0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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THE DIRECT METHOD: AN EXCELLENT WAY TO TEACH ORAL
LANGUAGE
Orasta Baxtiyorovna Jo'rayeva
orastaj urayeva24@gmail .com
Lobar Zoxidovna Xayitova
hayitovalobar6@gmail.com Chirchik State Pedagogical University , Faculty of Tourism ,
The English language department's 3rd years students Scientific supervisor: Dilafruz Razzakberdiyevna Umarova
ABSTRACT
Oral language has a significant part in politics and journalism when describing individuals, occupations, and activities to nations other than the one in which the learner or the government is involved. spoken competence in a subject you demonstrate ability or proficiency in it also plays a fundamental part in foreign languages. Oral ability depends on the communication technique used. This study focuses on getting students to talk to each other about the goal or outcome that the teacher is attempting to accomplish in the classroom. The benefit of using the Direct Method to teach students how to communicate in the target language is the main emphasis of this study.
Keywords: Target language, communication, speech, direct method
INTRODUCTION
Without translating into the original tongue, the Direct Method should be immediately related to the target language.The objective is to give language learners a practically helpful understanding of the exchange of ideas. It's good to mention something in order to comprehend the conversation. Since a language is best taught actively in the classroom, teachers are expected to use the target language in class rather than translating the lesson materials.Instead of explaining, the teacher should associate the meaning through illustration and movement. This time, grammatical principles are introduced to students studying the specific subject through example and demonstration. This approach involves both student-teacher and student-student interactions. This approach pays close attention to proper pronunciation and teaches new vocabulary by using terms that are already familiar.
The majority of people speak this language, and learning it in the classroom is be-
April 23-24, 2024
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik ZamvnaviyfiMoglya^aMngvodldM
neficial. The Direct Method, often known as the Natural Method, is a widely used technique that allows the students are asked to perform a specific task that provides them with the chance to share or exchange information with someone in a foreign language using written symbols or a collection of sounds. The Natural Method, which is used to communication on a daily basis, also concentrates question-and-answer sessions on teaching language.
Rivers show that students always understand to communicate language by listening and also the speaking a good way that depend speech with best action (Rivers, 1968).A major role of the teacher effect the activities of the class because teacher student relation is directly related in skills process that's why they depe nd upon interaction of learner-learner. On the other hand the student role is less passive that they do not take action than Grammar- Translation Method. The role of teacher student are the learning teaching process.
One benefit of using the direct method
• the expressive power of the motions.
• An interest in the relationship between words and meaning in the English language.
• Include everyone participating in the activity
• The Direct Method can rely on workers from low to high class.
The drawbacks of the direct technique
• Disregard the methodical writing that is completed according to a set plan in a thorough and effective manner.
• The Direct Method is quite costly due to its impact on the expensive aids. aids.
• That approach is beneficial in the initial stages. It is performing poorly in the upper classes.
Guidelines for Oral Language Instruction
• Not talk so quickly.
• Not talk too slowly.
• Not use excessive volume when speaking.
• Never got in the way.
• Not using the books at all.
• Never say anything in a single word.
The Straightforward Approach, An effective way to begin teaching oral language The Direct Method assists pupils in comprehending language that facilitates language ease of use. Languages that rely on sentence construction for interpersonal communication rather than for the terms that aid in the pupils' understanding of the previous discourse (Vietor 1882). The finest method of instruction for imparting ski-
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
lls, specific knowledge, and classroom communication language is the direct method, which has an influence on the target language. Through the Direct Method's activities, which consistently provide engaging and captivating content that draws attention to the acquisition of foreign language skills. When teachers employ a direct approach, pupils can understand it more quickly since it improves their communication abilities.
The Direct Method, which challenges teachers who don't speak English like native speakers (Richards and Rodgers, 2007). With the success of the Direct Method, which influences teachers' capacity to perform tasks efficiently, pupils who would not otherwise have the opportunity to language proficiency unless teachers impart native-like abilities. An excellent and prosperous teacher of the Direct Method requires linguistic skills, mental and physical stamina, strength, imagination (the capacity to conjure up images or thoughts in your head of things that excite you), abilities, and good health. In order to effectively teach, it must be resourceful in the manner that it uses body language and emotion to counteract verbal feelings of physical or mental exhaustion.
According to Larsen-Freeman (2000), language is essential for expressing speech, which is the act of speaking. Students are also involved in using the target language through classroom activities.
A feature of the direct method
* The approach to teaching grammar is inductive.
* Speaked in English.
* The impact of the Q&A period.
* The idea of instruction and vocabulary.
* Graphical resources.
Direct Method Techniques
* Reading out loud so that others can hear you.
* The question and answer period.
* Voice
* Complete the unfilled exercise.
* Self-correction by students
* Verbal exchange.
* Language proficiency (reading, speaking, and listening)
CONCLUSION
Instructors always value the opinions shared by their students. The best and most significant role in the process of learning is the acquisition of a skill or a certain sort of knowledge foreign language learning procedure. Establishing an optimal
April 23-24, 2024
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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communication environment for students to participate in a certain task involves speaking the target language while simultaneously enhancing the task's worth, appeal, and appeal. Teachers should be aware of how to apply the direct technique so that children' language development might be positively impacted.The Direct Method is an efficient way for teachers to use the English language in the classroom.
1. Duchackova,S. (2006). Method and Approaches in Foreign Teaching Langu-age.Diploma Thesis.
2. Larsen-Freeman,D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
3. Richards, J. & Rodgers T. (2007). Approaches and Methods in Language Teaching.
4. Cambridge:Cambridge University Press.
5. Rivers, W.M. (1968). Teaching Foreign Language Skills. University of Chicago Press.Vietor, W. (1882) Der Sprachunterricht muss unkehren. O.R. Reisland Leipzig.
REFERENCES
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