EIJP ISSN: 2751-000X
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36
MODERN REQUIREMENTS FOR THE TYPOLOGY AND SYSTEM OF EXERCISES IN
TEACHING FOREIGN LANGUAGES
Azizakhon Shokirovna Bazarbayeva
Head of the International Cooperation Department, Fergana State University, Uzbekistan
AB O U T ART I CL E
Key words:
Foreign Language Teaching,
exercise typology, exercise system, language
exercises, speech exercises, communicative
competence, receptive exercises, reproductive
exercises, complex language exercises, Language
Teaching Methodology.
Received:
11.08.2024
Accepted
: 26.08.2024
Published
: 31.08.2024
Abstract:
This article provides for the study of the
typology and system of exercises used in teaching
foreign languages, the identification of modern
requirements for them, and the analysis of the
methodological foundations for the formation of
an effective system of exercises. The article uses
methods of historical-comparative analysis,
systematic approach, and contextual analysis.
Theoretical sources on typologies and systems of
exercises developed in different periods have been
studied, a comparative analysis of which has been
carried out. As a result of the study, various
typologies of exercises (language and speech
exercises, receptive and reproductive exercises,
complex language exercises, etc.) were identified
and analyzed. The basic requirements for the
exercise system are established: the development
of cognitive processes, the inclusion of all linguistic
aspects and types of speech activity, the growing
level of difficulty, interdependence, repeatability,
and communicative orientation. Also, the
importance of exercises and the requirements for
them have been determined in the methodology of
Modern Language Teaching. Exercises are
considered the basis of the process of teaching a
foreign language, the formation and application of
which depends on a number of factors. An effective
exercise system should be aimed at the balanced
development of cognitive, linguistic, and
communicative aspects. A system of exercises
developed on the basis of modern approaches
VOLUME04 ISSUE08
DOI:
https://doi.org/10.55640/eijp-04-08-07
Pages:36-39
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ISSN: 2751-000X
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37
makes it possible to effectively formulate the
communicative competence of language learners.
INTRODUCTION
The process of learning a language is multifaceted, encompassing both theoretical
knowledge and practical skills. Each element in this process is directly related to the exercises used in
teaching, and the use of specific exercise systems for mastering language material and each language
skill underscores the importance of exercises in language teaching. Consequently, there are specific
requirements for exercise systems aimed at developing and shaping each language skill. For example,
exercises aimed at listening comprehension should ensure:
- The exercises match the psychological and linguistic complexity of the content being listened to;
- The possibility of correlating the listening process with other types of speech, especially speaking;
- The ability to manage the process of forming listening comprehension knowledge and skills;
- Fulfillment of practical and educational objectives.
The language teaching system is a process involving exercises ranging from multiple-choice questions
to complex problem-solving activities, each type having its own advantages and disadvantages, and
differing in their impact on learner motivation. Exercises also provide various methods of assessment
for teachers. The use of different exercises during lessons gives learners a sense of being monitored and
provides opportunities to review the material being studied, which is an important component of long-
term knowledge acquisition.
METHODOLOGY
This study mainly employed the following methods:
- Historical-comparative analysis: Various typologies and systems of exercises developed at different
times were studied, and their similarities and differences were identified.
- Systematic approach: The structural components of the exercise system, their interrelationships, and
the requirements for the system were studied comprehensively.
- Contextual analysis: The role and importance of exercises in the language teaching process were
analyzed in the context of modern methodology.
- Synthesis: New approaches to the typology and system of exercises were developed based on the
views of various scholars and methodologists.
Typologizing exercises means classifying exercises according to their existing characteristics. The main
classification criteria include preparing for speech activity (preparatory language exercises) and
ensuring participation in speech activity (speech communicative exercises) [2]. The typologization of
exercises, classification, and grouping are also debated aspects of language teaching methodology.
There have been many attempts to classify exercises into categories. Some methodologists believe that
the typology of exercises should be based on a specific criterion, such as the degree of information
transformation [3]; the ability to facilitate the use of language elements [4]; or preparation for speaking
[5]. However, the variety of language exercises is so vast that it is challenging to categorize even
exercises aimed at teaching a specific type of speech using a single criterion. Other experts propose 2-,
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3-, or 4-criterion typologies of exercises. However, the proposed typologies do not have clear criteria
and fail to comprehensively cover the exercises.
RESULTS AND DISCUSSION
The results show that approaches to the typology and system of exercises have undergone significant
changes throughout their historical development. Initially, exercises focused on language aspects
predominated, while modern approaches emphasize communicative-oriented exercises. Among the
main typologies of exercises are language and speech exercises, receptive and reproductive exercises,
complex language exercises, and learning and natural-communicative exercises, each with its own
characteristics and applications at different stages and for various goals in the language learning
process.
Modern requirements for an effective exercise system are comprehensive and include the development
of cognitive processes, coverage of all language aspects and types of speech activity, increasing levels of
difficulty, interdependence, repeatability, and communicative orientation. The psychological
characteristics of language learners, the complexity of language material, and communicative goals
must be considered when forming an exercise system. The balanced consideration of these factors
enhances the effectiveness of the exercise system.
In modern language teaching methodology, an exercise system aimed at developing communicative
competence is considered the most effective. Such a system allows learners to apply their language
knowledge in practical communication. Effective use of exercises requires attention to their
interrelation, sequence, and communicative orientation. An exercise system based on these principles
makes the language learning process more efficient and goal-oriented.
CONCLUSION
In conclusion, the formation and application of exercises, which are essential in strengthening and
applying language knowledge, in the foreign language teaching process is based on various factors.
These factors range from methods and technologies that meet modern requirements to the
psychological components of learners.
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