“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
304
LANGUAGE TEACHING TECHNIQUES, THEIR PAST,
AND THEIR CURRENT USE
Narzillayeva Xonzoda
UzSWLU Translation faculty
Xonzodanarzullayeva1995@gmail.com
Annotation.
Teaching techniques till today overcome through many barriers to
be called language techniques and in this article will show what process they passed
through what changes occurred in order to call so-called method or techniques. This
article covers different languages in the world what languages were used before and
after the Second World War, why the child
’
s have more flexibility in acquiring foreign
languages, inductive and deductive approaches, how they used and what kind of
approaches they are.
Аннотатция.
Методы преподавания до сих пор преодолевают
множество препятствий, чтобы называться языковыми методами, и в этой
статье будет показано, через какой процесс они прошли, какие изменения
произошли, чтобы назвать так называемый метод или методы. В этой
статье
рассматриваются разные языки мира, какие языки использовались до
и после Второй мировой войны, почему у детей больше гибкости в освоении
иностранных языков, индуктивные и дедуктивные подходы, как они
использовались и что это за подходы.
Annotatsiya.
Bugungi kunga qadar
o‘
qitish texnikasi ti ltexnikasi deb
ataladigan k
o‘
plab t
o‘
siqlarni yengib
o‘
tdi va ushbu maqolada ular qanday jarayondan
o‘
tganligini metod yoki texnika deb atash uchun qanday
o‘
zgarishlar sodir b
o‘
lganligini
k
o‘
rsatamiz. Ushbu maqolada dunyoning turli tillarida Ikkinchi jahon urushigacha va
undan keyin qanday tillar ishlatilganligi, nima uchun bolaning chettillarini
o‘
zlashtirishda moslashuvchanligi, induktiv va deduktiv yondashuvlar, ular qanday
q
o‘
llangani va qanday yondashuvlar ekanligi haqida s
o‘
z boradi.
The teaching of languages has a long history. According to history, teachers
taught languages through speaking, writing, and memorization. However, these
approaches become antiquated over time, necessitating the introduction of a more
contemporary teaching strategy that has the ability to draw students.
Similar to how English is used today, Latin and Greek were once widely utilized
as world languages. However, it has become a dead language because of the written
form, which is utilized more in spoken communication. Afterwards, up to the Second
World War, the text was regarded as one of the most widely used approaches to
teaching languages. However, during the Speaking became popular during the
Second World War. The reason for this is that the military required only one
language to comprehend. Currently, in addition to the verbal approach, the An
additional situational technique was applied. In other words, it is evident that these
instructional strategies first because the circumstances need it.In other words, it is
evident that the need of the circumstance led to the appearance of these teaching
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
305
strategies. There was no deliberate attempt to develop instructional strategies. The
needs of the modern world also dictate that teaching strategies should be selected
with the students
’
aspirations and knowledge potential in mind. For any student,
there is no standard operating procedure. Instead, I think that the student should be
the focus of standard procedures and approaches, with consideration for the
student
’
s uniqueness. Students themselves can differ, after all.
For instance, what good is it to teach a visual learner a topic without any
accompanying materials like cards, images, or handouts? Alternatively, because
auditory learners have good hearing, teaching should mostly be done through sound.
For kinesthetic learners, everything must be felt and touched. For those with such
ability, modern technologies have fortunately found a solution. That is, you can hold
and feel it despite the fact that it is virtual. Naturally, everything is written down or
taught to readers and writers in a conventional manner. However, we might claim
that this conventional approach has developed into a skill unto itself
–
that is, a habit.
because this approach has been used to teach and explain lessons to humans since
the beginning of time.Scientists now believe that learning a second or foreign
language from an early age is another efficient way to acquire language. They
contend that a child
’
s capacity for adaptation will develop earlier the younger they
begin learning a second language, whether it be a foreign language or not. Or at the
very least, a comprehension of that language will be formed even if it does not
develop. As stated by Abby, teaching a child to speak two languages is a wonderful
gift. It involves more than just picking up a new language. It broadens one
’
s
worldview, mental development, and cognitive patterns.It is true when viewed from
a different angle, as language not only helps children
’
s brains grow, but it also
broadens their perspectives and allows them to express their feelings and ideas to
others, which contributes to the creation of free communication environments
wherever and whenever they occur.
The most advanced teaching techniques in use today are deductive and
inductive approaches. Both modern and traditional methods are comparable to these
two approaches. In other words, the deductive approach to teaching involves
drawing conclusions from examples, theories, and rules, while the inductive
approach involves encouraging students to draw their own conclusions from
examples.That is, one follows the specific to the general and the other the general to
the specific. Indeed, the inductive method is representative of a contemporary
teaching approach; however, considering the potential of the student, it is
anticipated that a hybrid approach
–
combining the two approaches
–
will yield even
better outcomes. In other words, the selection of these techniques is based on the
student
’
s proficiency level and the lesson
’
s subject. Mixed ability students make up a
good group in each class. More accurately, groups that are good for transition are
heterogeneous groups. That is to say, at the mastery stage, they have a good chance
of accomplishing the desired outcomes.
On the other hand, homogeneous groups can benefit from the opposite
principle. apathy or a lack of desire to learn. As a result, in addition to the teacher,
students can collaborate and learn from one another in diverse groups to keep the
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
306
balance. There
’
s also the method of working in pairs for this. In this instance, pairs
of students with varying levels of comprehension are formed during the lesson, and
the student can ask his partner to clarify anything he is not sure about.
This strengthens the bonds between students, and if one of them has a classmate who
is hesitant to ask questions, the other student can easily ask his or her peer. The
student
’
s query will be addressed in this manner.
In conclusion, it can be claimed that all methods
–
despite their diversity and
abundance
–
function mainly on an individual basis. Maybe even a lot of them are
still undiscovered. Of course, this can be improved even more depending on the
student
’
s aptitude, how the lesson is structured, and the teacher
’
s expertise. The
most important thing is to keep looking.
References:
1. Celce-Murcia, M. (ed.). (2001). Teaching English as a Second or Foreign
Language (3rd ed.). Heinle&Heinle Publishers. 2. Essberger, J. & Tefl.NET Team.
(n.d)."The Audiolingual Method". Tefl.NET Website, Section "Tefl Teaching Ressources"
and "Language Teaching Methods". Retrieved October 3, 2022.3.
2. https://www.byarcadia.org/post/foreign-language-teaching-101-brief-
istoryof-foreign-language-teaching-and-method-development 4.
https://www.pinterest.com/pin/157837161928126542/
4.
Рахмонов, Азизхон Боситхонович. "Современные подходы в подготовке
будущих педагогов."
Universum
: психология и образование
2 (80) (2021): 22-24.
5.
Рахмонов, Азизхон Боситхонович. "Формирование исследовательских
умений будущих педагогов в научно
-
проектной деятельности."
Современное
образование (Узбекистан)
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6.
Рахмонов, Азизхон Боситхонович. "Специфика компетентностного
подхода в процессе развития самообразования."
Вестник науки и образования
17-
1 (95) (2020): 60-63.
7
.
Абдуганиева, Джамиля. "Методика обучения последовательному
переводу студентов языковых вузов."
in Library 22.2 (2022).
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and prospects for the future."
Переводоведение: проблемы, решения и
перспективы
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РАБОТЕ ПЕРЕВОДЧИКА."
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ПЕРЕВОДЧИКОВ."
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