1016ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 2 | ISSUE 8 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-8-260-263
METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
Diana Valerevna Abduramanova
Teacher of Foreign Languages Department, Chirchik State Pedagogical Institute
ABSTRACT
It is vital that, there are various methods of teaching English. When teaching a foreign language, it is necessary to pay attention to new ways of stimulating students ' speech. However, numerous classical schools still attempt to utilize old methods and old books. At the same time, there will always be problems, and language learners do not satisfy both quality of lessons as well as their results. This paper purposes to discuss some interesting and instructional methods to influence on learners language development.
Keywords: method, the English language, training, teacher.
INTRODUCTION
It has been a long time since when learning a foreign language was reduced to passively memorizing new words and expressions. Monotony, boring cramming of grammatical rules and, at best, the ability to translate a Russian phrase into a foreign language - that was the limit of perfection in mastering a foreign means of communication. Although the world has long known a huge number of approaches to learning a foreign language and methods, a real revolutionary revolution in the methods of teaching English in our country occurred only in the XX century. Approaches and goals have changed. Today, everyone is learning a foreign language. In proportion to the number of people, the number of methods has also increased.
However, each of the methods has both pros and cons. The principles of the old school are subject to sharp criticism today, despite the fact that the use of the "classics" bore fruit, and considerable. The only question is at what cost it was possible to achieve these results. How as a rule, in order to master the language, learners have to spend a long time poring over books, paying attention to a lot of time for translation, reading texts, memorizing new words, performing various exercises and retelling. For the change of activity, such tasks as writing essays or dictation were offered.
MATERIALS AND METHODS Academic Research, Uzbekistan 260
ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 2 | ISSUE 8 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-8-260-263
One of the oldest methods is classical, or fundamental. The purpose of the classical methodology is not so much to study as to understand the subtleties and details of the principles of a foreign language. The main task pursued by the classical method is the formation of the grammatical base of the studied language. The target audience is people who are starting to learn English "from scratch", from the basics. This technique is perfectly familiar to those, who started learning English at school. It is worth noting that it is preferred by many language universities, both in Kazakhstan and in border states. The simplified scheme is as follows-the study of grammar, the basic rules, which are subsequently applied in specific examples and fixed with the help of exercises. The most popular representative of the traditional method is N. A. Bonk. Her famous "Bonk textbook", written in collaboration with other representatives of the same traditional methodology, is a kind of template. This textbook has withstood tough competition with the latest methods that came from the West, and continues to be the standard. The only drawback, or rather, even a disadvantage of the classical method is the meager experience of conversational speech. To make up for this shortcoming, you can add other methods of communicative learning to the classical methodology. One of these methods is the so - called linguo-sociocultural method. Supporters of the above method are those who believe that a modern foreign language should not be a set of lexical and grammatical rules. This leads to the fact that learning English becomes boring and purposeless. Adherents of the linguo-sociocultural method elevate a foreign language to the rank of a communicative tool that helps a person not just to speak, but also gives an opportunity for self - expression. Following the principles of the linguo-socio-cultural method, we can safely say that a foreign language is a kind of mirror, which reflects the way of life, traditions and customs, culture and history of the language. However, in recent years, in the top of the most popular methods of teaching foreign languages, there is a communicative method that occupies the first place in the ratings and calculations of extras. This technique has proven itself well in America and Europe. Continuing to conquer the world, the communicative methodology came to us, taking an honorable place in the leading language universities of the republic. The methodology is based on the integration of two main methods of teaching foreign languages: traditional and modern. As the name implies, an important role in the communicative methodology is assigned to communication. The main goal pursued by this method is to overcome the language barrier. The main thing is to save a person from the fear of a foreign language, from the fear of speaking a foreign language and at the same time develop other language skills and abilities, in particular oral and written speech, reading, listening. It is worth noting that grammar is studied in the
ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 2 | ISSUE 8 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-8-260-263
process of speaking, communicating in a foreign language. The principle is as follows: first, students memorize and memorize language formulas, expressions, phrases, and only then analyze the grammatical constructions found in the memorized phrases. In simple words, the principle of oral advance is valid.
RESULTS AND DISCUSSION
The fact that the practice of communication occupies a special place in the communicative methodology is also indicated by the name itself. The communicative methodology is aimed at developing the skills and abilities of speaking a foreign language. It is also worth noting that the application of the methodology directly affects the structure of the lesson. Very often in the classroom it is necessary to use game situations, conduct group work, develop tasks for finding errors, for the ability to compare and compare. As a rule, such classes make you work actively not only memory, but also logic, which allows you to develop the ability to think analytically and figuratively and, in turn, encourages you to express thoughts.
Nowadays, the development of the modern IT industry makes the latest interactive resources available for learning English: computers of the latest generation, the Internet, TV programs, newspapers, magazines. It is very important to put all of the above into practice. This helps to awaken students ' interest in the history, culture, traditions of the country of the language being studied and helps to form skills that will be needed in the future. Learning is an active interaction between teachers and students, and it cannot be one- sided. It depends on the teacher how successful the learning process will be.
CONCLUSION
It is obvious that each teacher is guided according to his personal experience in choosing methods and techniques of work. But, based on the results of the conducted experimental work, it can be argued that the use of various techniques within the framework of communicative, inductive, deductive methods gives a positive result and, undoubtedly, contributes to improving the effectiveness of teaching grammar.
The author tries to adhere to the so-called "mixed" teaching methods. This allows you to achieve your goals and gives a high result.
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ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES VOLUME 2 | ISSUE 8 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-8-260-263
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