5OUTSTANDING METHODS OF TEACHING FOREIGN LANGUAGES
Ulfatoy Turaxonovna Abdullaeva
Associate Professor, Department of Languages, Tashkent State Agrarian University, Uzbekistan
ABSTRACT
Using modern language teaching methods in the target language encourages students to use the language in meaningful contexts. It involves setting tasks or activities that require students to use the language to achieve a specific goal, promoting language learning through practical application. Emphasizes teaching language through immersion and avoiding translation, focusing on teaching vocabulary and grammar in context.
Keywords: effective language learning, task-based language learning, project-based learning, constructive feedback, real-life communication
АННОТАЦИЯ
Использование современных методов обучения иностранному языку на изучаемом языке стимулирует учащихся использовать язык в значимых контекстах. Это включает в себя постановку задач или видов деятельности, которые требуют от учащихся использования языка для достижения определенной цели, способствуя изучению языка посредством практического применения. Особое внимание уделяется обучению языку с погружением и избеганию перевода, уделяя особое внимание лексике и грамматике в контексте.
Ключевые слова: эффективное изучение языка, изучение языка на основе заданий, проектное обучение, конструктивная обратная связь, общение в реальной жизни
INTRODUCTION.
The effectiveness of language teaching largely depends on the methodology employed by the teacher. Modern language educators must be adept at utilizing a variety of innovative methods to address specific educational challenges. By incorporating diverse teaching techniques and resources, teachers can create engaging and effective language learning experiences for their students. Teaching foreign languages involve a variety of components, including vocabulary, grammar, and
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pronunciation, listening, speaking, reading, and writing skills. Additionally, cultural aspects of the target language are often included in language instruction to provide students with a well-rounded understanding of the language and its context. Teachers may use a combination of textbooks, multimedia resources, interactive activities, and real-world language practice to help students develop their language proficiency. Assessment methods such as tests, quizzes, presentations, and conversations are used to evaluate students' progress and understanding of the language.
Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus in an attempt to make language in the classroom truly communicative, rather than the pseudocommunication that results from classroom activities with no direct connection to real-life situations. Others, like Prabhu in the Bangalore Project, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence.
According to Rod Ellis, a task has four main characteristics:
• A task involves a primary focus on (pragmatic) meaning.
• A task has some kind of 'gap' (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap).
• The participants choose the linguistic resources needed to complete the task.
• A task has a clearly defined, non-linguistic outcome.
The core of the lesson or project is, as the name suggests, the task. Teachers and curriculum developers should bear in mind that any attention to form, i.e., grammar or vocabulary, increases the likelihood that learners may be distracted from the task itself and become preoccupied with detecting and correcting errors and/or looking up language in dictionaries and grammar references. Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline:
• Pre-task
In the pre-task, the teacher will present what will be expected from the students in the task phase. Additionally, in the "weak" form of TBLT, the teacher may prime the students with key vocabulary or grammatical constructs; although this can mean that
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
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the activity is, in effect, more similar to the more traditional present-practice-produce (PPP) paradigm. In "strong" task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves. The instructors may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.
• Task
During the task phase, the students perform the task, typically in small groups, although this depends on the type of activity. Unless the teacher plays a particular role in the task, the teacher's role is typically limited to one of an observer or counselor—there by making it a more student-centered methodology.
• Review
If learners have created tangible linguistic products, e.g. text, montage, presentation, audio or video recording, learners can review each other's work and offer constructive feedback. If a task is set to extend over longer periods of time, e.g. weeks, and includes iterative cycles of constructive activity followed by review, TBLL can be seen as analogous to Project-based learning. Task-based learning benefits students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. Content-based instruction incorporates authentic materials and tasks to drive language instruction.
Kumaravadivelu (2001) revives the notion that language is directly linked to society, and serves as a tool to suit speakers' own needs. The emphasis on conte xt, including ethnic, social, and economic, corroborates with the underlying belief that one single method can no longer be applied to every classroom if it ever could. Considering two distinct contexts, one in which learners share the same first language and their social and economic backgrounds are somewhat similar and another in which learner's first languages and their social and economic backgrounds are diverse, ELT is likely to be applied in different ways. When faced by the post-method road sign, teachers might ignore learners' contexts and backgrounds and attempt to guide them all through the same path; this, however, does not seem to be logical, nor sensible. In this case, using oral communicative practices does not seem to be suitable for this particular student population whose major goal is to be able to read academic texts in English. Instead, the often criticized grammar-translation method seems to be a good alternative: a comparison of English-Uzbek cognates and false cognates can be helpful for developing advanced reading comprehension skills in English. A useful strategy suggested by Brown (2014) is to implement activities that
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April 26, 2024
Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
_mumovayechimlaL
lower learners' inhibitions, encourage risk-taking, and build self-confidence. Teachers can ask students to: 1) write down sentences they plan to use in their presentations; 2) audio-record their speech and have teachers listen and provide constructive feedback; 3) listen to teacher's feedback and follow suggestions given; and 4) rehearse in pairs or in small groups. Guiding learners through this path can give them the confidence needed to present their speech in front of the class.
