216
longer based on oral speech, because at this stage most of the language material is studied passively
(receptively). That is, reading comprehension plays a key role. Texts are also large in size, and language
material is complex. Reading, speaking, listening exercises are held regularly. When organizing a lesson,
a separate day is set for Reading, a separate day for Speaking, and a separate day for Listening.
Homework is also more complex than previous steps. Speaking lessons include a 2-minute talk with a
topic. Alternatively, text cards will be distributed to students. Each student gives their opinion on the
topic on the card of their choice. The speech requires the use of previous combinations, phrases,
introductions, new words, synonyms.
One can draw the conclusion that oral proficiency activities seem to be used very often in the four
teachers‘ EFL classrooms, especially oral interaction activities. The activities used for practicing the
students‘ fluency, pronunciation, interaction and ability to put the language into context. Moreover, the
oral proficiency activities often seemed to be used to get the students activated and engaged in a certain
project. This might make the teachers prioritise assessment of the students‘ writings over their speaking
since the written assignments are easily stored and accessed. Only one of the teachers mentioned that he
usually records the students‘ oral production and interaction so that he easily could go back and listen to
them several times. If more teachers did so, perhaps oral proficiency would seem more valuable, both
amongst students and teachers.
REFERENCES
:
1.
Richards, J.C. & Schimdt, R. (Ed.). (2002). Acquisition. In Longman Dictionary of Language
Teaching & Applied Linguistics (3
rd
Ed.). Edinburgh: Pearson Education Limited
2.
Allwright, R.L. & Bailey, K.M. (1991). Focus on the Language Classroom: An Introduction to
Classroom Research for Language Teachers. Cambridge: Cambridge University Press
3.
Arnaldi, P. (2009). Improving EFL Students´ Motivation through Enhanced Pedagogical
Methodologies. (Unpublished Graduate Paper). Universidad Austral de Chile, Valdivia.
4.
Johnson, K. E. The Sociocultural Turn and Its Challenges for Second Language Teacher
Education. // TESOL Quarterly., – London. 2006: – p 235.
MODERN METHODS OF TEACHING FOREIGN LANGUAGES
AT THE UNIVERSITIES
Uteshova Z.Kh.
PhD, Associate Professor, KarSU named after Berdakh,
Nukus, Uzbekistan
Djumamuratova B.
2
nd
year student, KarSU named after Berdakh,
Nukus, Uzbekistan
Abstract:
The article shows various methods and approaches in teaching students, their use and the use
of computer programs to achieve a good result in learning
Key words
: the method of ‗community‘, the method of ‗quiet‘ learning, the method of relying on
physical actions, the suggestopedic method
Аннотация:
В статье показаны различные методы и подходы в обучении студентов, их
применение и использование компьютерных программ для достижения успешного результата в
обучении
Ключевые слова:
метод «общины», метод «тихого» обучения, методу полного физического
отклика,
метод опоры на физические действия, суггестопедический метод
Annotaciya:
maqolada o'quvchilarni o'qitishda turli usul va yondashuvlar, ulardan foydalanish va
o'rganishda yaxshi natijaga erishish uchun kompyuter dasturlaridan foydalanish ko'rsatilgan
Tayanch so'zlar:
«jamoa» usuli, «jim» o'rganish usuli, jismoniy harakatlarga tayanish usuli,
suggestopedik usuli
The concept of the ‗community‘ method – the ‗adviser‘ method was introduced by the American
psychologist Ch. Curran, which is based on the humanistic approach to learning and the psychological
theory of the ‗adviser‘. The essence of this theory is that people need the help of an adviser-psychologist
and his participation is desirable in any kind of social activity of a person, including in education
[Curran:1972];[Curran:1976].
The specified ‗community‘ method is defined by the following features:
217
According to the humanistic approach to learning, students perform an important role in the
organization of the course. They determine the content of the training and choose the appropriate pace
and mode of work for them.
The teacher acts as an ‗adviser‘ who prompts the student with the phrases they need to conduct
conversations in a foreign language. The teacher should not be a leader or leader of the educational
process, and should not force students to take an active part in the communication process if they do not
want to.
The program of study is not specifically set, and students can spontaneously choose a topic of
interest to them.
An important teaching technique is translation from the native language into a foreign language.
The learning process is organized as follows. Students work in a group, sit around a table and
discuss the topic of the conversation in their native language. Then communication is gradually conducted
in a foreign language. The teacher does not participate in the conversation and observes the discussion,
and then gets involved in this process, offering equivalents in a foreign language. Students repeat phrases
and then record them on a tape recorder.
