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MODERN TECHNOLOGIES AND WAYS IN TEACHING ENGLISH
Abdullaeva Dilbar Alimbaevna
Doctorial student of Nukus state pedagogical Institute named after Ajiniyaz
The search of various effective methods in teaching English is one of the actual problems for
many linguists and methodologists in our country and abroad. English is regarded as one of the
important academic subjects in the school and high educational systems. The demand for effective
language teaching is increasing immensely. English teachers have many actual problems: what
methods help to achieve better results and teach all language skills, what method the most effective
in teaching is speaking in English, what are the advantages of interactive methods and others. New
approaches in the system of education also influenced on the learning and teaching of foreign
languages, as language is the major factor of person’s development.[5,1]
Teaching English as a foreign language requires different approaches and methods. Under a
method, we understand a set of procedures and a collection of techniques used in a systematic way
that will result in efficient learning. In a teaching-learning process, method may be considered as a
structural- functional component of Teacher – Learner Activity. Collaboration can also include
partners external to academia such as community groups or corporates, or even an overseas consulate,
leading to the development of further professional skills, behaviours and networks.[6,2] A technique
is the narrowest term, meaning one single procedure. A method way consist of a number of
techniques, probably arranged in a specific order. Each approach or each method has something to
offer. Teachers use a selection of techniques, not a single method. There is no single acceptable way
to go about teaching today. [2;21]
The emphasis is placed on using the target language to accomplish a function such as
complaining, advising or asking for information. Attention is also paid to the social context in which
this function takes place. One of the founders of the Communicative Method in teaching English
Christopher Brumfit emphasized, “The basic question is if the teacher will be able to teach students
communicating in the foreign language out of the classroom”.
Interactive Methods of teaching English are the effective methods that became popular
nowadays. The teacher and students are equal partners in the studying process and all the students
are involved in this process. One of the requirements of these methods is to create a comfortable
atmosphere for the students, which will help to see their abilities, mental and intellectual, and their
success and it makes the process of teaching more productive.
In teaching speaking various techniques may be widely used: role-play, dialogues,
improvisations, readings, compositions, small-group discussions, debates, motion pictures, songs,
poetry, group projects, field trips, games and others.
We study some of them in our work. We have chosen the most popular and widely used
techniques that are more effective for teaching conversation.
Four language skills are regarded as separate items, but they are closely connected and
interacted. Speaking is one of the main language skills together with other language skills as reading,
writing and listening. It is impossible to teach speaking and conversation without communication.
Communicative Approach views language as a complex network of habits, which can be built up
systematically, as an aggregate of skills that do not separate out into four neat segments. I. L. Bim
emphasizes, “The basis lies in the process of communication in a foreign language” [1;104].
Conversation practice is probably the most reliable route to real communication. Most students are
eager to converse in the new language, and conversation practice therefore assumes primarily
importance in their learning experience.
Teachers of English still face a situation described by Julia Dobson: “Language teachers lead
their students down the road of pattern practice, only to find themselves confronted by a great chasm
at the end. On the other side lies real communication, but the group is stranded on the other side of
drills because the teacher sees no strong bridge across” [3;1]. It is as if students are given the tools
but not the chance to use them. The biggest problem for the teacher is to bridge the gap between the
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artificial use of language drilling and genuine use outside the classroom [4;47]. One of the main tasks
in teaching speaking is to help students move from pseudo-communication, in which their use of
English is fictitiously concocted and predictable, to communication where they express their personal
ideas and needs in the context of reality. Teaching speaking is the most difficult part in language
learning process and it can take many different forms.
Before teaching the conversation practice, students must be familiar with some grammar
patterns and vocabulary words- how these are pronounced and how they are combined to form
meaningful utterances. If students have learned the basic patterns of English in a formal classroom
context, these were taught through one of two major methods or a combination of both: the audio-
lingual approach (sometimes called the aural-oral method), and cognitive-code learning. There are,
of course, other language teaching methods in use today. The Audio-Lingual Approach is based on
the premise that learning a new language means learning a new system of habits. It is an outgrowth
of behaviorism, a school of psychology that proposes that all learning is a process of conditioning –
a process based on stimulus – response – reinforcement – and structural linguistics; a school which
looks upon language as a structured system of sounds learned through stimulus – response –
reinforcement.
Language learning is more than a matter of habit formation, it is a creative process, and
therefore students should be given the opportunity to be as mentally active as possible in all assigned
work. The students’ creative involvement in the learning process is viewed as more important than
the avoiding of errors. Thus, teaching conversation requires different approaches and methods.
REFERENCES:
1.Бим И. Л., Методика обучения иностранным языкам как наука и проблемы школьного
учебника. Москва, 1978.
2. Bowman B., Burkart Grace Teaching English as a Foreign Language. TEFL. Peace Corps.
ICI Manual, 1994
3. English Teaching Forum, vol. 31, 1993.
4. Julia M. Dobson. Effective techniques for English Conversation Groups.Washington DC,
1992
5. Tajieva A., Babaniyazova N. Educational reforms in the republic of Uzbekistan in operation
//Theoretical & Applied Science. – 2015. – Т. 7. – №. 27. – С. 134-137.
6. Mamirbaeva D., Djumamuratova D. SOME FEATURES OF PROJECT-BASED
LEARNING //QUALITY OF TEACHER EDUCATION UNDER MODERN CHALLENGES. –
2023. – Т. 1. – №. 1. – С. 350-353.
STRATEGIES FOR IMPROVING WRITTEN COMPETENCE THROUGH
AUTHENTIC MATERIALS
Abdullayeva Gulnara,
Second-year student of the "English language and literature" department,
Nukus State Pedagogical Institute named after Ajiniyaz
Improving written competence with the help of authentic materials is a powerful and effective
way to enhance language skills. Nowadays, linguists are discovering more and more new methods
and techniques in order to make the process of acquiring language skills easier. The purpose of
authentic materials is also concluded in the matters of time-saving, since by integrating with real-life
materials or handouts, learners might with ease implement and heed the rules in writing. Today’s
learners have an access to a wide range of resources that are created for native speakers of a particular
language, including daily newspapers, low-circulation and advertising tabloids, magazines, books or
even social media posts. Sociolinguistics is the study of how language is used in social interactions
and how it reflects and shapes social relationships. It explores the relationship between language
and society, including factors such as social class, gender, ethnicity, and age that influence
linguistic variation.[7,1]
