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MODERN METHODS IN FOREIGN LANGUAGE TEACHING METHODOLOGY
To’rayeva Mushtariy Akhatovna
Student of Jizzakh State Pedagogical University
E.mail: mtorayeva86@gmail.com
Scientific supervisor:
Safarova Dildora,
Teacher of Jizzakh State Pedagogical University
ANNOTATION:
This article talks about the methodology of foreign language teaching, the
history of its development as a science, the types of modern methods used in the methodology of
foreign language teaching and their use.
ABSTRACT:
This article discusses the methodology of foreign language teaching, the history
of its development as a science, the types of modern methods used in foreign language teaching
methods and their use.
KEYWORDS:
methodology, innovation, foreign language, communication, skills,
competencies, didactics, intercultural communication.
INTRODUCTION
Modern educational development has given rise to a new direction of innovative pedagogy.
Innovative - means "introduction (dissemination) of innovation" in English. The socio-
psychological aspect of innovation was developed by the American researcher E. Rogers. It is an
innovation process studied the classification of participants, their attitude to the news, etc. The
concepts of novelty and innovation are mutually different in scientific areas. "Innovation" means
a tool, new method, methodology, technology. "Innovation" is a process that develops according
to certain stages of education. The development of world science is growing and developing day
by day. It is this positive development that has had an impact on our country. Advanced
innovative technologies are being applied to our world of science. As a result of this, our
President named this year as "Year of Youth Support and Public Health", which increased the
responsibility of the youth of our country. It would not be a mistake to say that the wide
application of advanced, modern innovative technologies in the fields of education has opened
the door to many opportunities and goals for young people learning foreign languages.The
subject of the methodology is the process and methods of education through the subject of a
foreign language, the science of teaching a foreign language, the study of teacher and student
activity is considered the subject of the methodology.
The main concepts of methodology - method, method, principle. Didactics - what do we teach?
is the content of teaching. Methodology - how do we teach? means educational methods and
methods. The concept of method - methodology is derived from the Greek-Latin word
"methodos-"methodus" and means the ways leading to a certain goal, the meaning of the method.
In various literature, you can find the narrow and broad meaning of the term. "Methodology "in a
narrow sense, the term refers to the concept of education related to the concrete lesson process.
A guided lesson that includes instructions related to the planning of lessons and the preparation
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of teaching materials The term "method" refers to the selection, classification and distribution of
educational material What is the content of education, and how are methods of education taught?
rather, it is the process of formation of a person's personality by getting to know the educational
resources and values of a foreign culture and applying them to one's own cultural life. In
Europe, foreign language learning has long been considered a privilege in higher education, and
public schools are seen as educating the privileged few.The methodology of foreign language
teaching as a science has more than 200 years of history. During this period, it can be observed
that different attitudes towards foreign language teaching methodology were expressed. One of
these views belongs to academician L.V. Shcherba. In his opinion, although the methodology of
teaching any subject is a subject, it is not considered a theoretical subject. It solves practical
issues. In particular, the methodology of foreign language teaching is not based only on the
evidence of psychology, but is based on general and specific linguistic studies. If linguistics
deals with the origin and laws of movement of language phenomena, the methodology answers
the question of what should be done in order to use the necessary language phenomenon in
practice based on these laws. The most valuable books on methodology are also written by
linguists. These include G. Suit, one of the phonetists of the 19th century and a great English
linguist, O. Yesperson, who is considered the most original phonetist and theoretical linguist in
England at the end of the 19th and the beginning of the 20th century, the 19th century among the
most prominent French linguists at the end and beginning of the 20th century are F. Bruns and
Bréal, a prominent Anglicist and famous phonetician V. Fyodor, and others. Academician L.V.
Shcherba and his mentor, the great linguist scientist I.A. Baudouin-de-Courtone and their
students dealt with the issue of language teaching methodology in Russia.Psychologists have a
different attitude to the methodology of foreign language teaching. Professor V.A. Artemov
made a valuable comment about the relationship between methodology and psychology. In his
opinion, psychology provides material for methodology. Methodology studies how the teacher
conducts the lesson. Psychology deals with how students learn this subject. However, this
opinion cannot be fully agreed. Because the teacher in the process of teaching, and the student in
the period of mastering, experience certain mental processes and states, whether they want to or
not, they face and are influenced by the laws of psychology.
