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218THE ROLE OF MOTHER TONGUE IN FOREIGN LANGUAGE
TEACHING Nurillaeva G.
Nurillaeva Guzal - Teacher, ENGLISH THEORETICAL ASPECTS DEPARTMENT № 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the influence of mother tongue to the process of foreign language teaching, on the example of EFL. It also discloses the challenges, that teacher can face and proposals of overcoming them.
Keywords: mother tongue, EFL, methodology of foreign language teaching, modern approaches, language experience.
The use of mother tongue at foreign language lessons can be useful in particular cases. Willis considered that unless teachers teach multi-lingual classes, theymay not speak English all the time, and sometimes it might be more economical to use mother tongue instead of English [3]. This can be done for example when:
• Explaining the meaning or use of new words would be time-consuming.
• Introducing the aims of the lesson or the next activity to make sure pupils know what they are learning.
• When checking of pupils' understanding after the presentation stage.
• Discussing the main ideas of a reading passage, but only when the aim is to improve the reading skills.
• Pupils got teacher's permission to use their mother tongue, but it is important to make clear when pupils must stop using the mother tongue and return to English.
Auerbuch adds other possibilities:
• Classroom management.
• Language analysis.
• Presenting grammar rules.
• Discussing cross-cultural issues.
• Giving instructions and prompts.
• Explaining errors. [2, P.450]
As stated above, the reasonable use of mother tongue can play its role in some cases, but the target language should remain the main language.There is several functions of mother tongue at foreign language lessons.
1. Motivational function. The native language is often used in the formulation of the goal of the lesson in the teacher's presentation before introducing new material.Many teachers use the native language of students summarizing the material at the end of the lesson. It is a very important moment of the lesson; teacher should say what students have learned at the lesson in order to provide a sense of progress, for example: "So, let's sum up. Why do we need Present Continuous Tense? What can we tell about its functions?"Thus, summing up the lesson can serve simultaneously as an additional explanation, a kind of "framework design".
2. Educational function. The native language is used to explain the peculiarities of the articulation of individual sounds at the stage of formation of sound-producing skills (usually at the elementary level). This concerns, first of all, those sounds that are absent in the students' native language (for example, sounds [0] and [d], nasal [n]) or sounds that are partially coincide with similar sounds of the native language, ([s], [t], [h], [r]). Many teachers use native language of students presenting new grammatical material. Teachers try to explain more accurately the meaning of the new grammatical construction, pay attention to its features and forms, demonstrate use in speech; thus, examples in Russian can be visual material for comparison. Mother tongue is used by teachers in the process of explanation of
material of linguistic and cultural nature, when comparison of cultural realities of different countries makes it possible to remove difficulties in understanding the features of life and the world view of representatives of another culture.
3. Organizational function. Communicative approach in teaching foreign languages involves the use of different game technologies, which are effective means of increasing cognitive and linguistic activity of students and contributing to better learning of lexical and grammatical material, the formation of speech skills. It is more reasonable to explain the rules of new games in student' native language, it will ensure the accuracy of understanding the instructions by all students and will save time for the game [1].
4. Semantic function. As a rule, teachers use students' mother tongue when other methods of explaining of foreign words such as direct demonstration (demonstration or illustrative visibility), synonyms-antonyms, and conjecture on word-building elements (suffixes, prefixes, wordbuilding, conversion), foreign interpretation of the meaning of words (definition) cannot be implemented. In this case, the translation is used for one or two words.
5. Control function. At the stage of improving or controlling the formation of lexical and grammatical skills, so-called "reverse translation" is effective, when students are presented with isolated words, phrases (including idioms), individual sentences (there may be proverbs or sayings) or statements in their native language. Students translate them into a foreign language on their own or in pairs.
References
1. Krashen S.D. (1981). Second Language Acquisition and Second Language Learning.-
Oxford: Pergamon Press Inc.
2. Tang J. (2002). Using L1 in the English Classroom. -English Teaching Forum.
3. Willis J. (2002). A Framework for Task-Based Learning.-New York: Longman.
TEACHING INTERCULTURAL COMPETENCE IN EFL
CLASSROOM Rakhmatova N.
Rakhmatova Nargiza - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted to teaching intercultural competence in EFL classroom. Foreign language learning is comprised of grammatical competence, communicative competence, language proficiency and cultural competence. Cultural competence is the knowledge of the conventions, customs, beliefs, and systems of meaning of another country. Keywords: culture, EFL, ICC, sociocultural competence, cross-cultural concepts.
Language and culture are inseparable. Culture is the foundation of communication. Language itself makes no sense and has no meaning outside the cultural setting in which it is spoken. In the EFL teaching, great attention should be paid to teaching culture of the target language as well as to teaching linguistic knowledge so that learners' intercultural communicative competence (ICC) can be enhanced. Foreign language teachers should be culture teachers [1, P.34]. As learners learn about language, they learn about culture and as they learn to use a new language, they learn to communicate with other individuals from a new culture. The ability to communicate successfully with native speakers depends not only on language skills but also on comprehension of cultural habits and expectations. In the
