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make the comparison between their prediction and the reading text. This strategy is very practical in
helping learner's engagement to the task.
Discussion The application of pictures inside the classroom can support the interaction
between the learners and teacher that will create a successful communication and
discussion among each other.
Pictures improve the learners’ creative thinking skill. Teachers use the pictures in order to
give a clear instruction and definition of vocabulary.
REFERENCE:
1.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge
University Press, 1990.
2.
Hill, David A. Visual Impact: Creative language learning through pictures. Essex: Longman
Group UK Limited, 1990.
3.
Harmer, Jeremy. The Practice of English Language Teaching. Essex: Longman Group UK
Limited, 1993.
4.
Thornbury, Scott. How to Teach Vocabulary. Essex: Pearson Education Limited, 2004.
5.
Tajieva, A., & Babaniyazova, N. (2015). EDUCATIONAL REFORMS IN THE REPUBLIC
OF UZBEKISTAN IN OPERATION.
ISJ Theoretical & Applied Science
,
7
(27), 134-137.
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING AT THE LESSON
Kaljanova U. – Teacher of the Nukus State Peagogical Institute
named after Ajiniyaz
The communicative approach has been a popular method in language teaching. The shift in
emphasis from developing linguistic competence to communicative competence has brought about
sophisticated changes in syllabus design. There have also been drastic changes in teaching methods,
with the monotonous drilling exercises being replaced by a wide variety of stimulating and innovative
course materials [1;36]. We can mention that from 2013/2014 academic year teaching of foreign
languages, mainly English, started from the first grade of the primary school in the format of games
and informal conversation lessons and since the second class schoolchildren learned the alphabet,
studied grammar and developed speech skills [5].
The range of exercise types and activities compatible with a communicative approach is
unlimited, provided that such exercises enable learners to attain the communicative objectives of the
curriculum, engage learners in communication, and require the use of such communicative processes
as information sharing, negotiation of meaning, and interaction.
Classroom activities are often
designed to focus on completing tasks that are mediated through language or involve negotiation of
information and information sharing. Several roles are assumed for teachers in Communicative
Language Teaching, the importance of particular roles being determined by the view of
Communicative Language Teaching adopted. Breen and Candlin describe teacher roles in the
following terms:
The teacher has two main roles: the first role is to facilitate the communication process between
all participants in the classroom, and between these participants and the various activities and texts.
The second role is to act as an independent participant within the learning-teaching group. The latter
role is closely related to the objectives of the first role and arises from it. These roles imply a set of
secondary roles for the teacher; first, as an organizer of resources and as a resource himself, second
as a guide within the classroom procedures and activities.... A third role for the teacher is that of
researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual
and observed experience of the nature of learning and organizational capacities [2; 99].
On the basis of such needs assessments, teachers are expected to plan group and individual
instruction that responds to the learners' needs.
Another role assumed by several Communicative Language Teaching approaches is that of
counselor, similar to the way this role is defined in Community Language Learning. In this role, the
teacher-counselor is expected to exemplify an effective communicator seeking to maximize the
335
meshing of speaker intention and hearer interpretation, through the use of paraphrase, confirmation,
and feedback. The focus on fluency and comprehensibility in Communicative Language Teaching
may cause anxiety among teachers accustomed to seeing error suppression and correction as the major
instructional responsibility, and who see their primary function as preparing learners to take
standardized or other kinds of tests. A continuing teacher concern has been the possible deleterious
effect in pair or group work of imperfect modeling and student error. Although this issue is far from
resolved, it is interesting to note that recent research findings suggest that "data contradicts the notion
that other learners are not good conversational partners because they can't provide accurate input
when it is solicited" [3; 134].
A wide variety of materials have been used to support communicative approaches to language
teaching. Unlike some contemporary methodologies, such as Community Language Learning,
practitioners of Communicative Language Teaching view materials as a way of influencing the
quality of classroom interaction and language use. Materials thus have the primary role of promoting
communicative language use. We will consider three kinds of materials currently used in
Communicative Language Teaching and label these text-based, task-based, and realia.
There are numerous textbooks designed to direct and support Communicative Language
Teaching. Their tables of contents sometimes suggest a kind of grading and sequencing of language
practice not unlike those found in structurally organized texts. Some of these are in fact written around
a largely structural syllabus, with slight reformatting to justify their claims to be based on a
communicative approach. Others, however, look very different from previous language teaching
texts. Morrow and Johnson's Communicate, for example, has none of the usual dialogues, drills, or
sentence patterns and uses visual cues, taped cues, pictures, and sentence fragments to initiate
conversation. Pair Work consists of two different texts for pair work, each containing different
information needed to enact role plays and carry out other pair activities. Texts written to support the
English Language Syllabus likewise represent a departure from traditional textbook modes.
