EIJP ISSN: 2751-000X
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EFFECTIVE TEACHING METHODS
Narmuratov Eshankul
Docent of Termez state university, Uzbekistan
AB O U T ART I CL E
Key words:
Teaching, Learning Language,
Methodology.
Received:
05.10.2024
Accepted
: 10.10.2024
Published
: 15.10.2024
Abstract:
The method of teaching Russian
language begins to teach language to students in
primary school. The first method of teaching
Russian language is practicing technique.
Psychological and pedagogical laws of the learning
process are like the needs of the society. At the
beginning of these needs are communication tools.
The communication tools define the ways of
teaching Russian to students according to their
language characteristics. The method of teaching
Russian language consists of the literary parts of
the language skills of students, the concepts of
grammar, the change of language system over time
(assimilation) and other parts of language science.
Methodology;
pedagogy,
psychology
and
philosophy at the intersection of disciplines. These
disciplines have a common interest.
INTRODUCTION
Language is one of the most interesting tools in people's hands for communication. To
use the language well you need to research the language features and details (Egorova, 2008). The
methodology is designed to examine the student's language conception and analytical skills. The
methodology is designed to examine learner's sense of language and analytical skills. (Lvov, 2007).
Linguistic analysis ensures that the difference between languages levels is followed (Galay, 2012).
Methodology also works on the knowledge and skill levels of the learners. The method finds the
stude
nt’s reasons for success and mistakes. There are 4 main rules in teaching methodology. The first
is “why”, the second is “what should I teach”, third is “how to teach”, and fourth is “why not use another
way”. Methodology, pedagogy and Philosophy are the s
ocial sciences. These sciences research the
direction of the person. The methodology and these two sciences, researches language bases, aims and
tasks of language teaching. Russian language methodology works with philosophy, psychology,
pedagogy, and lingu
istics methodology. It is very well defined in Babaytsevan's “Russkiy pity” book.
VOLUME04 ISSUE10
DOI:
https://doi.org/10.55640/eijp-04-10-05
Pages:21-24
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Language science works directly with other branches of science. Methodology and philosophy are
directly related. Language and thought science are directly related. Society and individual sciences are
directly related. These results help to improve the methodology (Barabanova, 2014). According to
another idea, the method of teaching Russian language includes students' language skills, grammar,
assimilation and Russian literature (Litnevskaya, 2006). Language Methodology; a discipline at the
intersection of other disciplines, namely pedagogy, psychology and philosophy. These disciplines are of
common interest (Barabanova, 2014).
In 1844, Buslaev wrote his famous work “On the Teaching of Russian Language”. In this work, for the
first time in the history of Russian pedagogy, there is a methodology based system (Barabanova, 2014).
Buslaev says “it is necessary to distinguish between the teaching method and the learning method”.
Buslaev study primarily on the ability of students to use the information correctly in their own speech.
Buslaev has made groups as “knowledge and skills, teachings and exercises”. Secondly, Buslaev says
that the learning ability of the learners is the role of language learning. It divides it into two forms of
teaching: The student finds the truth with the help of the teacher (heuristic method) or the current
knowledge about language is learned (dogmatic method). Usually the first method is preferred from
these
teaching styles. Alferovan’s book “Rodnoy pity v sredney şkole, Opıt method” published in 1911
and “Russian language” textbooks written by Shcherba in 1952 contributed to the development of
teaching methods. These books describe the language systems that need to be developed by means of
speaking, listening, reading and writing. Thus, it bases its methodological system. Shcherba thinks that
the best methods for teaching Russian language are to read grammar, to read literary examples, and to
do systematic exercises. Throughout his life Shcherba worked to raise the quality of Soviet universities,
to prepare textbooks of Russian and foreign languages, and to make school programs. The work of
Shcherba and his students has been a major work in the preparation of the Russian dictionary books
(Larin, 1977).
METHOD
The literature was searched based on the printed academic studies about the methods of teaching
Russian language and literature in the research. Scientific researches on language learning
methodology, articles, master thesis, and printed scientific books are examined.
LITERATURE REVIEW
Russian language as the national language of Russian people is the foundation of the formation and
improvement of speech. Language is not just a mean of the accurate speaking, but also an instrument of
thinking. The development of language conduces to the thinking development, and vice versa. While
analysing it originates the decomposition of objects per elements, the synthesis is study about objects
integrally and interactively. The study of the language and speech phenomenon is affected by universal
methods of analysis and synthesis. Analysis of the phonetic composition of a word, parts of speech,
parsing suggested by the decomposition of objects per elements. Russian language is one of the richest
languages in the world, it is generally accepted fact. K.G
. Paustovsky wrote: “The true love of country is
impossible without the love of their language”. In the “Tentative programme ...” one of the Russian
language study goals is education the citizen and patriot, formation ideas of Russian language as the
spiritual, moral and cultural values. The selection of materials for lessons, audio - visual materials, the
types of tasks students are motivated by the desire to reveal the treasure of Russian vocabulary and
phraseology, to improve the ability to express all peculiarities of Russian language by its linguistic
means “all tones and shades”, to arouse admiration for Russian language among students, too proud of
its diversity, to express thoughts and feelings in Russian well.
