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137VARIOUS APPROACHES OF TEACHING PREPOSITIONS
Ahmedova Z.A.
Ahmedova Zulayho Abdugaffor qizi - Teacher, DEPARTMENT OF THE FOREIGN LANGUAGES, THE TASHKENT FINANCIAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: many language experts and researchers believe that acquiring language in chunks and using repeatedly in meaningful contexts suffers the learners to build confidence and allows deeper analyses later on. Teaching prepositions through various approaches enable the use of interaction and concordance.
Keywords: collocation approach, the prototype approach, TPR.
It is essential to understand how grammar is learned so that an effective model relating to language development theories can be developed and applied. Traditional way of teaching prepositions is through grammatical structures and several contexts. This approach cannot guarantee that the learners will successfully recall them whenever necessary to use them in an efficient way because they feel that the list is very unpredictable and memorizing a long list of contextually relevant prepositions will be practically beyond learner's' realization. Lam expands on this —trying to bear in mind a list of individual, unrelated uses is hardly conducive to increasing learners' understanding of how the prepositions are actually used and why the same preposition can express a wide range of meanings. Here it becomes imminent that language instructors should strive to follow more innovative methods that have lesser cognitive demands.
Collocation Approach: Rather than teaching individual units of prepositions it is better to teach them in —chunks! or along with pairs of frequently occurring words like to depend on, to wait on, to step on, to work on and to rely on etc., Among language teaching and learning circles the word collocation which means co-occurrence, is referred to by many words like—(WCO) word co-occurrence, chunks and formulaic sequence. In the case of prepositions these are usually phrasal verbs. Along with phrasal verbs, prepositional phrases such as on time, on schedule, on...screen or on ...leg are taught as easily manageable chunks. This method is beneficial for it appeals to the sensitiveness and easy grasping to frequent language structures of the learners naturally. Frequency-based learning is dependent upon the idea that human beings process language as if a group of words are single sensible units. Many language experts and researchers believe that acquiring language in chunks and using repeatedly in meaningful contexts suffers the learners to build confidence and allows deeper analyses later on. Teaching prepositions through collocation approach enables the use of corpora and concordance.
The Prototype Approach: Deeper learning of prepositions is possible through explanatory and meaning-based methods which in turn reinforce confidence and increased rate of retention. In the case prepositions spatial and physical meanings are prototypical. For example the preposition "on" has several meanings but prototypical is —contact of an object with a line of surface. By studying and understanding prototypical meaning and analyzing them would allow learners to understand that the polysemous meanings of prepositions are metaphorical extensions. Again taking the example "on", Lindstromberg explains that the non-prototypical meaning of the phrase "come on" can be understood through metaphorical extension of the prototypical meaning of "on". So prototypical meanings can be taught through TPR (Total Physical Response) and the teacher can encourage to extending such understanding to abstract meanings. Compare and Contrast of prepositions technique is very useful to further widen the semantic mapping of the learners. Lindstromberg explained the meaning of "come on " by contrasting it with "come back" [1]. Semantic-based approaches often link various meanings of prepositions into a mental picture along with providing reliable and logical relation among several individual
prepositions which otherwise appear unrelated. The difficulty of learning prepositions is not only true of English but also extends to other languages. A study with two learner groups to find out which method was better between cognitive linguistic approach or learning individual prepositional usage. Since cognitive linguistic approach launches with Protypical meaning and extends to metaphorical or allied meanings, it has proved to be much useful, more effective, longer retention and with dramatically less efforts than traditional assimilation the hard way [2]. Cognitive linguistic approach —allows teachers to point out the relationships between different uses of a preposition and describe patterns of meaning extension, as opposed to telling learners to simply memorize each use as an individual item. In this way, learners will hopefully be more aware of the expressive range of a preposition. The results were even noted by her that the group which is taught via cognitive linguistic approach fared well in post training test and delayed post training test. This clearly shows that semantic-based teaching expedites the result of instant grasping and prolonged retention for timely recall.
Total Physical Response Preposition Activity
During this activity, you can ask your student or students to place various objects or move around the classroom by using prepositions [3]. For example, ask them to put a book on a desk, under the desk, inside the desk, if it is possible. There is a more active alternative for younger students, where they can hide under the desk or behind the desk, stand in front of the desk, etc. This is a fun way to teach younger learners to learn prepositions of place and prepositions of direction.
References
1. Bland K. S. (2004). Grammar Sense. Oxford University Press, USA.
2. Lindstromberg S. (1998). English prepositions explained. UK.
3. Yates. J. (1991). The ins and outs of prepositions. -Barron's, USA.
POSSIBLE PROBLEMS IN MIXED-ABILITY CLASSES Mahmanazarova F.
Mahmanazarova Feruza - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: generally mixed-ability grouping means within the same context randomly chosen students gathered in one class regardless of their abilities or achievements in the subject concerned. However there are two terms to describe such groups. The first is mixed-ability and the second isheterogeneous. This article states the problems connected with the very type of classes.
Keywords: mixed ability classes, discussions, problem-solving tasks, age, gender, personality.
In teaching process several problems can occur. As she states that students vary in the following main differences which cause problems in language learning in heterogeneous classes: language knowledge, cultural background, learning style, attitude towards language, mother tongue, intelligence, world knowledge, learning experience, knowledge of other languages, age, gender, personality, confidence, motivation, interests, educational level [3, P.32.]. Moreover she defined and clarified other problems which occur in mixed-ability classes [1]:
