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41Memorization
Learners' obligation is to remember all the possible lists they get from their teacher. Lists can contain vocabulary, which is given in the target language and its equivalents in the native language of the learners, or grammatical paradigms (i.e. verb conjugations).
Composition
To write about a topic using the target language is followed by this process. Learners are given particular topic by the teacher. Topic should be suitable to the lesson. Learners can sometimes be asked to write the précis of the reading passage from the lesson instead of writing a composition [2].
Overall, some teaching methods of the English language are appropriate for particular age groups. Learners differ from each other and have special needs. The needs should always be provided sensibly in order to encourage learners and do not repulse them. In selecting the suitable method - teachers are opted to take care of that the learners enjoy learning and do not associate it with something boring.
References
1. Richards Jack and Rogers Theodore, 2001. 2-nd edition. Approaches and methods in language.
2. Larsen-Freeman Diane, 2000. Techniques and principles in language teaching. 2-nd edition. Oxford: Oxford university Press (Teaching Techniques in English as a Second Language seroes). 189 p.
3. Bozorova L.B. Sovremennye informatsionnye tehnologii v protsesse formirovaniya leksicheskih navykov na urokah angliyskogo yazyka «Nauka, obrazovanie i kultura». № 4 (19), 2017.
4. Bazarova L.B. Learning foreign language through reading «Nauka i obrazovanie segodnya». № 5 (16), 2017. S. 40.
PROGRESS IN LANGUAGE TEACHING VIA PICTURE STORIES
Kuziev Sh.A.
Kuziev Shavkat Abdumuratovich - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the fact that pictures rather than texts make greater impact on perception of new or foreign language. Author explains this by giving separate options toward language teaching phenomenon. She claims that visually learnt better. Because while learner reads or listens something to make imagination of it, visually they see the image and there is no need to think about other details. Keywords: teacher, photographs, classroom, stimulus, concept, topic.
Every teacher of second language can find valuable resource in pictures: drawing, photographs, posters, slides, cartoons, magazine advertisements, diagrams, graphs, table of chart and maps. Wright says that it is not sufficient for learners to have a competent ability in a language, if they cannot develop a conversation or discussion. In this sense, language teachers have a role as communicators and, indeed, as teachers in the broadest sense. It is important to have as wide range of resources as possible in the classroom so that can have a rich base and inspiration for this development [1]. And the resources must include pictures. Shores mention the benefits of picture as follows: "Pictures can activate expression, develop understanding, add spice, and colour to verbal lesson, and provides opportunities, for
individual or group study [2]. Pictures are plentiful, often timely and carefully documented. They present tremendous potential for extending verbal experience, reducing misinterpretation that result from vagueness, assisting in the organization of learning, showing process step by step, revealing comparisons and contrast, and visualizing quantitative concept."
Brown and Lewis state that pictures are able to serve as an international language or medium of communication. If one cannot understand the meaning of foreign words then he uses the pictures available that he can get information from it. The pictures can carry meanings and tell the story, they should be selected carefully and special care must be taken to serve in typical, understandable, and illustrative way [3]. Brown and Lewis also write the other values of pictures as the stimulus to create expression through spoken or written language and other forms, such as drawing, and modeling. Shortly, pictures have strong influence to stimulate the creativity. Dealing with the vocabulary learning, Brown and Lewis argue that picture can be extremely important aids to vocabulary development and to the presentation of new ideas.
Kemp (1963: 5) states that photographs and pictures could give some benefits as follows:
• increase the understanding of the topic;
• lengthen the retention time of information:
• teach skill effectively;
• contribute to a desirable attitude;
• stimulate the learner action;
• offer experiences not easily obtained in other ways.
Pictures then can be expected to help language learners understand broadly the topic. Stories are frequently claimed to bring many benefits to young learner classrooms, including language development.