A typical lesson consists of a theme (e.g., relaying information), a task analysis for thematic
development (e.g., understanding the message, asking questions to obtain clarification, asking for
more information, taking notes, ordering and presenting information), a practice situation description
(e.g., "A caller asks to see your manager. He does not have an appointment. Gather the necessary
information from him and relay the message to your manager."), a stimulus presentation (in the
preceding case, the beginning of an office conversation scripted and on tape), comprehension
questions (e.g., "Why is the caller in the office?"), and paraphrase exercises. [4;96]
A variety of games, role plays, simulations, and task-based communication activities have been
prepared to support Communicative Language Teaching classes. These typically are in the form of
one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice
materials, and student-interaction practice booklets.
In pair-communication materials, there are typically two sets of material for a pair of students,
each set containing different kinds of information. Sometimes the information is complementary, and
partners must fit their respective parts of the "jigsaw" into a composite whole. Others assume different
role relationships for the partners (e.g., an interviewer and an interviewee). Still others provide drills
and practice material in international formats.
Many proponents of Communicative Language Teaching have advocated the use of "authentic,"
"from-life" materials in the classroom. These might include language-based realia, such as signs,
magazines, advertisements, and newspapers, or graphic and visual sources around which
communicative activities can he built, such as maps, pictures, symbols, graphs, and charts. Different
kinds of objects can be used to support communicative exercises, such as a plastic model to assemble
from directions. Classroom activities should parallel the “real world” as closely as possible. Rather,
communicative language teaching today refers to a set of generally agreed upon principles that can
be applied in different ways, depending on the teaching context, the age of the learners, their level,
their learning goals, and so on. The following core assumptions or variants of them underlie current
practices in communicative language teaching. There are ten Core Assumptions of Current
Communicative Language Teaching.
336
REFERENCES
1.
Brown, H. D. (2001). Teaching by principles: An attractive approach to language pedagogy.
New York: Longman
2.
Chung, Siaw-Fong. (2005). A communicative approach to Teaching Grammar. Theory and
Practice. The English Teacher. 34. Selangor: Malaysian English Language Association (Melta).
3.
Richards, Jack C., and Theodore Rodgers
(2001). Approaches and Methods in Language
Teaching. Second Edition. New York: Cambridge University Press.
4.
Watcyn-Jones P., Deirdre Howard-Williams D. Activities for Pair Work 1 – UK: Penguin
Books, 2002.
5.
Tajieva, A., & Babaniyazova, N. (2015). EDUCATIONAL REFORMS IN THE REPUBLIC
OF UZBEKISTAN IN OPERATION.
ISJ Theoretical & Applied Science
,
7
(27), 134-137.
THE IMPORTANCE OF TEACHING CULTURE IN EFL CLASSROOMS
Farangiz Khakimova – senior student of
English Lanuage and Literature
Department of NSPI, Nukus, Uzbekistan
The growing awareness of the intertwined nature of culture-language has led to academic
studies and articles encouraging educators to place significantly more emphasis on teaching about the
target culture. Authors, such as Byron (1989), H. D. Brown (2007), Peck (1998), Atkinson (1999),
Moran (2001), and Mishan (2005) have discussed culture as an important and necessary component
in an effective language curriculum. In this context, Byron has written that his main goal is to develop
“an integrated discipline of teaching language and culture”[1; 23]. Moran subsequently added that
cultural awareness helps students discover and explore their personal perspectives, not only on the
target culture but the world as a whole [7; 75]. Whatever the motivation and reasons, learning a
foreign language is always “culture- bounded”. The flip side of the coin is that the features of a target
culture cannot be deeply taught without integrating instruction in the target culture’s language.
Proverbs reflect various spheres of human activity. In some theoretical issues proverbs called
proverbial constructions (as in the present manuscript) or paremiological units. All of them are equal
in meaning. They convey people’s knowledge and life experience from generation to generation for
many, many centuries [6; 765].
Using authentic sources from the target language community - newspapers, films, photos, news
broadcasts, and television shows - makes language learning more realistic, comprehensive, and often
enjoyable. According to Nunan and Miller, authentic materials “are not created or edited expressly
for language learners”. Authentic materials are designed for target culture speakers in their native
language.
Students “feel, touch, smell, and see the foreign peoples and not just hear their language” [8].
Authenticity enables students to better perceive social and cultural aspects of the target culture.
Authentic materials open the door to the study of the target language’s culture.
Moran notes that “culture is the evolving way of life of a group of persons, consisting of a
shared set of practices associated with a shared set of products, based upon a shared set of
perspectives on the world, and set within specific social context” [7; 24]. While discovering the
practices and products of the target culture, students inevitably compare the target culture to their own
culture and others as well. In the process, the learners develop personal perspectives toward cultures.
Along with a better understanding and respect for the diversity of cultures, students also gain a level
of appreciation for their own native culture [7; 78].
A teacher must consider a student’s age, gender, and language proficiency when selecting
materials in order to design relevant, authentic and appropriate tasks that are interesting and engaging.
For example, a teacher can incorporate authentic materials such as videos with varying amounts of
translation, Venn Diagrams, outlines, or charts [4; 78].
Textbooks are not enough for teaching a foreign language. Gilmore notes that “real life is not
as simple and straightforward as textbooks” [5; 366]. Authentic language learning prepares a student
