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38ПЕДАГОГИЧЕСКИЕ НАУКИ
NEW MODERN APPROACHES IN TEACHING ENGLISH TO
STUDENTS Soatova G.K.
Soatova Gulsunoy Kupaysinovna - Teacher, DEPARTMENT OF THE PRACTICE OF LANGUAGE ASPECTS, FACULTY OF JUNIOR COURSES, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the features of teaching students in the process of training specialists in the field of foreign language culture. The paper analyzes some modern approaches to teaching foreign languages related to intercultural communication during the teaching of a foreign language.
Keywords: facilitate, approach, methodology, criteria, ability, skills, input.
Currently, the question of the use of new technologies in the study of foreign languages is increasingly being raised. This is not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main purpose of teaching foreign languages is the formation and development of a communicative culture of students, training in practical mastery of a foreign language. Modern pedagogical technologies, such as training in collaboration, a project methodology, the use of new information technologies, Internet resources, help to implement a personality-oriented approach to learning, provide individualization and differentiation of training, taking into account the abilities of students, their level of training, inclinations.
How fast new technologies appear in our hectic life, our responsibility and functions have changed as a teacher: now the school is not a source of knowledge, the school teaches to learn. A teacher is not a conductor of knowledge, a teacher is an individual teaching in a way of creative activity aimed at independent acquisition and assimilation of new knowledge.
It is not enough just to give a lesson in a textbook, to transfer knowledge, you need to teach students to learn, compose and apply action algorithms to achieve a result, develop their creativity, logical thinking, attention, memory, learn to use ICT to search, select, organize and demonstrate information. We need several pedagogical technologies to organize our lesson to be effective. A good teacher is not only intelligent and knowledgeable, but also a professional instructor, motivator for students and knowing methodology very well.
Pedagogical Technology Training Model Methods and Forms of Means and Receptions + personal characteristics of the teacher (intuition, behavior, facial expressions, gestures, relationships, and so on) pedagogical art .
When choosing training methods, tools and techniques I use:
- developing technologies (L.V. Zankov);
- technology of personality-oriented learning (I.S. Yakimanskaya);
- health-saving technologies;
- technology of communicative teaching of a foreign language culture (E.I. Passov)
- technology problem education (I.Ya. Lerner. M.I. Skatkin);
- elements of programmed learning;
- elements of an intensive technique (G.G.Kitaygorodskaya);
- group technologies (A.G. Rivin, V.I. Dyachenko);
- The theory of the phased formation of mental actions (P.Ya. Galperin);
- technology of individualization of education (Yu.K. Babansky, A.S. Granitskaya); -pedagogy of cooperation; - information and communication technologies.
By the nature of the pedagogical process: teaching, training, controlling, generalizing, cognitive, educational, developing, creative, career guidance.
Working in primary and secondary schools and based on the characteristics of psychological development, one of which is the predominance of the emotional sphere over the intellectual, the gaming technology is closest to me. After all, this is a fairly effective and interesting teaching method in organizing the educational activities of students. This method can be used at any level of training with a specific adaptation for each age.[1, p. 9]
By the nature of the pedagogical process: teaching, training, controlling, generalizing, cognitive, educational, developing, creative, career guidance.
While traditional methodologies such as the audio-lingual and direct methods still offer useful elements, they're clearly outdated in the modern classroom. The communicative approach, which was in vogue in the late '90s, is still widely considered as the latest advancement in modern language teaching. However, it has become clearly evident that the needs of modern students have outpaced teachers' and book publishers' best strategies.
1. Task-based Approach
Traditional curriculum design and class planning revolved around the topics considered useful for students. This meant students were to learn the grammar and vocabulary that educators thought students needed to know. Student input was minimal to say the least. What we learned from this is why it's imperative to build lesson plans around activities that all students can feel comfortable with and relate to. This approach represents a significant paradigm shift since the focus on content has shifted to skills and competencies. So, planning and design aren't about what's taught, but why it's taught. This approach isolates individual skills and competencies in order to teach material students actually need to know to meet their goals and objectives. Sample tasks could be ordering in a restaurant, booking a hotel room, or perhaps more advanced tasks like critiquing a movie or voicing their opinions about politics. In this approach, the language taught revolves around the task itself, not the other way around [2]. For this method to work, teachers must understand their students' needs and expectations in order to design lessons that help their students succeed. Grammar, vocabulary and language skills are just the vehicles that enable students to achieve their final outcomes.
2. Project-based Approach
Much like the task-based approach, is meant to address students' real needs by adapting language to the skills and competencies they truly need personally and/or professionally.
The application of this approach begins by determining the one, global objective that the individual or group of students have. For example, if you're teaching a business English class, you should look at why students are in the class to begin with and plan accordingly. In class, discussed the difficulties my students encountered, in addition to covering all the vocabulary and grammar needed to complete each section. This project can be anything from an oral presentation to a large-scale production such as a class play. Whatever the case, the project must be comprised of individual tasks that lead students to the goals in the assessment [3].
3. Lexical Syllabus
While the previous two approaches focus heavily on the skills and competencies that students need to develop, this approach focuses on what language students actually need to produce. In particular, the actual words that students need to understand in order to conduct specific tasks. This approach is based upon the core language that students need to know given their needs. Again, professional students need very specific vocabulary pertaining to their field. For instance, "profit" is an essential term for business students, much the same way "scalpel" is to medical students. Moreover, any other language taught outside of this core language is meant to be supplementary and intended to enable students' communication within their respective fields.
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This approach requires teachers to understand what students really need right away, focus on that, and then expand students' horizons as their communication skills develop. Activities can range from matching pictures and definitions to working with dialogues. An advanced twist could be to describe their favorite seasons, or even speculate about what they could do in the summer or winter. The sky truly is the limit. 4. Using Smart phones in the Classroom
Since just about everyone has some sort of internet access or data plan, banning smart phones may end up being a lost opportunity to further enhance learning experiences. Love them or hate them, smart phones are a part of modern life. Many teachers consider them to be a distraction since most students hate to part with them. Is there a common ground? Smart phones provide many useful tools for students such as dictionary, translator and grammar reference apps. Much like computers, students need to understand that their phones aren't for play or personal use, but to be used as learning tools. A good example of how smart phones enhance classroom learning is the scavenger hunt exercise. Here, students must go through websites to find the information they need to fill out a worksheet. Students can also use their devices to access free, online exercises that reinforce language and/or skills seen in class.
The key issue here is to be creative with the use of smart phones. Other uses for smart phones in the classroom could be polling apps, surveys or even recording, yes, recording! Students can record themselves in action, which is perfect helping them receive feedback on specific tasks and activities. One other use that I personally find appropriate for smart phones and tablets is going paperless. If there are PDF versions available for the textbooks or materials you're using, this could allow you to simplify students' lives while being environmentally friendly.
References
1. Pyltsyn A.A. English in the family circle / A.A. Pyltsyn. Kh.: Prapor, 1994. P. 9.
2. New Methods of Teaching English in the Modern Classroom. [Electronic Resource]. URL: https://www.fluentu.com/blog/educator-english/content-based-esl-instruction-maps/ (date of access: 19.06.2020).
3. New Approaches to teaching English. [Electronic Resource]. URL: https://www.fluentu.com/blog/educator-english/esl-writing-projects/ (date of access: 19.06.2020).
4. The official website of the GEF. [Electronic Resource]. URL: http://standart.edu.ru/ (date of access: 03.07.2020).
5. Teaching and methodical journal English in school № 1 (33), 2011, P. 60-66. In the piggy bank of the teacher.
