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117MODERN METHODS AND APPROACHES IN ENGLISH LANGUAGE
TEACHING
Malika Arslanova
English teacher of Dustlik Academic Lyceum under Namangan Engineering
Construction Institute
ABSTRACT
The article discusses the possibilities of using modern methods and approaches in the process of teaching English a foreign language.
Key words: communicative language teaching, intensive learning method, task-based learning method
Language has been and will remain the key to the world of knowledge. Language proficiency with multiple languages has been valued since ancient times. At each stage of the development of society, a certain language played an important role for all mankind. Knowledge of foreign languages opens up new doors for a person to improve himself and expand his/her worldview. If earlier knowledge of the Russian language was demanded, today the English language plays a prominent role.
The modern age requires a new approach, new methods of teaching foreign languages. Awakening a child's desire to learn, master new knowledge and activities in the meantime, build a further direction of their own education is the main goal of the current school. The students are given the task of independently studying, finding, analyzing materials, while the main task of the teacher is the right direction. The teacher needs to logically competently construct a lesson so that students are interested in learning English, since the practice of the traditional method, forcing students to cram words; grammar in practice did not give the desired result. The search for new teaching methods is associated with a lack of motivation among students to learn English. Very often, there is no positive motivation, since when learning a foreign language, students encounter some difficulties and do not absorb the material due to their psychological characteristics. Experiences show that the use of various, modern, fresh sources and means provokes students' interest, increases their motivation to study.
Teaching methods are the process of interaction between the teacher and students, as a result of which there is a transfer and assimilation of knowledge, skills and abilities provided by the content of training [1, p. 85]. It should be noted that the teaching method is a complex, systemic formation, which is characterized by all the characteristics that underlie the classification. The combination of different forms of work and methods helps to creatively organize the lesson, arousing the interest of students in the subject. One of the important tasks and goals of modern techniques is
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 8 I 2021 ISSN: 2181-1601
teaching communication and mastering speech means. Moreover, each technique has distinctive features, due to the combination of different approaches, methods, and techniques in teaching EFL. Each of the methods has certain characteristics, some of them are more popular and in demand, and some less. In addition, new methods of teaching a foreign language are regularly developed, so now every teacher of the university can choose the most suitable method of work for himself. When teaching a foreign language in academic lyceums, task-based, project-based methods are most often used for communicative purposes.
The goal of these approaches and methods is to master a living, spoken language and to learn the ability to communicate. When using the communicative methods in teaching, students are more active. The task of the teacher in this case is the ability to involve everyone in the audience in the conversation. The essence of this method is to create real communication situations. When recreating the dialogue, the student has the opportunity to put into practice all the knowledge gained. An important advantage of the method is that it has a variety of tasks: role-plays, discussions, debates, etc. According to Willis (1996), there are six types of tasks:
> Listing tasks: For example, students might have to make up a list of things they would pack if they were going on a beach vacation.
> Sorting and ordering: Students work in pairs and make up a list of the most important characteristics of an ideal vacation.
> Comparing: Students compare ads for two different supermarkets.
> Problem-solving: Students read a letter to an advice columnist and suggest a solution to the writer's problems.
> Sharing personal experience: Students discuss their reactions to an ethical or moral dilemma.
> Creative tasks: Students prepare plans for redecorating a house.
The teacher sets up the tasks and the students' performance is the goal. The teacher must step back and observe, sometimes acting as a facilitator or a monitor. A classroom during a communicative task, students do most of the speaking actively, and frequently the scene of a classroom while leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Teachers in communicative classrooms will find themselves talking less and listening more becoming active facilitators of their students' learning.
REFERENCES
1. Richards, Jack C., and Theodore Rodgers (2001). Approaches and Methods in Language Teaching. Second Edition. New York: Cambridge University Press.
2. Skehan, P. (1996). Second language acquisition research and task-based instruction.
3. Willis J. and D. Willis (eds). Challenge and Change in Language Teaching. Oxford: Heinemann.
4. Willis, Jane (1996). A Framework for Task-Based Learning. Harlow: Longman.
