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113continually monitoring and providing feedback rather than directing, while the students engage in collaborative project-based tasks with clear outcomes. Direct instruction can be moved outside the classroom using technology resources such as videos or web tools instead of in-class lectures [2, 41- 42]. Because this model centers around students' collaborative activities, the teacher is able to provide more opportunities for authentic interactions and provide more consistent informal assessment and feedback.
A study of a flipped classroom versus a traditional classroom found that students improved achievement in grammar student learning outcomes as well as perceived more confidence in their grammar skills, which was comparable to other studies of the effects on achievement [1, 58]. Additionally, Sanford describes the "student-directed approach," which "forces students to bear the responsibility for their own learning experiences" [3, 15]. In this approach, students teach a concept or design and lead activities with support from the teacher. Sanford has seen improvement in students' scores as well as motivation. Implementing a model that gradually moves teacher talk out of the classroom boosts academic achievement and learning. As McLean states [3, 33], "Teachers talk too much." He suggests the obvious solution, which is "for the teacher consciously to become more silent, so that the learner may become more vocal". Teachers need to be aware of with what, how, and how much they are filling the classroom with their voices in balance to students' voices.
In a strategy known as "reciprocal teaching," the teacher increases student-talking time by encouraging students to respond using longer utterances and by providing students with openings to talk in class. Some student tasks include paraphrasing other students, using reported speech, forming questions, and explaining concepts they understand from a lesson or an interaction [2, 21]. The focus is on increasing student-talk time and reducing teacher-talk time.
More than anything, teachers need to treat their role(s) in the classroom appropriately. Learning how to learn is more important than being taught something from the "superior" vantage point of a teacher who unilaterally decides what shall be taught" [2, 90]. The amount and the effectiveness of teacher talk in the classroom should be considered as part of this role as a facilitator. Below are some guidelines to reduce ineffective teacher talk, increase student talk and interaction, and utilize student-centered techniques in the classroom.
References
1. Brown H.D. Principles of Language Learning and Teaching: A Course in Second Language Acquisition. 6th ed. White Plains. N.Y.: Pearson, 2014.
2. Lewis M. "Classroom Management." Methodology in Language Teaching: An Anthology of Current Practice. Jack C. Richards and Willy A. Renandya. (eds.). New York: Cambridge, 2002.
3. McLean A.C. "Destroying the Teacher: The Need for Learner-Centered Teaching." English Teaching Forum, 1980. 18(3). pt. in English Teaching Forum, 2012.
THE OBJECTIVES OF TEACHING SPEAKING Rakhmatova N.V.
Rakhmatova Nargiza Valijanovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted tothe objectives of teaching speaking. Learning a foreign language is not just a matter of memorizing a different set of names for the things around
us; it is also an educational experience. Since our language is closely linked with our personality and culture, the process of acquiring a new language should be used for gaining further insights into our personality and culture. Learning to talk about students' likes and dislikes may bring about a greater awareness of their values and aims in life. Keywords: teaching speaking, fluent speech, language skills, listening comprehension.
Learning is more effective if the learners are actively involved in the process. The degree of learner activity depends, among other things, on the type of material they are working on. The students' curiosity can be aroused by texts or pictures containing discrepancies or mistakes, or by missing or muddled information, and this curiosity leads to the wish to find out, to put right or to complete. Learner activity in a more literal sense of the word can also imply doing and making things; for example, producing a radio program forces the students to read, write and talk in the foreign language as well as letting them 'play' with tape recorders, sound effects and music.
Setting up an opinion poll in the classroom is a second, less ambitious vehicle for active learner participation; it makes students interview each other, it literally gets them out of their seats and - this is very important - it culminates in a final product which everybody has helped to produce. For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication [1].
English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory about the language. Speaking is one of the four basic skills in learning foreign language besides listening, reading, and writing. It has been taught since the students entered a junior high school, however, there are some difficulties faced by junior high school students to communicate in English. They have to think more often when speaking English. Of course, students need interaction with others (teacher, friends and so on) to communicate. Some teachers say that they still have difficulties to teach speaking to Junior students since something students are not able to express what is on their minds because their lack of actual language. Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why. The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practicing conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practice "real" communication with our students within the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands.