A deeper study of the literature on the history of methodology shows that some researchers call
methodology an art. They usually refer to the idea of the French Methodist Penlache, that
there are no "good" or "bad" methods, there are "good" or "bad" teachers. People who have such
an opinion can be answered with the thoughts of the German Methodist E. Otto, expressed in
1924. He says: "If someone considers methodology to be an art, he confuses the theory of
science with its practical application."Each discipline has its own set of concepts. Among the
main concepts adopted in the foreign language teaching methodology, the following can be
included: educational system, educational method, educational principle, educational tool,
methodological method.
The method of foreign language teaching means the set of teacher and student activities that
ensure the achievement of practical, general educational, educational and developmental goals of
foreign language teaching. The term method is used in the sense of "set of educational methods"
and "direction of education". First, in the theory of education, the process is used in the sense of
methods, and in the second sense, we can find it in works on the history of teaching methods. For
example, the translation method, the correct method, the conscious-comparative method, the
traditional method, the intensive method, etc.
.DISCUSSION AND RESULTS
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The phenomena of nature and society are interconnected and develop in a continuous
relationship. None of them, since science is a reflection of objective reality does not exist in
isolation from others. At the same time, the phenomenon and the object can be the source of
research of many sciences, for example, linguistics (linguistics), spiritual science (psychology),
educational science (didactics) studies the social phenomenon "language" from its own point of
view. The term "foreign language methodology" evokes the following association in a person's
mind: first of all, it is understood as a set of methods and methodical methods aimed at teaching
a language, or scientific knowledge about teaching methods, and finally, independent
pedagogical science comes before our eyes. The methodology of foreign language teaching has
developed in harmony with didactics. It is undoubtedly known to all of us that the teaching
theories of all educational subjects are based on didactics science and receive scientific nutrition
from it. Foreign language teaching is also based on didactics. Didactics is the general theory of
education, methodology is the science of teaching a specific subject, linguodidactics is the
general theory of language teaching, linguomethodology is the science of teaching a specific
language. The term "method" means the work method of the teacher-pedagogue and the student
in order to acquire knowledge, skills, and create worldviews and knowledge opportunities in
students. This concept has countless definitions. The application of methods in foreign language
teaching has been around for a long time, and principles are relatively new methodological terms.
Historically, the methods were grouped into four groups, and their names were called
"translation", "correct", "comparative", "mixed".The history of methods is the famous methodist
prof. Deeply studied by I.V. Rakhmanov. The method of translation is mainly in two forms, and
it is called grammar-translation and text-translation methods. From the point of view of the
grammar-translation method, a foreign language is studied for general educational purposes.
Grammatical exercises are performed in order to develop the logical thinking of the language
learner. Expressing grammatical knowledge is considered to be the main goal of education. The
main principles of this method are as follows:
1. Language learning is based on written speech.
2. Grammar was taken as the subject of study, and the lexicon was chosen accordingly. Grammar
exercises were the main method of work.
3. First, grammatical rules were memorized, and then it was recommended to make sentences
based on the rules.
4. Grammatical forms and the meaning of words are revealed by means of literal translation.
5. Language material is mastered by literal translation and dry memorization.
6. Limited to individual memorization of words out of context.Method without translation.
Different forms of this method are known historically. They can be divided into two large groups:
natural and correct methods. Learning a foreign language in a natural way should be similar to
the conditions of acquiring the mother tongue. The main goal of the method is the idea that by
learning to speak a foreign language, it is possible to learn to read and write. The most important
of the principles included in the natural method is to create a language environment. Various
approaches have appeared in the practical application of the advanced methodical principles.
This can be clearly seen in the creative activity of the method exponents.
