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POSITIVE APPROACHES TO LEARNING FOREIGN LANGUAGES
Egamberdiyeva M.G.
Egamberdiyeva Mohidil Gulomjon qizi - Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the author discusses in this work take as their primary goal enabling students to communicate using the structures of target language. Many methodologists emphasize the acquisition of linguistic structures or vocabulary. Adherents of the Communicative Approach, which I will consider in this article, acknowledge that structures and vocabulary are important. However, they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language.
Keywords: communication, context, experience, activity, discussion, final analysis.
UDC 81-139
Introduction. When we communicate, we utilize the language to achieve a few work, such as contending, influencing, or promising. In addition, we carry out these capacities inside a social setting. A speaker will choose a specific way to specific his contention not as it were based upon his aim and his relationship with that individual is. Let us see how this idea of communication is put into hone within the Communicative Approach [3].
Methodology. EXPERIENCE- The instructor welcomes the course and distributes a present. There's composing on both sides. On one side could be a duplicate of a sports column from a recent daily paper. The columnist examines who he considers will win the World Container. The teacher inquires the students to read it and after that to underline the forecasts the columnist has made. He gives them these all other headings within the target language.
When the students have wrapped up, they examined what they have underlined. The instructor composes the expectations on the chalkboard. At that point he and students examine which forecasts the columnist feels more certain approximately and which forecasts he feels less certain about. [1] For example: Malaysia is exceptionally likely to win the World Glass this year. Italy can win in case they play as well as they have recently. Czechoslovakia likely won't be a contender. Britain may have an exterior chance. Then, he inquires the students to see at the primary sentence and to tell the class another way to precise this same expectation. One understudy says, "Malaysia likely will win the World Cup." "Yes," says the teacher. "Any others?" No one reacts. The instructor offers, "Malaysia is nearly certain to win the World Cup." "What almost the next?" he inquires the course. One understudy answers, "It is conceivable that Italy will win the World Cup." Each of the reporter's forecasts is talked about in this way. All the rewords the students recommend are assessed by the instructor and other students to create beyond any doubt they pass on the same degree of certainty as the reporter's unique forecast [2].
Next, the teacher inquires the students to turn to the other side of the present. On it are all the sentences of the article that they have been working on. They are, be that as it may, out of arrange. For case, the primary two sentences on this side of the handout are: Britain may have an exterior chance. Within the last examination, the winning team may essentially be one with the foremost encounter. The to begin with sentence was within the center of the initial sports column. The moment was the final sentence of the initial column. The instructor tells the students to unscramble the sentences, to put them in their appropriate arrange once more. When they wrap up, the students compare what they have done with the initial on the other side of the present. The teacher following reports that the students will be playing a amusement. He partitions the lesson into little bunches containing five individuals
each. He hands each gather a deck of thirteen cards. Each card encompasses a picture of piece of sports gear. As the students distinguish the things, the teacher scholars each title on the chalkboard: ball, soccer ball, volleyball, tennis racket, skis, ice skates, roller skates, football, baseball bat, golf clubs, bowling ball, badminton racket, and hokey adhere. The additional card is put confront down within the center of the bunch.
The fifth individual in each gather gets no cards. She is told that she ought to attempt to foresee what it is that Dumduan (one of the students within the lesson) will be doing the taking after end of the week. The fifth understudy is to form articulations like, "Dumduan may go skiing this weekend." If one of the individuals of his gather contains a card appearing skis, the bunch part would answer, for case, "Dumduan can't go skiing, since I have her skis." In case, on the other hand, no one has the picture of the skis, at that point the fifth understudy can make a solid articulation almost the probability of Dumduan going skiing. She can say, for case, "Dumduan will go skiing." She can check her forecast by turning over the card that was set confront down. In the event that it is the picture of the skis, at that point she knows she is correct. The students seem to truly appreciate playing the diversion. They take turns so that each individual encompasses a chance to form expectations around how a classmate will spend his or her time.
In communication, the speaker features a choice of what she will say and how she will say it. In case he work out is firmly controlled so that students can as it were say something in one way, the speaker has no choice and the trade, in this manner, isn't way, on the off chance that a understudy must answer to her neighbor's address within the same way as her neighbor answered to somebody else's address, at that point she has no choice of shape and substance, and genuine communication does not happen.
References
1. Celce-Murcia, M. and Larsen-Freeman D., 1983. The grammar book. An ESL/EFL teacher's course. Rowley, Mass.: Newbury House Publishers, Inc.
2. Keith J. and Morrow K. (edc.), 1981. Communication in the classroom. Essex: Longman.
3. Littlewood W., 1981. Communicative language teaching. Cambridge: Cambridge University Press.
4. [Electronic Resource]. URL: http://www.sse-franchise.com/soapbox/200703/16/what-is-the-communicative-teaching-method/ (date of access: 16.06.2020).
5. [Electronic Resource]. URL: http://www.yanglish.ru/catalog2/englishlanguage.htm/ (date of access: 16.06.2020).
