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2902. KellyA.V. (1974). Teaching mixed ability classes: an individualized approach. London: Harper & Row Ltd.
3. Ur P. (1991). A Course in Language Teaching. Cambridge: Cambridge University Press.
THE ROLE OF INNOVATIVE METHODS OF TEACHING ENGLISH LANGUAGE Makhmudova Sh.A.
Makhmudova Shakhzoda Alisher qizi - English Language Teacher, FOREIGN LANGUAGES DEPARTMENT, THE 2nd ACADEMIC LYCEUM, UZBEK NATIONAL UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article describes the innovative and interesting methods teaching English language. This article characterizes combining two types which are traditional and modern methods of teaching and how we can make our teaching very effective Keywords: atmosphere, evaluated, traditional, modern, Innovative.
The teaching of foreign languages are done traditional or slightly teacher-centered methods rather than modern student- centered applications and techniques while the transmission of knowledge and information has been realized with the usual form of lectures or discussions requiring physical presence of both student and the teacher. Furthermore the teaching methods used may differ in terms of the degree of influence on active learning.
The aim of this article is to analyze the traditional and innovative methods for teaching and learning the foreign language as well as to reveal and prove a set of effective pedagogical conditions for learning languages.
We can turn our attention to the comprehensive description of the key words , "traditional methodology" and "modern methodology".
One of the aims of any methodology in foreign language teaching is to improve the foreign language ability of the student.
However , traditional methodology is based largely on a reduction of the integrated process of using a foreign language. Very typical feature of traditional methodology is the teacher - dominated interaction. The teaching is deeply teacher-centered [3]. Unlike traditional methodology, modern methodology is much more student-centered. The teacher's main role is to help learning to happen, which includes involving students in what is going on by enabling them to work at their own speed, by not giving long explanations, by encouraging them to participate, talk, interact, and do things [2].
Broughton adds that the language student is best motivated by practice in which he senses the language is truly communicative that it is appropriate to its context, that his teacher's skills are moving him forward to a fuller competence in a foreign language [1, P.33.].
In a fact, students are the most active element in the process. The teacher is here not to explain but to encourage and help students to explore make learning interesting.
Jim Scrivener suggested the most popular or the most common methods in modern teaching are [2, P.12]:
• Match the words with the pictures
• Check the meaning of these words in the dictionary
• Match the words with the definitions
• Brainstorm words on a set topic
• Divide these words into two groups
• Label the items in a picture with right names
• Complete gapped sentences with words from a list
• Discuss a topic
• Say which words you expect to be in a text about.
To conclude the modern methodology principles, we can highlight the student-centered interaction which is connected to the involvement of the students in everything going on during the lesson.
We can see the difference between the traditional and innovative methods of teaching foreign languages.
As a traditional method, before, lectures were formalized - professors used to deliver a lecture and students used to write down the most important things from what they have heart. As a modern tradition, some innovations came through and lectures became more in active. So that students and professors organized their work via cooperation in the learning process.
In the conclusion, we can say that for learners modern methodology is more motivating than traditional methodology. Especially for children, motivation is a vital aspect of education because there is a lot of schooling ahead of them. From this it seems that both traditional and modern methodologies brings results with respect to levels of encyclopedic knowledge, but that modern methodology is also more effective in encouraging children to communicate and in creating a positive attitude to the subject. Since it appears that motivation is one of the most important aspects of children's education, we might conclude that modern methodology should be preferred in schools, colleges, lyceums and Universities particularly.
References
1. Broughton G. Teaching English as a Foreign Language. Oxford university press, 2008.
2. Scrivener J. Learning Teaching.- Oxford. Macmillan, 2005.
3. Mata K. ESL: Language Teaching Approaches.-Gata Review, 2001.
СОПОСТАВЛЕНИЕ ПО МОРФОЛОГИЧЕСКОМУ СТРОЕНИЮ ПРЕДЛОГОВ РУССКОГО, АНГЛИЙСКОГО И УЗБЕКСКОГО ЯЗЫКОВ Набиева Х.
Набиева Хилола - преподаватель, кафедра теоретических дисциплин английского языка 3, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: исключительно важную роль в сопоставительной грамматике играют служебные части речи. Служебные части речи не имеют самостоятельной номинативной функции, не являются членами предложения, а несут служебную функцию для выражения грамматического отношения между самостоятельными словами. В том числе предлог как служебная часть речи выражает различные отношения между двумя объектами, между объектом и признаком в составе словосочетания.
Ключевые слова: производные и непроизводные предлоги, послелог.
В качестве названий объектов выступают имена существительные (включая субстантивированные слова), местоимения, числительные: Около мельничного лотка вода не замерзала, а стояла черная, тихая... (Паустовский К.Г.)
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