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Literature:
1. Shaptsev V. A. Theory information. The theoretical basis of the creation of information public textbook for universities - Moscow: "Juright", 2018.
2. Gorodnova A.A. Development information society practicum for academic bachelor's degree Moscow: "Juright", 2018.
© Ат1цаева М. Х., Ea6aMypagoBa T., 2023
УДК 37
Атдаева М. Х.,
Преподаватель Нурбердия А. Х., Студентка Сапарова А. А., Студентка Тойлыева Ш. Т., Студентка
Туркменский государственный институт финансов SOME PRINCIPLES OF TEACHING FOREIGN LANGUAGES Key words:
methodology of language, study foreign languages, teaching foreign languages.
With the development of human society, the methodology of language learning has also improved. There are certain schools that have been developed. They are often associated with the so-called famous methodologists. In the Middle Ages, a lot of attention was paid to the grammar, vocabulary and phraseological structure of the language in the teaching of foreign languages. He supported the study of foreign languages. In the Middle Ages, with the beginning of the Renaissance, the study of foreign languages was renewed. He studied orthography and text. He gave a few writing exercises. If you can find it, the students read the text, wrote letters, talked and made music. If you are learning the language of B.Guarino, you should read it to the level that you can understand it. One of the successful methodologists in teaching foreign languages is Johann Sturm (15071589). The students of the gymnasium he leads had to learn 21,000 Latin words in 9 years along with learning grammar and spelling. However, Sturm did not attach great importance to the content of the teaching form.
The famous German pedagogue Wolfgang Rathke (1571-1635) expressed his thoughts on the methods of teaching foreign languages in his books, regulations and essays. Ratke's main principles can be shown as follows: 1. As in nature, education should proceed from simple to complex. 2. Only a little at a time. 3. This should be repeated often. 4. You should always study in the foreign language. 5. The device should not be used as a tool. 6. Do not misunderstand. 7. It is necessary to understand the existence of mutual differences, that is, to learn certain auto positions. 8. First you should get acquainted with the subject and then study its parts. 9. Everyone should learn from experience and practice. Among them, it is felt that there are some restrictions in the instructions of V. Ratke. Prominent philosopher and pedagogue Roger Eshem (1515-1567) made significant
progress in the study of the Latin language. His views were expressed in the book "The School Teacher". R. Eshem has calculated the importance of this method:
1. Translation.
2. Change and disclosure.
3. Rather than creating competition.
4. Selection, conclusion.
5. Follow instructions.
6. Verbal abuse.
Among them, he recommended students who are good at translation, and explained that others would easily succeed in universities. John Locke (1632-1704), a prominent pedagogue and thinker of the 17th century, spoke foreign languages.
help for higher education teachers
In his essay "Thoughts on Education", he gives a comprehensive account of the methodology of teaching French, Latin and other languages. J. Locke emphasized the importance of teaching children a foreign language and introducing phonetics. ze objected to misinterpreting the meaning of words. It is a result of the method of teaching foreign languages by Jan Amos Komensky (1592-1670).
Y. A. Komensky expressed his main ideas in "The Gate of the Latin Language", "Great Didactics" and several other works. His predecessors promoted the methods of analysis, synthesis and comparison in teaching foreign languages. It is in the book "The New Method of Languages". A. Komensky based on the following principles: teaching words in situations; improving your knowledge; making learning easier and faster. His ideas in pedagogy and the methodology of teaching foreign languages influenced later pedagogues. At the beginning of the 18th century and the beginning of the 19th century, one of the pedagogues who based the structure of lessons on the "synthetic" or "grammatical" method is experimental methodologist Johann Meidinger (1755-1822). He studied French and Italian languages.
I. Maydinger points out that even though they have studied a foreign language for 8-12 years, many people make mistakes in their speech because they don't know grammar. The mistakes made in the writing were not corrected, they were written down. The teacher introduces the appropriate rules so that the students can correct their mistakes in a conscious state. In the famous textbook of I. Meidinger, letters, correcting the sounds, spelling, the fifth chapter in the basic reading.
French examples of the conversation from the book are given on the left side of each page of the textbook. On the right side of the page, the German translation of the following conversations is placed. The fact that no conversation exercises are included in this textbook is one of I. Meidinger's main mistakes. Prominent Russian revolutionary democrat N.A. Dobrolyubov (1836-1861) wrote several articles on the goals and methods of teaching foreign languages. He wrote a report to the rector of the Academy of Applied Sciences in Moscow and opposed the teaching of two or three foreign languages to young children. otherwise, he pointed out the importance of teaching words and phrases.
In general, nowadays, in line with the purpose of education, its content has also changed. Students of every grade are required to improve their communication skills. In recent years, scientific ideas have begun to emerge. It is not possible to teach foreign languages without developing students' writing, speaking, reading, and listening skills. Literature:
1. 1. Danilenko V.P. Russian terminology: Experience of linguistic descriptions. - M.: Nauka, 1977.
2. "Bilim" magazine2/2002y.
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