Bettelheim in Cameron states the power attributed to stories, which sometimes seems to move towards the mystical and magical, is probably generated by their links into poetics and literature in one direction and to the warmth of early childhood experiences in another. He adds, stories can serve as metaphors for society of for our deepest psyche, and parent-child story reading can be rich and intimate events that contrast sharply with the linear aridity of syllabuses and some course books [2].
Wright suggests the most important reasons why stories should play a central role in teaching a foreign language to children. It can be explained as follows:
Motivation
In this reason the learners have a constant need for stories and they will always be willing to listen or to read, if the right moment is chosen.
Meaning
Generally, learners in Junior High School want to understand the meaning in stories. If they find meaning they are rewarded through their ability to understand, and are motivated to try to improve their ability to understand even more.
Fluency
In this aspect the teacher must give more importance to what the child achieves than to the mistakes he or she might make. Stories offer a perfect diet for the build up of fluency in all four skills.
References
1. Back R.J.R. and von Wright J. Duality in specification languages: a lattice-theoretical
approach. Acta Informatica. 27:583-625, 1990.
2. Gee J.P., 1996. Social Linguistics and Literacies: Ideology in Discourses (2nd edition).
P. 122-154.
3. Rol' frazeologizmov v leksicheskoj sisteme yazyka. Nauchno-metodicheskij zhurnal «Akademiya». № 7 (22), 2017. C. 56.
4. The functionality of phraseological units and their usage. Nauchno-metodicheskij zhurnal «Akademiya». № 7 (22), 2017. C. 58.
5. Forming spelling skills of younger learners within communicative approach. Nauchno-metodicheskij zhurnal «Akademiya» № 7 (22), 2017. C. 59.
6. Bazarova L.B. Learning foreign language through reading «Nauka i obrazovanie segodnya». № 5 (16), 2017. S. 40.
MAIN TECHNIQUES OF WRITING PROCESS Norkuzieva Z.K.
Norkuzieva Zebo Kamalovna - Teacher,
DEPARTMENT FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article the talk goes about the ways of forcing the brain to work for the favor of one's writing. Exactly, the author gives illustrations about how to provoke your thoughts to write good and comprehensive composition. She also separates the methods in which the writer feels confident while transferring the ideas evoke in the brain into paper. Keywords: brainstorming, listing, free, clustering, EFL, loops.
Writing is the most important phenomenon in the life of the person who is involved with education process. It is the time to open the locked doors in your brain with intention to take something. Most people undertake the process but, without results. They simply go inside and get back as soon as possible. Because, whenever they touch the things in that part of their brain, they can't grab it, thus they slide every time. If they develop the following methods they become a master of their mission. So here are some of the main techniques of thought provoking ideas for writing [1].
Brainstorming: This is often a group exercise in which all of the students in the class are encouraged to participate by sharing their collective knowledge about subject. One way to structure teacher to suggest a broad topic, such as for choosing a particular academic major and have students call out as many associations as possible which the teacher can then write on the board. The result would be far more material generated than any student is likely to think of on his/her and then all students can utilize any or all of the information when turnings to the preparation of their first drafts.
Listing: Unlike brainstorming, as described above, listing can be a quiet essentially individual activity. Again, as a first step in finding an approach to a particular subject area (such as the use and abuse of power, to cite an example), the students are encouraged to produce as lengthy a list as possible of all the subcategories that come to mind as they think about the topic at hand. This is an especially useful activity for students who might be constrained by undue concern for expressing their thoughts grammatically correct sentences, because lists do not require complete sentence [1].
Free writing: Suggested by Elbow for helping native speakers break through the difficulty of getting started, free writing is also known by various other terms, such as wet-ink writing and quick-writing. The main idea of this technique is to write for a specific period of time (usually about 5 minutes) without taking their pen from the page. As Elbow puts it, "Don't stop for anything. Never stop to look back, to cross something out... to wonder what word or thought to use ... If you get stuck it's fine to write... I can't think what to say... as many times as you like."[2] I freed from the necessity of worrying about grammar and format, students can often generate a great deal of prose which provides useful
