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ПЕДАГОГИЧЕСКИЕ НАУКИ
TEACHING FRENCH: FRENCH AS THE CLASSROOM
LANGUAGE
Ziyayeva Sh.N. Email: Ziyayeva6107@scientifictext.ru
Ziyayeva Shahodat Nurmatovna - Teacher, DEPARTMENT OF PRACTICAL AND THEORETICAL DISCIPLINES OF FRENCH, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this study focuses on the use of French as a teaching language in teaching French as a foreign language at the primary level in foreign language universities. A questionnaire designed to assess student satisfaction and understanding of the teaching and learning methods used during the course is distributed among 120 first-year cadets, who are divided into two groups of four grades. Making the most of the French language increases student motivation and improves understanding of French pronunciation.
Keywords: classroom language, French as a foreign language (FLE), maximum use of French, motivation and understanding, pronunciation.
ОБУЧЕНИЕ ФРАНЦУЗСКОМУ: ФРАНЦУЗСКИЙ КАК АУДИТОРНЫЙ ЯЗЫК Зияева Ш.Н.
Зияева Шаходат Нурматовна - преподаватель, кафедра практических и теоретических дисциплин французского языка, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: в этом исследовании основное внимание уделяется использованию французского языка в качестве учебного языка при обучении французскому языку как иностранному на начальном уровне в университетах иностранного языка. Анкета, предназначенная для оценки степени удовлетворенности и понимания курсантами методов обучения и преподавания, используемых в ходе курса, распространяется среди 120 курсантов первого года обучения, которые разделены на две группы по четыре класса. Максимальное использование французского языка повышает мотивацию учащихся и улучшает понимание французского произношения. Ключевые слова: аудиторный язык, французский как иностранный (FLE), максимальное использование французского языка, мотивация и понимание, произношение.
UDC 81-139
Introduction. The idea of using a target language (TL) in a foreign language class started with using the direct method, which can be found in J.A. Cormenius's manual, Didactica Magna. This manual consists of images and words on the TL, presented in everyday life situations. The grammar is presented "inductively, without unnecessary complicated explanations." In the same orientation, the French didacticist B. Lamy argued that TL should be studied in the same way as the first language (L1), without translations and unnecessary descriptions. Crew added that "a humble English teacher in Paris has discovered a simple and natural method of teaching English using English in his classroom."
In theory, the concept of the direct method takes place in the context of neo-behaviorism, which is more general, which differs from the "mentalism" and pure behaviorism proposed by Skinner [5].
There are many methods of teaching a foreign language depending on the context, target user and classroom environment. Students believe that no matter how much of the target language they choose to use in class, the teacher or instructor should use the target language at all times in class, Thompson said.
There is ample evidence that the more students become familiar with the introduction of a foreign language, the higher their level of language proficiency will be. The aim of this study is to find out if teaching French in French (Target Language or TL) for beginners helps to increase their satisfaction and motivation in the learning process. At foreign language universities, the contact time for foreign language courses is 3 hours per week.
This is considered a short period of time for training. Because of this, Turnbull suggested that "teachers should use TL as much as possible in their teaching, especially in" contexts where students spend only short periods of time in the classroom on a daily basis and where they have little contact with TL outside the classroom" [6].
In addition, Cook said that the foreign language teaching profession underlines the importance of the target language use by class teachers. Students are not interested in learning the target language if teachers transfer all teaching and learning methods in English or without using the target language [3].
The use of the target language by teachers has received support in the theoretical literature as well as in empirical research on intelligible information [1].
Methodology. The teaching and learning in these two groups of classes are designed in such a way that the content, time of assessment, types of assessment, materials used in the classroom (video, PowerPoint) and exercises are similar and presented to a greater or lesser extent at the same time. This approach ensures that cadets have the same basis for consideration when answering the questionnaire.
Let's summarize the results of the survey. Does teaching French with maximum use of French in the classroom help improve student satisfaction and motivation to learn French?
The result shows that the average score for question 1 is 2.94, which indicates an average high level of understanding among the cadets and proves that the cadets are receptive and satisfied with the idea of using French as a teaching language. 45 out of 120 cadets fully agreed with this idea.
Let's summarize the results of the survey. Does teaching French with maximum use of French in the classroom help improve student satisfaction and motivation to learn French?
The result shows that the average score for question 1 is 2.94, which indicates an average high level of understanding among the cadets and proves that the cadets are receptive and satisfied with the idea of using French as a teaching language. 45 out of 120 cadets fully agreed with this idea.
Despite differing views and numerous studies on the use of the direct method in the classroom, this study revises and attempts to modify the use of the method with some preliminary refinements to improve its effectiveness with the following guidelines:
1) The teacher acts as an animator in the class, using gestures, facial expressions and intonation to explain words, grammar or exercises.
2) The use of teaching aids such as videos, songs, electrical outlets, cards, photographs, classroom representation of the object in question, and drawings are essential for this method to work.
3) Using the word executioner as a last resort to get the student to guess the meaning of the words in their
Conclusion. Naturally, when only French was used in a classroom, students would therefore be able to better understand and understand the language. This may be because the repetition of words only in the target language will their teachers or instructors make them better memorize words and indirectly improve their vocabulary and pronunciation in French.
References / Список литературы
1. Burstall C. (1970). French in the primary school: Attitudes and achievement. Windsor, Berks, UK: National Foundation for Educational Research.
2. Carroll J.B. (1975). The teaching of French as a foreign language in 8 countries. Stockholm: Almqvist&WiksellTryckeri AB.
3. Cook V. (2001).Using the first language in the classroom.Canadian modern language review. 57. 402-423.
4. Ellis R. (1994). The Study of second language acquisition.Oxford: Oxford University Press.
5. Tellier Marion (2006). L'impact du geste pédagogique sur l'enseignement-apprentissage des étrangères: Etude sur des enfants de 5 ans. Unpublished Doctoral Dissertation. University Paris &- Denis Diderot. Paris.
6. Turnbull M., Arnett K. (2002).Teacher's Use of the Target Language and First Languages in Second and Foreign Language Classrooms.Annual Review of Applied Linguistics. 22: 204-18.
