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62METHODS AND TECHNOLOGIES OF TEACHING A FOREIGN LANGUAGE
Guzal Avasxonovna Mustafaeva
1st year master's degree at the Faculty of English Linguistics, Samarkand State Institute
of Foreign Languages
ABTSRACT
Teaching foreign languages in blended classes requires enormous effort on teachers' shoulders. As educators play the great role in this process. For this reason teachers always need to be in a move forward looking for new and interesting methods for teaching in order to motivate and increase students' knowledge and skills. Therefore, this article discusses in detail the new methods and methodologies of teaching foreign languages.
Keywords: education, technology, methods, communicative and constructivist methods, IT and etc.
Today is the whole world teaching foreign languages, especially English has become an essential part of education in all its' branches. We can even find two main types of English language teaching methodology like teaching English using traditional and modern methodology. But at the latest period in the whole world teachers tend to use modern methodology all the time. This becomes clear when we look at the results achieved using these two methods. As results show today modern methodology allows learns to communicate the real language rather than the traditional method. Taking into consideration this factor the government of our country is doing a lot in order to develop foreign language teaching in Uzbekistan using modern methodology. In the past, learning and education simply meant face-to-face lectures, reading books or printed handouts, taking notes and completing assignments generally in the form of answering questions or writing essays. In short; education, learning and teaching were considered impossible without a teacher, books and chalkboards.
Today, education and training have taken on a whole new meaning. Computers are an essential part of every classroom and teachers are using DVDs, CD-ROMs and videos to show pupils how things work and operate. Pupils can interact with the subject matters through the use of such web based tools and CD-ROMs. Moreover, each pupil can progress at his/her own pace. Nowadays a lot of Universities are using modular technology of teaching. Importance of this teaching in all parts of lesson is great. Students can have an opportunity to work independently. Also the main aim is not only teaching but also to give students a chance to develop listening, speaking, reading, writing, analytic thinking skills. Training module consists of three structural parts which are often repeated as a learning cycle: introduction, speaking (dialogue) and the final
part. More precisely, in the introductory part the teacher introduces students the general structure of modular training, its purpose and responsibilities. After that, the teacher briefly, explains the study material of the module using drawings, tables, and data samples. Technology allows distance learning: Perhaps the greatest impact of technology in the field of learning is its ability to help several people learn simultaneously from different locations. Learners are not required to gather at a predetermined time or place in order to learn and receive instructions and information. All one needs is a computer connected to a modem (or with a CD drive); these tools can literally deliver a 'classroom' in the homes and offices of people. Technology allows individual pacing: Multimedia tools, on-line and CD-ROM based training have helped eliminate the need for an instructor-based lesson plans. Pupils who grasp concepts faster proceed and move along, without being held back by ones who need more time and help for learning. Such individual pacing is beneficial to all.
With the development of technology and the boom of digital revolution, foreign language teachers find it necessary to think about effective new ways to create a better foreign language teaching and learning environment that is supported by multimedia technologies. As a result, Computer Assisted Language Learning, or CALL, has become increasingly popular in the foreign language teaching field. Based on the analysis of the features of CALL, this paper is focused on how multimedia can play an important role in EFL classrooms. The literature review was conducted on definitions and the development of multimedia. Furthermore, the review of the literature was conducted on multimedia as a teaching method from both theoretical and pedagogical aspects. By analyzing the weakness and the strength of CALL, some practical and effective teaching ways, as proposed by professional educators and qualified teachers, are discussed on how to effectively use multimedia in the classroom. In recent years the problem of application of new information technologies at high school is even more often brought up. It is not only new technical means, but also new forms and methods of teaching, new approach to training process. The main objective of training foreign languages is formation and development of communicative culture of school students, training in practical acquisition of a foreign language. The task of a teacher consists in creating conditions of practical language acquisition for each pupil, choosing such methods of training which would allow each pupil to show the activity, the creativity. Modern pedagogical technologies such as training in cooperation, design technique, usage of new information technologies, the Internet - resources help to realize personal focused approach in training, provide an individualization and differentiation of training taking into account abilities of children, their level of proficiency, tendencies, etc. Use of computer at foreign language lessons helps in solution of different didactic problems such as: • improving pronunciation;
• formulating and developing skills and abilities of reading;
• improving abilities of writing;
• enriching the lexicon of learners;
• training grammar;
• forming steady motivation of studying foreign language
Possibilities of usage the Internet resources are huge. The Internet creates conditions for receiving any necessary information for pupils and teachers which is in every spot on the globe: regional geographic material, news from life of youth, article from newspapers and magazines, necessary literature, etc.
Project activity allows students to act as authors, creators, enhances creativity, expands not only the general outlook, but also contributes to the expansion of linguistic knowledge.The next actual method in teaching foreign language is the activity method. The method of teaching, in which students do not receive knowledge in their final form but extract them themselves in the process of their own active educational and cognitive activity is called the activity method. According to A. Diesterweg, the activity method of teaching is universal. "Accordingly, he should have acted not only in primary schools, but in all schools, even in higher educational institutions." This method is appropriate everywhere where knowledge must be acquired, that is, for every student. Active learning is a way of organizing the learning process, in which the learner acquires knowledge over their transfer by the teacher, and the methods, forms and means used stimulate this process, take into account the individual characteristics of the student and provide the required level of motivation. With this form of organization of the educational process, the teacher needs to correctly orient the students' cognitive activity, orient them in the information space and provide the necessary methodological assistance in time.
