in elementary school is provided through an educational and methodological complex, which includes: the textbook "English Intensive Course for Children And Their Parents"; notebook of creative tasks; demonstration didactic and

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

methodological aids; multimedia video and audio materials; demonstration didactic and methodological manuals for a foreign language teacher aimed at mastering the technology of intensive teaching of a foreign language in elementary school [4].

All developed teaching aids take into account the purpose, the specifics of the content, the system of proposed methods and forms of education, and ensure full compliance with the principles of didactics, which allow intensifying the process of teaching a foreign language at the initial stage of education.

The primary solution to the problem of developing the ability to learn a foreign language determined the construction of the first textbook "English Intensive Course For Children And Their Parents", starting with an introductory cycle, which is aimed at developing the ability of students to learn a foreign language, and was called "I develop the ability to overmemorize » [5, p.41]. This cycle was developed using psychological and pedagogical techniques, takes into account modern concepts of developing the abilities of younger students, and also allows you to form and develop key communicative competencies.

To ensure the success of mastering foreign languages at the level of primary education, it is necessary, in our opinion, to organize such learning activities as:

- conducting a psycholinguistic study of grammatical structures in order to identify patterns in the target language and their differences from the native language;

- ensuring the process of supermemorization of vocabulary;

- formation and consolidation of oral speech skills based on speech constructors;

- creation of sentence models in a foreign language;

- development of spontaneous communication on given topics;

- simultaneous translation from native language into foreign language and vice versa at a high pace.

The developed model of intensive teaching of a foreign language in elementary school is conceived as a three-year study guide based on a frequency dictionary of 2500 lexical units, including the grammar of spoken English, mastering the intonation and articulation base of the spoken modern language.

The main method of working with elementary school students is audiovisual education, which provides for frequent independent work of younger students with a textbook, a notebook of creative tasks and multimedia teaching aids. The speaker of the audio recordings used is Texas Elementary School Teacher Peggy Browning.

The types of educational activity coincide with the types of speech activity and

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-12-212-219

are evaluated as individual creative achievements of schoolchildren. One of the important components of mastering written and oral speech is the skills of mastering the main types of speech activity: reading, listening, spontaneous dialogic and monologue utterance, writing, simultaneous translation from a foreign language into a native language and vice versa.

Parallel translation is a translation carried out simultaneously with the sounding text in oral and written speech [4]. This is a fairly complex type of learning activity that requires combining into a complex of several professional actions with the target language brought to automatism (understanding written and oral speech in a foreign language, mastering the skill of translating into the native and target languages based on active speech grammar). This type of activity corresponds to the key competence of fluency in a foreign language. It is considered as an independent key competence and in practice is used in productive intensive teaching of a foreign language when working out the speech model "I am a teacher, you are a student", and when teaching two or three foreign languages, a professional speech model "student - translator -student" is introduced.

The full application of the key competence model is possible only with the integration of the experience of a number of individual creative achievements that are creative and reproductive in nature.

Individual creative achievements of the reproductive type are used in the development of simultaneous reverse and direct translation of lexical units, bringing professional skills to automatism in oral and written speech.

Individual creative achievements of a creative type are used when mental actions are included in a spontaneously created situation in the process of restructuring the grammatical structure of a sentence to a foreign grammatical code and, conversely, in the process of dialogic and monologue utterance. The creative combination of reproductive and creative achievement is the basis for the formation of the key competence "student - translator - student".

At each lesson, a special educational space should be created, taking into account the individual characteristics of younger students and their level of development. The use of multi-nominal and personality-oriented assessment of types of speech activity as individual creative achievements in learning, the use of not relative, but absolute assessment, ultimately leads to the rejection of the strictly regulated presentation of educational material [1, p.32].

Given the principle of natural conformity, the content of education is

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significant for younger students, and teaching methods are easily transformed into self-learning methods. Productive communication in the classroom is conducted in dynamic pairs, when "everyone teaches everyone", acting alternately, either as a teacher or as a student. The teaching of oral communication is based on creative tasks and games. Education at the primary level of education takes place on the basis of the development of abilities to learn a foreign language, while creating conditions for an independent choice of complexity and the development of creative search skills. Students gradually acquire the personal meaning of learning. Thanks to the maintenance by younger students of maps of individual creative achievements, the skill of reflection develops.

An analysis of the experience of accelerated learning of a foreign language confirms the possibility of transferring it to a general education school and reducing the training period to two or three years. However, the achievement of this goal is possible if the number of teaching hours is increased to six to eight per week due to additional education. The analysis of the methodological and pedagogical literature on the problem of intensive teaching of a foreign language in elementary school showed that it is more rational to introduce effective teaching in the second grade. Younger students are already adapted to school conditions, have the practice of reading and writing in their native language. The modern school at the level of primary education can only adapt students to new pedagogical conditions when teaching a foreign language, form one of the most important competencies - free mastery of a foreign language [6, p. 104].

REFERENCES

1. Babansky, Y.K. Optimization of the learning process. M.: Enlightenment, 1977. - 254 p

2. Bashmakov, M.I. What is productive learning. Theory and practice of productive learning. M.: National education, 2000. p. 6-14

3. Bim, I.L., Biboletova, M.Z. Possible forms and content of foreign language courses in elementary school // Foreign languages at school. 2014. - No. 3. - P.3-10

4. Itsenko, I.A. Implementation of the competency-based approach in intensive teaching of foreign languages in elementary school [Text] / I.A. Itsenko // Human Construction: Proceedings of the All-Russian Scientific Conference (Tomsk, June 12-15, 2008), V.1, Part 2: Tomsk, 2008 - P. 137-141

5. Kitaigorodskaya G.A. Methodical bases of intensive teaching of foreign languages. M.: Publishing House of Moscow. 1986. - 176 p.

INTENSIVE METHODOLOGY OF TEACHING FOREIGN LANGUAGES (IN THE EXAMPLE OF ENGLISH) Текст научной статьи по специальности «Языкознание и литературоведение»

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