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TEACHING METHODS IN THE PROCESS OF ENGLISH LESSONS
Sharopova Shahlo Kahramonovna
– “TIIAME” National Research University
Bukhara Institute of Natural Resources Management, teacher of the Uzbek language
and literature department
Annotation:
The article investigates different classroom tasks and activities
related to communicative approach in teaching foreign languages. There presented a
number of communicative methods which help teachers to organize the teaching
process in an interesting, effective and easy way, shown advantages of their usage.
Key words:
communicative language teaching, role play, interview,
presentation, games, team work, discussion/debate.
Today modern methodics demands communicative approach in teaching foreign
languages, because it is the most effective and fruitful. Communicative language
teaching is an approach that emphasizes interaction as both the means and the
ultimate goal of learning a language. In this article, I will be discussing specific
popular and efficient ways of teaching the English language, which fulfills the
demand of modern learners.
The teaching and learning of English is riddled with several inherent paradoxes,
contradictions and controversies. A teacher can only facilitate learning. The learner is
the nucleus of the whole process of instruction; and his age, previous learning exper
iences, aptitudes, interests, the time he devotes to the learning of a foreign language
and other socio-economic factors determine the suitability of the curriculum, course
materials and methods of teaching. Any instruction that does not take into
consideration the imperative needs of the learners, fails to achieve the desired
objectives. It is therefore obvious, that the decline in the standard of English in
different countries, is the consequence of inadequacies of various degrees and at
various levels of their educational system. Educationists and teachers are not clear
about the specific objectives of teaching English or the methods to be adopted to
make English-teaching more meaningful and effective [A. Maley,2005, p.247].
There is a number of modern methods and ways of teaching foreign languages
in communicative approach. Every teacher chooses them according to the age and
interests of learners, level of language (beginner, intermediate, advanced) and accor
ding to time left for the activity (K. Butts, 1991, p.23). For example, presentation
takes much more time than a common dialogue.
Communicative language teaching aims at the main function of teaching a
foreign language – practical use of the taught language. Communicative activities
used at English lessons make the teaching process easy, understandable, effective and
interesting. Communication motivates learners, making even the most back sitting
ones be involved into the communicative tasks. Communicative methods are
different, some of them are used in teaching grammar material, and others are – in
teaching new vocabulary notes. But all of them create real situation in which
communication should take place on the basis of learnt material. There below follow
a list of the most popular and frequently used communicative activities which create
real atmosphere of the learned language.
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Role play
– is both interesting, exciting and effective activity to communicate.
Teacher gives roles to students (teacher and student, two neighbours, mother and
daughter, etc.) and they have to perform them they choose replicas of their convers
ation themselves. Knowledge of language is not enough, the task demands artistic
skills too (A. Maley, 2005, p. 112).
Presentation
– a responsible and improving integrated skills task which takes
more time to prepare. It demonstrates learners’ talent and skillfulness. Different
topics can be chosen for presentation (presentation of any perfume, mobile phone,
café, etc.) this activity requires not only report speech but also some pictures, photos
or posters.
Interview
– is a good way to ask interesting questions to each other and a nswer
them in order to know learners better. One of the learners goes out in the middle of
the class, other ask him/her different questions to be answered.
Team work
– is an excellent way to work together in one team and compete
with another opponent team. Students in one team add, help, prompt and improve
each others’ knowledge and skills.
Attention activities
– are those which improve learners’ attention and reaction
to language.
Memorization
– all kinds of activities that aim at improving learners’ memory.
Usually it is based on vocabulary games or picture description (M. Zumwalt, 2003, p.
440).
Discussion/debate:
This core activity runs every week. The students are
engaged in a formal/informal discussion/debate activity on an assigned topic. This
activity is completely student-led, i.e., students play all the roles (conductor,
observer, group presenter, and participating members). It is more appropriate to call
this activity a "discussion/debate" activity because it includes both group discussions
and debates, including a little bit of oral presentation. After the performance, students
are given feedback individually. They are also informed about the errors they
committed. And they take care of the errors committed in the next performance. In
this way they improve a lot gradually [A. Maley,2005, p. 56].
Another type of communicative approach is
the audio-lingual
method which
means that students listen to or view recordings of language models acting in
situations. Students practice with a variety of drills, and the instructor emphasizes the
use of the target language at all times. This method is based on the principles of
listening. New material is presented in the form of a dialogue. Based on the principle
that language learning is habit formation, the method fosters dependence on mimicry,
memorization of set phrases and over-learning. Structures are sequenced and taught
one at a time. Structural patterns are taught using repetitive drills. Little or no
grammatical explanations are provided; grammar is taught inductively. Skills are
sequenced: Listening, speaking, reading and writing are developed in order.
Vocabulary is strictly limited and learned in context (C. Spaeth, 2004, p. 204).
Blended learning
combines face-to-face teaching with distance education,
frequently electronic, either computer-based or web-based. It has been a major
growth point in the English Language Teaching industry over the last ten years. Some
people, though, use the phrase 'Blended Learning‘ to refer to learning taking place
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while the focus is on other activities. There are also those online courses where you
will find the instructors email addresses on the web site that are posting the
assignments; therefore they are doing the online teaching.
In conclusion, communicative teaching is not based on the usual methods by
which languages are taught. Rather the approach is patterned upon counseling
techniques and adapted to the peculiar anxiety and threat as well as the personal and
language problems a person encounters in the learning of foreign languages.
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