Students should be prepared on the basis of high-quality modern authentic educational material for the conscious use of a foreign language in later life and work. After all, a good knowledge of foreign languages now will continue to remain one of the leading requirements of employers. In this regard, it is the universities that are responsible for providing high-quality students with a complex of language knowledge and skills, this requires, first of all, the educational institution to systematically create conditions for the professional development of their teaching staff, to provide the institution with an adequate material and technical base. High-quality language training of students is impossible without the use of modern educational technologies. Modern technologies in education are professionally-oriented teaching of a foreign language, employment in training, application of information and telecommunication technologies, work with educational computer programs in foreign languages (multimedia system), remote technologies in teaching foreign languages, creating presentations in PowerPoint, using Internet resources, learning a foreign language in a
computer environment (forums, blogs, e-mail), the latest test technology. At this stage of development of methodical science, the main methods of teaching foreign languages are communicative and constructivist methods.
Communicative method. Learning objective: mastering communicative competence. Learning content: texts should show conflicts that encourage the student to express their own opinions. Training is managed not through grammar, but is directed by communicative intentions (intentions). The student is in the center of learning. Language plane: the dominance of language production over language correctness, correctness, mistakes are made. Language becomes a means of communication. Exercises: exercises of the communicative direction. Students learn "communication in the process of communication itself. Therefore, all the exercises and tasks must be communicatively justified by a lack of information, choice and reaction". Advantages of the method: students improve their speaking skills, overcome the fear of mistakes. Disadvantages of the method: not enough attention is paid to the quality of the language, communicative competence quickly reaches its limits.
Constructivist method. Learning objective: the method is based on the actual active student learning. The task of the teacher is not to teach, but to contribute to the learning process. The lesson is action oriented. Educational content: proximity to reality of students, students are encouraged to independently construct their knowledge (for example, in the framework of project activities). Language plane: as wide as possible. Disadvantages of the method: at the present stage has not yet appeared quite clearly. An example of a constructivist method is project training. The method distinguishes traditional and alternative teaching methods. Under the concept of alternative methods is grouped a number of different approaches, techniques, methods of language transmission. There are alternative methods such as the Total Physical Response method, the suggestive method, the dramatic-pedagogical method, the silent method, the group method.
Innovative teaching methods include: computer-assisted training, storyline method, simulation method, carousel method, station-based learning method, group puzzle method, role-playing method, Case study method (work on problem situations, students review the problem, analyze the situation, present their ideas and solutions to the problem during the discussion). Script Method (story line method). This method is based on a combination of planned learning meanings — for example, shopping-goods-sales — with the interests and ideas of students. By receiving "impulses" from the teacher (the so-called key questions), students make their contribution to the creation of history. This method does without textbooks. It is about creative planning, hypothesis selection, experiences, systematization and presentation of work. The designed story also contains elements from drama and role-playing. The teacher sets the framework for action and presents individual episodes. Pupils put their questions and find answers to
them themselves. The following basic phases of the project are traditionally distinguished:
1. Initiating - invention of the idea for the project
2. Start of the project
3. Proj ect management
4. Presentation of project results
5. Evaluation (reflection) of the project
The method of learning stations. Training equipment in which students perform work on educational material, which is ordered in the form of stations (students receive work plans with mandatory and selective tasks). When learning by station, students have a choice of timing, task sequence, and social form used (individual work, pair work, group work). Thus, students using this method learn to plan their time, learn self-assessment, analyze their own educational success, plan and conduct work stages. Work on the stations allows differentiation according to the abilities, interests of students, and the degree of difficulty of the task. Thus many professionals refer to this methodology as the Communicative Language approach. Another group of authors headed by Broughton propose a different idea. They point out that foreign languages are taught "not simply for the learner to be able to write to a foreign pen friend" but to broaden his or her horizons by introducing "certain ways of thinking about time, space and quantity and attitudes towards" issues we have to face in every day life. Briefly put, some people learn a foreign language most importantly to be able to communicate with foreign people and other people learn a foreign language above all to see the world from a different point of view, to discover new approaches to life or to find out about other cultures. In modern methodology as has been highlighted about the role of pronunciation is important.
Simulation method. Especially in the teaching of a foreign language to students of economic specialties of universities, one can successfully apply the method of simulations. In cybernetics, this term is used to model and simulate reality. The training deals with various simulation business games that provide students with the opportunity to develop their skills, apply knowledge to solve a particular problem in the so-called "safe environment" that imitates real situations, for example, in business, in work in a company. The simulation provides an opportunity for students to try themselves in a certain role - the head, the president of the company, gives the opportunity to explore the system of work of this enterprise. The participants in the game are given certain tasks - to achieve a profit growth of the company, to conclude an agreement, to sell the company's shares, and so on. Simulations are characterized by a high degree of interest of the participants, the game is completely immersed, embodied in its role, and is sick of the result of the work, because the overall result of the game depends on the team spirit and speed of decision making. Thanks to the simulation, the
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 2 I 2021
ISSN: 2181-1601
skills of strategic planning of students are formed, the ability to work in a team, to negotiate, to convince a business partner is developed.
Simulations streamline students' knowledge, prepare them for the need to make quick and motivated business decisions in their future activities. There are computer simulations, where participants work with a computer program, manage an imaginary company, and desktop simulations, where participants, companies, enterprises "exist" in the form of chips, maps. Role play method. Role-playing is an active method of learning, a means of developing a student's communication skills. Role-playing game is associated with the interests of students, it is a means of emotional interest, motivation of learning activities. Role-playing is an active way of learning practical knowledge of a foreign language. Role-playing game helps to overcome the language barriers of students, significantly increases the amount of their speech practice. This is learning in action. There are a large number of forms, types of role-playing in foreign language lessons. For example, you can use the role-playing game "At the interview", where students take on the role of employer and employee. From all the above, it should be concluded that for the teacher today it is important to constantly improve their knowledge of foreign language teaching methods, introduce the latest educational concepts into their teaching practice, and keep up with the times.
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