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139THE METHODS OF INTEGRATED APPROACH IN TEACHING FOREIGN LANGUAGES - TO CREATE AN AUTHENTIC LANGUAGE ENVIRONMENT Alieva A.E.1, Shukurulloev S.B.2
1Alieva Ayshe Edemovna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY;
2Shukurulloev Sunnatullo Bakhrom ugli - Student, PHILOLOGY FACULTY, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the following article talks about the method in which the process of foreign language learning considerably promoted in comparison to other traditional methods. Authors illustrate the key features of integrated approach using consecutive options that can be easily accommodated in every classroom. Moreover they claim that integrated approach in foreign language teaching methodology merely facilitate the learners with authentic language skills. They consolidated the ideas citing examples done by different scholars.
Keywords: authentic, interaction, integrated, individual, meaningful learning, creative thoughts.
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The integrated approach is focused on providing an authentic language facilities for learners to develop listening, speaking, reading and writing skills in a meaningful context. The initial function of language is to establish social purposes. In classroom, teachers are able to create an authentic facility for social interaction among learners [2]. The prior importance is that the topics and learning activities have to be relevant and interesting to the learners. Through the use of activities the aspects of language can be implemented via integrated approach and builds new learning upon students' prior knowledge. It trains learners as individual thinkers, apt to demonstrate challenging tasks. This approach is dedicated to learn language as a process in which learners will be provided with ample opportunities to understand and practice concepts that are presented to them. Errors are treated as part of the learner's learning process. Teachers supply a low-anxiety environment that permits learners to take risks. Corrections can be produced through modeling from teachers or peers [1]. There are many different methods that combine all aspects and mix them together in order to create integrated approach towards language learning procedure. We are aware of those methods due to the courses conducted on the subject methodology. When it comes to the communicative outcomes of learning we turn to methods of integrated approach, and what if our objective is to join the grammar into communicative language learning. So here we are supposed to look thoroughly to grammar teaching, though the majority of teaching procedure deals with the grammar in detached order. Research has shown that just teaching grammar in isolation is not an effective way of teaching language [2]. The grammatical syllabus approach fails to provide the practical communicative aspect of learning a second language. Often times students of traditional grammar-approach classrooms believe that the things they have learned in the language classroom cannot be implemented into real life conversations. Learning the content in meaningful context and the appropriate use of language is ignored in grammar directed methodology. Contrary to the study of grammatical rules, verbal or written communication in real situations requires the use of a wide range of language forms.
When students are taught only one grammatical rule at a time, they may have difficulties in applying syntax, semantics, and pragmatics interactively [2]. In turn, they may feel hesitation in making the choice to function in their second language. Unlike traditional teaching, which forwarded to study one single grammatical rule at a time, the integrated approach introduces grammatical rules through meaningful learning in which learners are communicating about the focal topic. Apart from this, integrated learning approach can create an authentic learning environment. The term "authentic" means applicable to real life situations. The authentic
environment is classified by the communicative nature of interactions between teacher and student, and between student and student.
Students became eligible to understand what they are learning based on their prior knowledge due to these interactions. Firstly the data is presented as a whole, and then particular language skills are taught in a meaningful context. An authentic environment undertake learners in meaning -making strategies depending on cooperative language learning such as group work, brainstorming, hands-on experiences, problem solving tasks, and display of visual objects [4]. This approach does not let teachers use the students' first language for translation purposes. According to Krashen, when teachers use the primary language for translation, learners most likely will tune out the second language. In a typical composition class the teacher may write the topic on the board, and asks students if they understand the topic and then the students are left alone with the writing procedure [1]. Many students have a difficulty in developing the content of their writing assignments. This could be a result of the limited guidance from teacher and limited previous opportunities for students to practice writing for a variety of purposes. On accordance of various reasons many students encounter writer's block in composition classes.
To build an authentic environment in English classrooms means shifting the focus from memorization and routine practice to understanding and expressing creative thoughts. When introducing a new story, teachers can lead a discussion on similar experiences that have happened to the students. Vocabulary words can be incorporated through class discussion. Predictions can be made through meaningful discussions which can guide learners to a better understanding of the text. Learners are provided with opportunities to develop oral fluency in their second language through structured interaction among students, and between teachers and students. In addition to the practices that are available in the textbooks or workbooks, teachers can further develop students' verbal and written skills by asking them to re-create a new version based on what students have learned from the literature or their interpretation of the text. Students are obliged to present their new version to the class. The re-construction can take place in many forms such as skit, poem, story, letter, biography, picture with illustrations, etc. The product display not only that student's percept the story, but also that, they have the aptness to take what they have learned and apply it in a new context. This example depicts the authentic learning environment that can help second-language learners to develop language skills in a balanced manner.
Roles of Teachers: The significance of teachers' presence in creating an authentic learning environment that is appropriate and interesting to the learners is very high. In contrast to the typical idea of treating learners as blank slates, the integrative approach offers that teachers allow students to investigate and generate new knowledge during the learning procedure. This can be fulfilled via interactive learning environment. It is specified by divergent questioning techniques, authentic problem solving tasks, and learners' verbal and written sharing of thoughts. When learners have successful experiences in conveying their ideas for themselves, they have not only accomplished the communicative function, but also gained confidence in the usage of second language.
References
1. Krashen & Terrell, 1983. Pica, 1994. A theoretical basis for teaching the receptive skills. Foreign Language Annals 17: 261-275.
2. Lightbown & Spada, 1993; Long & Porter, 1985. How Languages are learned. 2nd edn. Oxford: Oxford University Press. Lippi-Green, R. 1997. English with an Accent. London: Routledge. 18/3: 373-80.
3. Lessow-Hurley, 1990. Publisher, Addison-Wesley Longman Limited, Original from the University of Michigan. Digitized. Nov. 3, 2008. 164.
4. Swain M., 1985. Communicative competence Some roles of comprehensible input and output in its development (pp. 235-253).