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The principle of connecting with the study of Russian language literature. The practice of teaching
Russian language uses works of fiction. Students learn to create variety of speech types of language
models: description, argument, narration. This principle is achieved by an individual approach to
students, based on their competence and skills. An example of such differentiated approach to students
based on their competence is the fairly traditional task of writing lists of "easy to misspell" words from
dictation. Then the students are asked to study: 1) To determine which parts of speech these words are
from, 2) Create a sentence including that word in it, 3) Create other words from that word, with the
more, the better. These tasks are very helpful for improvement by vigilance, when students peer into
alphabetic structure of words, they memorize them. In these tasks are observed three levels of
difficulty; first, the mechanical copying, next, the analysis - to determine which part of speech it
originated from, and the most creative level - a synthesis - the creation of new words in a sentence. In
school, students form basic skills. No one can remember all the possible cases of the use of words, the
rules of compatibility, the stylistic characteristics of the vocabulary and idiomatic composition, etc.
That’s why more time needs to spent in the formation and improvement of linguistic intuition, which is
given at birth, but different people have it at different levels. Gogol wrote: "In front of you is a mess -
the Russian language! Enjoyment is calling you, the pleasure to dive into all its immensity and catch the
wonderful laws of it ...” To maintain keeping students interested in Russian lessons instead of being
bored during them, the answer is obvious.
•Develop the natural tendency of children to p
lay games.
•Differentiate tasks by their difficulties.
•Create lessons that have a high / positive achievement environment, which we are now talking so
much. One of the major subjects that prepare students for professional career of a primary school
teacher is Russian language. Methods of teaching Russian language are the process of learning the
language, and its practical use. This science helps to teach the Russian language as a means of
communication, as well as to take into account different social needs of society. Methodology of the
Russian language will help students understand the laws governing the formation of students' skills in
the field of language, learning systems of scientific concepts of grammar and other sections of the
science of language. Series of linguistic sciences such as phonetics and phonology, lexicology and
phraseology, word formation, grammar, style framework and spelling are essential foundations of
teaching methods of the Russian language. Literary reading method is based on the theory of literature.
This method allows students to develop theoretical and practical knowledge in the process of teaching
Russian language helps to understand basic concepts, improve professional skills, also it allows
students to research and operate instructional literature independently by themselves. Reading and
writing teaching method, that is, the elementary reading and writing skills. The task of the subject
"literary reading" in the primary school is intended to develop a skills of quick, accurate and expressive
reading, and encourage them to create a special attitude toward literature as for an It includes teaching
writing and calligraphy, the formation of elementary grammar concepts and spelling skills. Students
first realize language, as a subject of study, analysis and synthesis. They learn how to properly construct
sentences, as well as improve proper writing skills, which are different from the oral speech by its
graphical form, vocabulary and syntax. The method of language development should further enrich
children's vocabulary; develop their oral and written abilities. Methods of teaching Russian language
come up from the experience of foreign countries (Nuans, 2017). The one who noticed and developed
these methods was a famous linguist and professor academic Lev Vladimirovich Shcherbo. Learning of
reading, writing and speaking are essential aspects for the formation of specific language skills, and
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abilities. Russian language teaching methods cannot be separated from age - related psychology, and
educational psychology. Reading technique is also based on the theory of literature. The next part of the
main methods of teaching Russian language is pedagogy. Modern methods of teaching literature are
based on the valuable experience of teachers, language and literature of the past. History of methodical
thinking is inextricably linked to the development of Russian society and Russian literature, with the
names of famous scientists and artists, writers and teachers, who were the first authors of textbooks,
manuals, and articles about the theory and history of literature. There is no single universal method of
teaching language (Dolgova, 2008). Experience has shown the necessity of combining different
techniques depending on the purpose and the conditions of learning. Preference is given to student
oriented technologies that stimulate creativity and increase motivation to learn language. The scope of
language and literature is to help students interested in gaining maximum fluency in communication.
The content of language learning focuses on the formation and development of all components of
communicative competence: language skills bases on linguistic knowledge.
REFERENCES
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Alferova, A.D. (1911). Rodnoy yazık v sredney şkole.
2.
Opıt metodiki Babaytseva, V. (1997). Russkiy yazık. Moskva.
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Alaudinova, Dilnoza. "INGLIZ TILIDA KOMMUNIKATIV KOMPETENSIYANI RIVOJLANTIRIShNING
PSIXOLOGIK-PEDAGOGIK VA LINGVODIDAKTIK XUSUSIYATLARI." Journal of Academic Research
and Trends in Educational Sciences (2024): 430-433.
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KM, A., AbdulHussein, A. H., Edrees Fadhil, A., Abdalhuseen, R. A., Mahdi Saleh, H., Turki Edan, R., ...
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ALAUDINOVA, Dilnoza. "FRAZEOLOGIK BIRIKMALAR VA ULARNI TARJIMA QILISH USULLARI."
XALQ TA’LIMI 57.
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