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The new interpretation of the purpose of foreign language education was mainly based on the
results of pragmatic linguistics research. This field of linguistics interprets language as a field of
human activity rather than a system of linguistic forms. In the field of foreign language
education, since the beginning of the 70s, a set of new conclusions has led to intense discussions
in the field of educational goal setting. New curricula were adopted, which set the main
directions of foreign language education, with the goal of "teaching students to communicate",
"Befaeigung zur Kommunikation" (communicative Kompetenz).In the 70s, the "communicative
method" was proven in several stages after a series of attempts. In this way, the science of
methodology was developing. We cannot master any foreign language without a deep study of
its methodology. The method of "communicative didactics" is also considered important in the
foreign language teaching methodology. Communicative didactics includes the following.
- Open and flexible lesson concept;
- subject and content are important;
- the main form of work in the lesson: talking and working in groups;
- it is necessary to pay attention to student activation and creative and free use of language;
- Pay strong attention to the exercise based on the principle from understanding to expressing
thoughts;Visualization (visual support) plays an important role in revealing the meaning,
defining the scope of the movement and organizing the exercise;
- Studying daily speech communication in a real life situation (dialogue practice);
- It is important to use the language orally and at the same time to understand the original texts.
Communicative didactics prioritized the use of natural speech situations as material for listening
comprehension, i.e. in transport, at the train station
Examples include advertisements, radio and television commercials, telephone conversations,
and the like. Objectives for listening comprehension have changed. Narrating and controlling
what you listen to has also taken on a different tone. This method distinguished the following
types of listening comprehension for the listener based on the purpose:
■ Understanding the main content of the text in a broad sense, not paying attention to some
details;
■ When accurate information is important, for example, the need for the weather for a certain
place, the announcement of the arrival and departure of a train, etc. is included in this method.
Keeping this knowledge in our minds, learning information about communicative didactics,
based on the concept of "communication", is related to the term "intercultural
communication".The term intercultural communication is widely used in the methodology of
foreign language teaching. It is this concept that we can apply in many different contexts. In fact:
Intercultural communication is communication-information about the social origin, mentality,
national character, way of life, customs, value system, etc. of representatives of different cultures.
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In this process, it is necessary to educate and develop students in the spirit of respect, patience
and correct understanding of the culture of the country they are studying.
Every foreign language lesson is a cultural intersection, a practice of intercultural
communication. Because every foreign language word in this process reflects foreign life and
culture. The task before teachers is to develop the ability of pupils and students to communicate.
For this, it is necessary to learn new methods of education aimed at developing the four speech
activities in a foreign language, teaching manuals that teach people to communicate effectively.
The formula of intercultural communication is patience and tolerance. It is necessary to avoid
socio-cultural mistakes in intercultural communication. For example, in German people, "Tee
oder Kaffee?" that is, we answer the question "tea or coffee" in our native language with "Tee",
"tea", but in German, such an answer is not appropriate. In German, the answer is "Bitte, Tee",
that is, "Thank you, tea". Words connect people through communication. As a result of using the
new material simultaneously in all types of speech activity skills and abilities are created.In this
process, the quality and efficiency of education will increase if communicative tools,
demonstration, types of modern technology, methods, and the principle of consistency are
provided.
In order to successfully work, a teacher-teacher needs not only subject, pedagogical and
psychological knowledge, but also other special features - communication skills and
qualifications.
A person begins to acquire communication skills from infancy. But after growing up, not
everyone can communicate as well as they should. By its nature, the profession of pedagogy is
one of the "human-human" professions, and that is why the ability to communicate is considered
one of the leading and important professional skills for a pedagogue. interest in the subject of
study, therefore, study motives are formed.Pedagogical communication method affects the
students' subject knowledge, results of skills, culture of interpersonal relations, creates a unique
moral-psychological climate in the educational process. Communication is an important
condition for socialization of a person. At this point, it is necessary to know what pedagogical
communication actually is.Pedagogical communication is a mutual cooperation between a
teacher and a student, it is based on the exchange of information, first of all educational
information, helps to understand the partner of pedagogical communication, as well as to carry
out mutual cooperation activities. In this case, information is conveyed both verbally, that is,
through speech, and non-verbally - through means. In the process of pedagogical communication,
the teacher should play the main role and be an example for students. This is evaluated by his
communicative culture.
