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METHODOLOGY OF TEACHING FOREIGN LANGUAGES
Chariyeva Dinora Jumanazarovna
dinarachoriyeva13@gmail.com
Master of the Faculty of Foreign Languages of the Termiz University of
Economics and Service, Surkhandarya Region
https://doi.org/10.5281/zenodo.11607606
Annotation.
This article examines the methodology of teaching foreign
languages, the historical development of this field as a science, the various
modern techniques employed in foreign language instruction, and their practical
applications.
Key words:
methodology, innovation, foreign language, communication,
skills, competencies, didactics, intercultural communication.
Аннотация.
В
данной
статье рассматриваются методика
преподавания иностранных языков, историческое развитие этой области
как науки, различные современные методики обучения иностранным
языкам и их практическое применение.
Ключевые слова:
методология, инновация, иностранный язык,
общение,
умения,
компетенции,
дидактика,
межкультурная
коммуникация.
Annotatsiya.
Ushbu maqolada chet tillarini o‘qitish metodikasi, fan
sifatida ushbu sohaning tarixiy rivojlanishi, chet tilini o‘qitishda qo‘llaniladigan
turli zamonaviy texnikalar va ularning amaliy qo‘llanilishi ko‘rib chiqiladi.
Kalit so‘zlar:
metodologiya, innovatsiya, chet tili, muloqot, malaka,
malaka, didaktika, madaniyatlararo muloqot.
Modern advancements in education have led to the emergence of
innovative pedagogy. The term "innovative" translates to "introduction
(dissemination) of innovation" in English. American researcher E. Rogers
explored the socio-psychological aspect of innovation, examining the
classification of participants, their attitudes towards new developments, and
other factors. The concepts of novelty and innovation differ in scientific fields.
"Innovation" refers to new tools, methods, methodologies, and technologies,
while the innovation process progresses through specific stages in education. As
global science continually advances, this positive trend has also impacted our
country. Advanced innovative technologies are being integrated into our
scientific community. Consequently, our President declared this year as the
"Year of Youth Support and Public Health," increasing the responsibility of our
nation's youth. The widespread adoption of modern, innovative technologies in
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education has opened numerous opportunities and goals for young people
learning foreign languages.
The methodology of foreign language teaching as a science has over 200
years of history. Throughout this period, various perspectives on foreign
language teaching methodology have emerged. One such perspective comes
from academician L.V. Shcherba. He believed that while the methodology of
teaching any subject is practical, it is not purely theoretical. It addresses
practical issues. Specifically, the methodology of foreign language teaching is
based not only on psychological evidence but also on general and specific
linguistic studies. Linguistics examines the origin and movement laws of
language phenomena, while methodology addresses the practical application of
these phenomena based on linguistic laws. The most valuable methodology
books are written by linguists, including G. Sweet, a notable 19th-century
phonetician and English linguist, O. Jespersen, a distinguished phonetician and
theoretical linguist in late 19th and early 20th-century England, and prominent
French linguists like F. Brunot and M. Bréal. In Russia, academician L.V.
Shcherba, his mentor, the great linguist I.A. Baudouin de Courtenay, and their
students focused on language teaching methodology. Psychologists hold a
different view on foreign language teaching methodology. Professor V.A.
Artemov commented on the relationship between methodology and psychology,
suggesting that psychology provides material for methodology. Methodology
examines how teachers conduct lessons, while psychology studies how students
learn the subject. However, this perspective is not entirely agreeable since both
teachers and students inevitably encounter and are influenced by psychological
processes and states during teaching and learning.
Method Without Translation
: Historically, various forms of this method
are recognized. They can be classified into two main groups: natural and correct
methods. Learning a foreign language naturally should mimic the conditions of
acquiring one's mother tongue. The primary goal of this method is the idea that
by learning to speak a foreign language, one can also learn to read and write. A
key principle of the natural method is to create a language environment.
Different approaches have emerged in the practical application of these
advanced methodological principles, evident in the creative efforts of the
method's proponents.
The new interpretation of the goal of foreign language education is largely
based on pragmatic linguistics research, which views language as a field of
human activity rather than merely a system of linguistic forms. Since the early
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1970s, new conclusions in this field have sparked intense discussions about
educational goal setting. New curricula were adopted, aiming to "teach students
to communicate," or "Befaeigung zur Kommunikation" (communicative
competence). In the 1970s, the "communicative method" was validated through
several stages of attempts, advancing the science of methodology. Mastering any
foreign language requires a deep understanding of its methodology. The method
of "communicative didactics" is also crucial in the methodology of foreign
language teaching.
Communicative didactics
: Learning a foreign language is a multifaceted
discipline involving complex psychological changes, particularly the comparison
of the native language with a foreign language. Various teaching methods and
technologies are employed in this process. Modern pedagogical technologies
enhance the effectiveness of teaching by comparing the foreign language with
the mother tongue. Teaching a foreign language necessitates knowledge of its
methodology, which is vital in the learning process. The widely used methods in
foreign language teaching methodology include the communicative didactic
method, the intercultural dialogue organization method, and the exercise
organization method. These methods are interrelated and complementary. The
science of methodology, being connected to the science of didactics, emphasizes
communicativeness in foreign language learning, leading to the development of
the communicative didactics method.
Methodology and technologies play a crucial role in the process of learning a
foreign language. Various teaching methodologies are employed in this field. The
most widely used methods include the communicative didactic method, the
intercultural dialogue organization method, and the exercise organization
method. These three methods are closely interrelated and complement each
other. Since the science of methodology is connected to the science of didactics,
it emphasizes communicativeness in foreign language learning, leading to the
development of the communicative didactics method.
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CURRENT APPROACHES AND NEW RESEARCH IN
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