Speaking is one of the main speech activities [2]. The pupils exchange information by speaking. Speaking plays a great role in teaching English language. Without speaking the communication cannot be conducted. Speaking takes 30% of speech. Speaking is the best means of consolidation, assimilation of elementary linguistic English knowledge, cultivating habit and creating skills. The pupils of schools, lyceums and colleges will be able to use in speaking units of English language or expressions, words, word combinations, sentences [2]. They will assimilate actively and lastingly. Progress in speaking an English language is obviously impossible without the gradual assimilation of phonetics, vocabulary and grammars of the English language. It is advisable that the teaching of speaking should begin from the very first lessons. Teaching speaking is closely connected with the other speech activities such as listening comprehension, reading and writing. Listening comprehension and speaking are combined into oral speech and conduct oral speech communications. Without listening comprehension speaking cannot be created.
After listening and getting information we, the pupils can give the answers for the questions by speaking. By listening comprehension the pupils will know, get acquainted with words, word combinations, sentences and their pronunciation which seriously needs for speaking. Speaking is also connected with reading. By reading the pupils get new information, contents. This information is used in speaking.
By reading the pupils also consolidate, assimilate the pronouncing of words, word combinations, intonations. For speaking they are needed, they help to teach speaking. Speaking is closely connected with writing too. Writing helps to memory information and helps to speaking. So we can say speaking helps to teach listening comprehension, reading and writing.
References
1. Rivers W.M. Speaking in Many Tongues // Essays in Foreign-Language Teaching. 3d ed. Cambridge: CambridgeUniversity Press, 1983.
2. Yakubov I. Comparative methods of teaching English at schools, lyceums and colleges. Tashkent: Bayoz, 2014.
ПРИНЦИПЫ ФОРМИРОВАНИЯ ИНТЕРЕСА К УРОКАМ МАТЕМАТИКИ В НАЧАЛЬНОЙ ШКОЛЕ Сагдиева А.Ш.
Сагдиева Азизахон Шавкат кизи - магистрант, направление: начальное образование, Ташкентский государственный педагогический университет им. Низами, г. Ташкент,
Республика Узбекистан
Аннотация: в статье рассматривается актуальность развития у детей интереса к урокам математики. Перечислены основные принципы построения урока, формирующего устойчивый интерес к изучению математики и развивающего познавательные способности ребенка. Ключевые слова: математика, начальная школа, интерес.
Основная цель обучения математике в начальных классах состоит в том, чтобы предложить ученикам возможности для развития у них математического мышления, научить изучать математические концепции и разрабатывать эффективные стратегии для решения математических проблем и задач. Выбираемые педагогом стратегии обучения должны развивать как творческое, так и техническое мышление, помогать ученикам самостоятельно анализировать проблемы и находить решения.
При этом все понимают, что современные уроки обязаны быть интересными, заставляющими думать, доставлять удовольствие и, где это возможно, содержать «вау-фактор», который унесут с собой и ученики, и учителя, выходя с урока. Еще лучше, если родившийся на уроке энтузиазм ребенок принесет домой и разделит с родителями и друзьями. Ничто не поднимет престиж математики сильнее, чем дети, возвращающиеся домой полные волнения, рассказывающие родителям, как они наслаждались уроком математики сегодня и делящиеся тем, что они узнали.
Возникает вопрос: как мы можем поддерживать высокие достижения в развитии математически знаний у детей и в то же время привить им пожизненную страсть к математике. Изучая накопленный методический опыт педагогов [1], мы выделили шесть принципов организации уроков математики в начальной школе:
1. Принцип интеллектуальной вовлеченности: обучение математике должно быть интересным, продуктивным, а польза осознаваться учащимися, тогда учащиеся будут погружаться в процесс, усваивать учебную информацию намного лучше и быстрее.