A teacher's communicative culture is a professional-pedagogical dialogue with the subjects of his
educational process. As a necessary level of communicative culture, it can be defined that the
teacher can positively accept his students and colleagues, and education and upbringing can
definitely ensure the achievement of its goals. The social importance of communicative culture is
that the teacher who possesses it can create a positive psychological climate in the interaction of
all subjects of the educational process, important principles of modernization of education being
- implements humanization and democratization. The personal significance is that a pedagogue
with a communicative culture has high self-confidence, enjoys communication with his
pupil,feels free in the chosen work activity.The teacher's communicative culture can include the
following:
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1. Communication skills.
2. Educator's openness to communication.
3. Communication culture of the teacher.
4. Pedagogical communication methods.
Communicative skills can be divided into the following groups:
1. Social and psychological skills. They prepare students to engage in communication, create a
positive impression, help each student to accept his/her identity and status level, predict the
development of interpersonal relationships, use psychological influence tools, be able to
persuade, instill, enables identification.
2. Moral-aesthetic skills. To be able to see this dialogue on a humane, democratic basis, to
observe the rules of professional etiquette, to place the value of each student as an individual, to
study creative cooperation with the student team and each student. 'rnata acquisition skills count.
3. Aesthetic skills. It is determined by the ability to harmonize internal and external situations, to
have artistic ability, aesthetic expression, to attract teenagers to the high culture of
communication, to activate their emotional mood, optimistic perception.4. Technological skills.
This is determined by the ability to choose different forms of cooperation of educational tools,
methods, methods, choosing the optimal method of communication management, observing
pedagogical delicacy, increasing its educational effectiveness.
A number of personal qualities necessary for the culture of pedagogical communication -
honesty, openness, self-control, demandingness, sincerity, patience includes tolerance, endurance,
tactics, etc. The teacher should not only develop his communication skills, but also the students'
intercultural communication. It is necessary for the teacher to have a good knowledge of the
psychology of students and young people, to have a thorough understanding of their social views
and socialization processes. It should be noted that the success or failure of pedagogical
intercultural communication depends on the method of treatment chosen by the pedagogue-
teacher and how he can apply it in practice. During the lesson, the teacher should not only work
on his own, but should also be able to interest students in the lesson process and teach them to
express their opinion freely. Of course, this result can only be achieved by the correct
organization of the lesson, advanced,can be achieved only through the widespread use of modern
innovative technologies. The innovative activity of the teacher includes the analysis and
evaluation of the innovation, the formation, implementation and analysis of the purpose and
concept of future actions, and the evaluation of the effectiveness. It is clear from all the above
opinions and comments that in order to achieve such positive results, the pedagogue should
apply the next step in foreign language teaching.
CONCLUSION
Learning a foreign language is a multifaceted discipline, in which a person undergoes complex
psychological changes. In particular, the process of comparing the native language with a foreign
language occurs. Various teaching methods and technologies are used in this process. With the
help of modern pedagogical technologies, teaching by comparing the foreign language with the
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mother tongue gives an effective result. Teaching a foreign language requires knowledge of its
methodology. Methodology and technologies are important in the process of learning a foreign
language. There are various methods of teaching methodology. The widely used methods in
foreign language teaching methodology are: communicative didactic method, intercultural
dialogue organization method and exercise organization method. All three methods are closely
related and complement each other. Since the science of methodology is related to the science of
didactics, it is based on communicativeness during foreign language learning and the method of
communicative didactics is created. In the process of applying the method of communicative
didactics, the teacher's method of forming intercultural communication is formed. As a result of
learning a foreign language, the culture of a foreign country is also learned. In order to acquire
the necessary knowledge in foreign language education, "exercise organization technology" is of
great importance.Practice is the best way to master all knowledge. The exercise gives a positive
result not only in foreign language education, but also in the acquisition of knowledge in all
fields. Effective organization of the lesson, the role of the pedagogue and modern pedagogical
technologies in it is incomparable. It is important to organize the process of learning a foreign
language with a communicative approach, to bring the next level to the level of intercultural
communication, and to achieve such results, it is important to pay attention to the last step,
"exercise technology". Teaching a foreign language in order to effectively organize the process,
it is necessary to acquire knowledge of modern pedagogical information and communication
technologies.
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