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Methods are usually based on a set of beleifs about the nature of language of learning.
No matter what method or approach is used by the instructors, the sole purpose in language teaching should be to give the students the abilities to utilize the language, he/she wants to learn, in all ways of use and in all aspects.
References:
1. Гурбангулы Бердимухамедов. "Знания - это счастье, вдохновение, успех." Ашхабад,2014.
2. Методика обучения иностранным языкам: традиции и современность. Коллективная монография под редакцией академика РАО А.А.Миролюбова. Москва, 2010.
3. Шендельс Е.И. Связь языкознания с другими науками. -Москва, "Высшая школа", 1962.
© Chopanova S., 2023
УДК 37
Dovletmyradova J.,
a senior teacher
of the Turkmen State University named after Magtymguly.
Ashgabat, Turkmenistan.
THE METHODOLOGIES OF TEACHING FOREIGN LANGUAGES
Annotation
A method is a plan for presenting the language material to be learned and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/learning, The methodology of teaching foreign languages studies the patterns of communicative and cognitive activity of students. The methodology solves not only the problems of teaching, but also the problems of upbringing by means of a foreign language, which is not included in the range of problems studied by didactics.
Keywords:
method, methodology, ability, teaching, problem.
Аннотация
Метод - это план представления изучаемого языкового материала, который должен основываться на выбранном подходе. Для того чтобы подход превратился в метод, необходимо разработать систему обучения с учетом целей преподавания/обучения. Методика обучения иностранным языкам изучает закономерности коммуникативно-познавательной деятельности учащихся. Методика решает не только проблемы обучения, но и проблемы воспитания средствами иностранного языка, что не входит в круг проблем, изучаемых дидактикой.
Ключевые слова:
метод, методика, умение, учение, проблема.
The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exercises, studying grammatical rules and translating abstract sentences. Oral work was minimal, and students were instead required to memorize grammatical rules and apply these to decode written texts in the target language. This tradition-inspired method became known as the grammar-translation method.
Most books on language teaching list the various methods that have been used in the past, often ending with the author's new method. These new methods are usually presented as coming only from the author's mind, as the authors generally give no credence to what was done before and do not explain how it relates to the new method. For example, descriptive linguists seem to claim unhesitatingly that there were no scientifically based language teaching methods before their work (which led to the audio-lingual method developed for the U.S. Army in World War II). However, there is significant evidence to the contrary. It is also often inferred or even stated that older methods were completely ineffective or have died out completely, though in reality, even the oldest methods are still in use (e.g. the Berlitz version of the direct method). Proponents of new methods have been so sure that their ideas are so new and so correct that they could not conceive that the older ones have enough validity to cause controversy. This was in turn caused by emphasis on new scientific advances, which has tended to blind researchers to precedents in older work.
A method is a plan for presenting the language material to be learned and should be based upon a selected approach. In order for an approach to be translated into a method, an instructional system must be designed considering the objectives of the teaching/learning, how the content is to be selected and organized, the types of tasks to be performed, the roles of students, and the roles of teachers. A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective. Such are derived from the controlling method, and less directly, with the approach.
At school, the teaching of grammar consists of a process of training in the rules of a language which must make it possible for all the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the texts which they read. The objective is that by the time they leave college, the pupil controls the tools of the language which are the vocabulary, grammar and the orthography, to be able to read, understand and write texts in various contexts. The teaching of grammar examines texts, and develops awareness that language constitutes a system which can be analyzed.
The methodology of teaching foreign languages studies the patterns of communicative and cognitive activity of students. The methodology solves not only the problems of teaching, but also the problems of upbringing by means of a foreign language, which is not included in the range of problems studied by didactics.
The methodological component is teaching students a rational method of teaching, learning a new language for them and forming the ability to practically use it for communication (oral and written).
Examples of interactive methods include the direct method, the series method, communicative language teaching, language immersion, the Silent way, Suggestopedia, the Natural Approach, Tandem Language Learning, Total Physical Response, Teaching Proficienty through Reading and Storytelling and Dogme language teaching. There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
References:
1. Гурбангулы Бердимухамедов. "Знания - это счастье, вдохновение, успех." Ашхабад,2014.
2. Методика обучения иностранным языкам: традиции и современность. Коллективная монография под редакцией академика РАО А.А.Миролюбова. Москва, 2010.
3. Шендельс Е.И. Связь языкознания с другими науками. -Москва, "Высшая школа", 1962.
МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ»
# 5-1 / 2023
ISSN 2410-700X
4. «СОВРЕМЕННЫЕ МЕТОДЫ И ТЕХНОЛОГИИ ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ» СБОРНИК НАУЧНЫХ СТАТЕЙ Чебоксары 2019.
© Dovletmyradova J., 2023
УДК 37
Gurbanmammedova G.N.,
teacher
Dovletmammet Azadi Turkmen national institude of world languages.
Ashgabat, Turkmenistan
COMMUNICATIVE COMPETENCE IN TEACHING SPEAKING
Annotation
Speaking is known as a productive skill used as communicative tool through oral form. As the first manifestation of language, speaking places the first rank in communication compared with the oral skills. It can be proven that most of communicative interaction done by human through speaking. The existence of Communicative Competence in teaching speaking is importantly viewed as the basis as well as the goal that must be achieved.
Keywords:
сommunicative Competence, speaking, language, meaning.?
Аннотация
Говорение известно как продуктивный навык, используемый в качестве коммуникативного инструмента в устной форме. Как первое проявление языка, говорение занимает первое место в общении по сравнению с устными навыками. Можно доказать, что большая часть коммуникативного взаимодействия осуществляется человеком посредством речи. Наличие коммуникативной компетентности в обучении говорению важно рассматривать как основу, а также цель, которую необходимо достичь.
Ключевые слова:
коммуникативная компетентность, говорение, язык, смысл.
The existence of Communicative Competence in teaching speaking is importantly viewed as the basis as well as the goal that must be achieved. Understanding the aspects and characteristics of Communicative Competence can help the speaking teachers to guide their learners into speaking atmosphere that make them speak naturally. Negotiation of meaning and management of interaction in communicative competence reflect to the focus on the use of language, not on the usage. Oral communicative tasks given to students are the speaking teachers' consideration to create students' orally natural communication.
Brandl (2008:289) suggests that student-centered communicative task results are far more opportunities for negotiated meaning than teacher-centered activities.
- improved grammatical accuracy.
- greater sociolinguistic awareness.
