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encompass communication fluency, critical thinking, and intercultural understanding.
A Spectrum of Assessment Tools: The toolbox of language assessment now includes diverse tools: Adaptive tests: These adjust difficulty based on individual performance, providing a more accurate picture of ability. Performance-based assessments: Learners engage in real-world tasks like role-plays or simulations, demonstrating their communication skills in action.
Technology-integrated tests: Interactive platforms can assess speaking, listening, and writing skills with automated scoring and personalized feedback.
Self-assessment and peer-assessment: Empowering learners to reflect on their own progress and provide feedback to peers fosters ownership of the learning process. Benefits of Modern Testing: Personalized learning: Dynamic assessments offer targeted feedback based on individual strengths and weaknesses, guiding learners towards specific areas for improvement. Motivation and engagement: Interactive and varied assessments make the process more engaging, reducing anxiety and fostering a positive learning experience. Holistic skill development: Moving beyond multiple-choice formats, modern tests assess crucial communication skills like critical thinking and collaboration. Data-driven insights: Educators gain valuable data on learner progress and program effectiveness, informing instructional decisions and improving learning outcomes.
The Future of Language Testing:
Technology will continue to play a key role in shaping the future of language assessment. AI-powered tools can offer personalized feedback, automated scoring, and adaptive learning pathways. However, it's crucial to remember that technology is a tool, not a replacement for human expertise. Educators and learners alike have a vital role in shaping the assessment experience to ensure it remains meaningful, supportive, and contributes to achieving language learning goals.
Testing is just one piece of the puzzle in language learning. By embracing diverse assessment methods and focusing on providing meaningful feedback, we can empower learners to confidently track their progress, celebrate their achievements, and continue their journey towards fluency and cultural understanding. References:
1. «Prepare for the revised TOEFL Paper-delivered Test (For Test Takers)». Ets.org. July 1, 2020. Archived from the original on July 1, 2020. Retrieved November 19, 2023.
2. CVA Language Certificate. Conservatorium van Amsterdam website.
3. English language requirements. Retrieved 11 February 2015.
© Annayeva G.B., 2024
УДК 37
Atalyyeva Y.Ch., Durdyyeva E.G., Alimowa S.A.,
Instructors of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
TEACHING GRAMMAR COMMUNICATIVELY Annotation
Teaching grammar communicatively means that grammar instruction and lessons are not limited to introducing a grammar item or items, having learners do controlled exercises, and then later assessing students on their ability to understand grammar items. Eliciting the meaning, use and form of the rule from students. Creating communicative real-world activities for students to use the rule.
Keywords:
grammar rules, communicatively, activities teaching grammar.
Аталыева Я.Ч., Дурдыева Э. Г., Алимова С. А.,
Преподаватели
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
ПРЕПОДАВАНИЕ ГРАММАТИКИ КОММУНИКАТИВНО Аннотация
Коммуникативное преподавание грамматики означает, что обучение грамматике и уроки не ограничиваются введением грамматического элемента или элементов, выполнением учащимися контролируемых упражнений и последующей оценкой способности учащихся понимать грамматические элементы. Выяснение у учащихся значения, использования и формы правила. Создание коммуникативной реальной деятельности для учащихся по использованию правила.
Ключевые слова:
грамматические правила, коммуникативность, деятельность по обучению грамматике.
So, what does "teaching grammar communicatively" mean? It means that grammar instruction and lessons are not limited to introducing a grammar item or items, having learners do controlled exercises, and then later assessing students on their ability to understand grammar items. Eliciting the meaning, use and form of the rule from students. Creating communicative real-world activities for students to use the rule.
The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are: games, problem-solving tasks, and role-play. There should be information gap, choice and feedback involved in the activities. The communicative competence model consists of four different areas: linguistic, sociolinguistic, discourse, and strategic. Respectively, these refer to grammar understanding, cultural knowledge, conversational skills, and the ability to maintain control over language gaps.
These lead to two major conclusions that the communicative grammar teaching indeed helped the students improve their grammar competence and use it effectively in communication, at least in oral production. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of «authentic texts» (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. Communicative grammar, or sometimes referred to as «communicative competence» puts the emphasis on the act of communicating effectively. It involves all functions required to communicate effectively including listening, responding, and transmitting a message.
Communicative competence refers to the ability to interpret information, express oneself, and negotiate meaning. Communicative ability refers to the ability to comprehend meaning and to use forms appropriately. This implies the importance of grammar learning in order to achieve a higher level of communication. The main goal of training is to develop the communicative competence of students. The meaning of this term will be clearer and more understandable in comparison with the concept of grammatical competence. Grammatical competence is the ability to correctly construct phrases and sentences, correctly use and coordinate tenses,
knowledge of parts of speech and knowledge of how sentences of different types are structured. Grammatical competence, as a rule, is the focus of many textbooks, which provide certain grammatical rules and exercises for practicing and consolidating these rules. Undoubtedly, grammatical competence is an important, but far from the only aspect in language teaching. Usage is a much more important and complex aspect that the communication approach focuses on. A person who has fully mastered all grammatical rules and knows how to construct sentences correctly may find difficulties in real communication in a foreign language, in real communication.
References:
1. Prator, Clifford H. «Development of a Manipulation-Communication Scale. NAFSA Studies and Papers» English Language Series 10 (1965).
2. 1966. Toward a Theory of Instruction.
3. Littlewood, William. Communicative language teaching: An introduction. Cambridge University Press, 1981.
© Atalyyeva Y.Ch., Durdyyeva E.G., Alimowa S.A., 2024
УДК 37
Atalyyeva Y.,
Lecturer of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Durdyyeva K.,
Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
MODERN METHODS OF TEACHING ORAL SPEECH FOR FOREIGN LANGUAGES
Annotation
Language learning methodology is a systematic approach to teaching and mastering a foreign language. It includes various strategies, methods and techniques that help the learner to acquire language effectively and achieve their language goals. All systems and approaches used by modern language schools and private tutors when teaching children and adults English.
Keywords:
teaching foreign languages, in English, oral speech, lots of activities.
Аталыева Я.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Дурдыева К., Студентка
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
СОВРЕМЕННЫЕ МЕТОДЫ ОБУЧЕНИЯ УСТНОЙ РЕЧИ НА ИНОСТРАННЫХ ЯЗЫКАХ
Аннотация
Методика изучения языка - это системный подход к преподаванию и освоению иностранного
