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5
УДК: 13.00.12
Xakkulova N.T.
Teacher of the Department of English
Tashkent Institute of Design, Construction & Maintenance of Automotive
Roads
MIXED ENGLISH TEACHING METHODOLOGY
Annotation: This article discusses methods of teaching English and new ways of stimulating students' speech
Key words: Methodology, mixed methodology, English, training, role, result
A lot of time has passed since when the study of a foreign language was reduced to passive memorization of new words and expressions. Monotony, boring cramming of grammatical rules and, at best, the ability to translate the Russian phrase into a foreign language - that was the limit of perfection in the development of a foreign means of communication. And although the world has long known a huge number of approaches to learning a foreign language and methods, a real revolutionary upheaval in the methods of teaching English in our country occurred only in the 20th century. Changed approaches, goals. Today everyone is learning a foreign language. In proportion to the number of people, the number of methods has increased. However, each of the methods has both pros and cons. The principles of the old school today are subject to sharp criticism, despite the fact that the use of "classics" has borne fruit, and considerable. The only question is at what cost did these results succeed. As a rule, in order to master the language, one had to pore over books for a long time, devoting a lot of time to translation, reading texts, memorizing new words, performing various exercises and retelling. To change activities, tasks such as writing essays or dictations were offered.
One of the oldest techniques is classical, or fundamental. The goal of the classical methodology is not so much a study as an understanding of the intricacies and details of the principles of work of a foreign language. The main task pursued by the classical method is the formation of the grammatical base of the language being studied. Target audience - people starting to learn English from scratch, from the beginning. This technique is well known to those who began to learn English at school. It is worth noting that it is she who is preferred by many language universities, both in Kazakhstan and in the border states. A simplified scheme is as follows - the study of grammar, the basic rules, which are subsequently applied in specific examples and are fixed using exercises. The most popular representative of the traditional methodology is N.A. Bonk. Her famous "Bonk textbook", co-authored with other representatives of the same traditional methodology, is a kind of template. This textbook has withstood fierce competition with the latest techniques from the West and continues to be the benchmark. The only drawback, or rather, even a drawback of the classical methodology is the meager experience of speaking. This deficiency can be filled by adding other methods of communicative teaching to the classical methodology.
One of these methods is the so-called linguosociocultural method. Proponents of the above method are those who believe that a modern foreign language should not be a set of lexical and grammatical rules. On the contrary, the absence of extralinguistic factors leads to the fact that learning English becomes boring and aimless. Adherents of the linguosociocultural method elevate a foreign language to the rank of a communicative tool that helps a person not only speak, but also gives the opportunity for self-expression. Following the principles of the linguosociocultural method, we can safely say that a foreign language is a kind of mirror in which the way of life, traditions and customs, culture and history of the language are reflected.
However, in recent years, the communicative method, which occupies the first line in the ratings and calculation of extras, is in the top of the most popular methods of teaching foreign languages. This technique has proven itself in America and Europe. Continuing to conquer the world, a communicative technique came to us, taking pride of 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 technique is to overcome the language barrier. The main thing is to save a person from fear of a foreign language, from 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 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 disassemble the grammatical constructions found in memorized phrases. In simple words, the principle of oral anticipation applies.
The fact that the practice of communication occupies a special place in the communicative methodology is also indicated by the name itself. The communicative technique is aimed at developing skills in speaking a foreign language. It is also worth noting that the application of the method 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, and the ability to compare and compare. As a rule, such exercises force not only memory, but also logic to work actively, which allows you to develop the ability to think analytically and figuratively and, in turn, encourages you to express thoughts.
Today, the development of the modern IT industry makes the latest interactive resources available for studying English: the latest generation computers, the Internet, TV programs, newspapers, magazines. It is very important to put into practice all of the above. 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 necessary in the future.
Education is an active interaction between teacher and students, and it cannot be one-sided. It depends on the teacher how successful the learning process
will be.
Obviously, each teacher is guided in accordance with his personal experience in choosing methods and techniques of work. But, based on the results of the experimental work, it can be argued that the use of a variety of techniques in the framework of communicative, inductive, deductive methods gives a positive result and, of course, helps to increase the effectiveness of grammar learning.
Literature:
1. Conversations about a foreign language lesson: a manual for students in-to / E.I. Passov [et al.]. -L.: Enlightenment, 1975.
2. Bim, I.L. To the question of methods of teaching foreign languages / I.L. Bim // IIASH. -1974.
3. Volovin, A.V. A communicative approach to the study of foreign languages in the methodological systems of Great Britain and the USA / A.V. Volovin // Communicative approach to the study of foreign languages: Sat. scientific labor. -Vol. 275. - M., 1985
4. Introduction to the communicative methodology of teaching English: a manual for teachers in Russia. -Oxford: Oxford University Press, 1997
5. Guidelines for the organization of research work of students in teacher training college / ed. L.S. Oshchepkova, E.A. Shisterova. - Perm, 2002