Learning outside the Classroom
The English classroom provides the perfect controlled environment to learn English, and a teacher guides students in their learning experience. If they have a question, they can immediately ask their teacher or classmates, and they will get an answer. They are covering a topic in class and will learn vocabulary, grammar, speaking and a whole range of things in connection with this topic and at the same time practice their skills (writing, listening, speaking and reading). But, what happens when class is finished? Does this mean they can sit back and relax and only meet with friends who speak their language, or go to places where they speak their language? NO! If they want to maximize their English learning experience they need to capitalize on every single opportunity to use the language outside the classroom, where they are forced to practice what they know and what they are learning in the class. But, how exactly can they do this? There are many ways, and here are just some; they should watch movies, television (news, series, documentaries, adverts -everything), in English. They should watch as much as they can and try covering different genres and types of media because this will show them how the language is used in different ways. The English is going to be very different and this will expose them to variants of the same language which will help them tune into the language. Yes, it will feel strange and annoying in the beginning, but they will get used to it! And to be honest, don't they think it's better to listen to all those Hollywood stars original voices, no? Read, read, and read English! This provides learners with an opportunity to practice the language, very often, at their own pace. They can also adjust the intensity with which they tackle reading in English by either skimming or aiming for understanding the gist, but not necessarily the details. Teachers advise learners to think about a newspaper and the cover story - they can skim over the story to understand what has happened, who it has happened to, where it has happened, etc. They do not absolutely need to understand things like people's job titles, or smaller details. But, if they read a restaurant takeaway menu at home and are deciding what to order, they can take a bit of time to translate the words and understand all the meanings. Also, learners should use sub-titles in films to help them understand and
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
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fill in some of the gaps when they miss something through listening. They should go out and speak the language at the Speaking clubs. How about trying to encourage friends to speak English with each other even if they all speak their own language and it may seem strange at first but it does get easier and it will become more normal. As me I advise to change social media, computer settings, phone settings, and email settings everything into English. This is obviously for someone who is slightly more advanced but this will give enormous exposure to the language of technology and words/actions people use all the time. Listening to the radio in English also help learners to improve their English. There are some great talk radios stations which address topical issues and one can really start to tune into the language of politics, the environment, human rights, law, and so on and so forth. Plus, it gives one the opportunity to listen to interviews, which is a great way to learn how to ask questions, and the distinct language used in more serious interviews, versus light-hearted ones. We are sure that if we put all our effort into making the most of your English learning experience outside of the classroom, we will quickly progress in our learning and our entire experience will be better off. The ways we can extend our learning experience are endless, and limited only by us!
CONCLUSION.
I would like to say that the shift from a methodology-based to a post-method instructional practice demands the involvement of teachers and learners as key players in the construction of knowledge. Teachers are no longer limited to choosing strategies from several different methods. Rather, they should invite learners to embark on a journey where their contexts, identities, affective and cognitive variables merge with critical practices in ELT. Rather than teachers dictating which way to go, it is important that they learn about their students and discover their aspirations. This will help both teachers and learners choose the right way. And if it is the wrong way, they can always go back and take another path. Teaching a language is an invitation for both teachers and learners to travel together to an undiscovered, fascinating place where possibilities are limitless. The post-method era requires that teachers are aware of several methodologies and the critical aspects described above for the journey to be rewarding for both teachers and learners.
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REFERENCES
1. Prabhu, J. (2015). The practice of English language teaching. England, Edinburg: Pearson.
2. Brown, S. (2014). Considerations for teaching second language writing. In Celce-Murcia, M.,
3. Rod Ellis, D., & Snow, A. (Eds.), Teaching English as a second or foreign language. Boston, USA: National Geographic Learning.
4. Kumaravadivelu, S. (2001). Interpreting and performing speech acts in s second language a cross cultural study of Hebrew and English, Rowley: Newbury House.
5. Duff, P. (2014). Communicative Language Teaching, in M. Celce-Murcia, D. Brinton, M. Snow (Eds.), Teaching English as a Second or Foreign Language (4h ed.), National Geographic Learning.
6. https://www.youtube.com/watch?v=59XMhMO0FMU - Demo: Task-Based Learning - International TEFL Academy
7. hhtps://trace,tennessee.edu/utk_interstp2
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