The method of ‗silent‘ learning – the silent way, is based on the structural approach in linguistics
and the humanistic direction in psychology. The author of this method is Caleb Gattegno. He transferred
his experience of creating programs for teaching mathematics and reading in his native language to the
methodology of teaching foreign languages. The author believes that the initiative in the classroom should
come from the student, whose speech takes up most of the school time, and the teacher should speak as
little as possible. [Gattegno:1963]; [Gattegno:1972]
Learning in silence is a technique that promotes students‘ mental activity and concentration
during the task. The use of the method of ‗quiet‘ learning involves a high degree of interest of students
and the presence of internal motivation, which is not always real, stimulating independence and the use of
visual aids. [Kitaygorodskaya
:
2010]
Psychologist James Asher developed a method of relying on physical actions – Total Physical
Response – TPR, based on structural linguistics, the humanistic direction in training, as well as on the
position of psychology on the coordination of speech. The essence of this method is that when teaching a
foreign language, it is necessary to simulate the process of mastering the native language [Asher
:
1984].
The ‗suggestopedic method‘, which was developed under the guidance of Psychiatrist
Georgi Lozanov, got its name from the term ‗suggestology‘ – the science of suggestion. Georgi Lozanov
defines the concept of ‗suggestology‘ as ‗the science of the liberation of hidden human capabilities‘, and
explains the success of ‗suggestopedia‘, for example, by the decisive importance of direct influence in a
state of pseudo-responsiveness, and not by the organization of students' activities. This approach rebuilds
both the motivation system and the learning process itself, which leads to its high efficiency, which
consists in its focus on the comprehensive development of the student's personality, on the simultaneous
development of its intellectual, emotional and motivational sides. [Lozanov:1988:6]
An important feature of this method is the activation of memory reserves, increasing the
intellectual activity of students, and the use of suggestion. The method of communicative tasks –‗Task-
based learning‘ solves a number of communicative tasks offered by the teacher. Students at the same time
perform speech and non-speech actions, come into contact with each other. They can often use not only
speech, but also physical actions, gestures, and facial expressions.
Learning a foreign language using a computer – ‗Computer assisted language learning‘ is based
on a personality-oriented approach, thanks to which computer-based learning has gained mass popularity.
There are the following groups of programs:
training programs for individual work at home or in computer classes, focused on mastering
grammatical forms, lexical units, speech patterns, as well as programs for teaching reading and writing;
text programs for individual, pair and group work, allowing students to modify the text: place
punctuation marks, rearrange sentences;
game programs that are built on problem situations and promote motivation.
Most people believe that computer programs are entertaining, interesting, and increase
motivation, but still they do not form a communicative competence and will not be able to replace a
teacher. The consciousness – raising approach is based on the lexical and grammatical forms of the
language and is based on the inductive method of language acquisition.
This approach is in many ways similar to the ‗conscious-comparative method‘, which assumes
that thinking in all languages is the same, only the forms of its expression differ. The most important
advantage of this approach is the unconscious mastery language, the use of the studied phenomena in
communication and the use of authentic materials.
But it is also necessary to point out the negative aspects:
218
the exaggeration of the role of linguistic knowledge,
the operations of comparison, comparison and analysis.
The ability to master a foreign language is largely degrees depend on a number of factors that must
be considered when choosing techniques and teaching methods in each specific situation. Speaking about
the methods of teaching foreign languages, it should be clarified that they must comply with the
conditions of study of the university of this profile. There are many intensive methods and concepts of
teaching foreign languages. Intensive teaching methods are designed not only in the shortest possible time
to form a certain set of skills and abilities for the learner, but also to force the learner to overcome the
psychological barrier that inevitably arises when artificially forming secondary language competence.
REFERENCES:
1.
Adler G. NLP modern psychotechnologies. Saint Petersburg. 2011
2.
Asher James. Language by command. The Total Physical Response approach to learning
language // The way of learning. Summer. 1984
3.
Asher, James Learning Another Language Through Actions. 5
th
ed. Los Gatos, CA: Sky Oaks
Productions. 1996.
4.
Caleb Gattegno. Teaching Foreign Languages in Schools: The Silent Way. 1
st
ed. Reading, UK:
Educational Explorers. 1963.
5.
Caleb Gattegno. Teaching Foreign Languages in Schools: The Silent Way. 2
nd
ed. New York:
Educational Solutions. 1972.
6.
Curran Charles Arthur. Counseling-learning in Second Languages. Apple River Press. 1976
7.
Curran Charles Arthur. Counseling-learning: A Whole-person Model for Education. Apple River
Press. 1972.
8.
Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. English Language Teaching Methodology: theory
and practice. Т.: «Fan va texnologiya», 2015, 336 p.
9.
Khamdamova G., Niyazova M., Ishankulova G. Intensive Methods of Teaching Foreign
Languages. The science. Thought: an electronic periodical journal. Scientific journal. № 10. 2014
10.
Kitaygorodskaya G.A. Methodology of intensive teaching of foreign languages. M.: Higher
School, 2010
11.
Larsen-Freeman, Diane. Techniques and Principles in Language Teaching Second Edition
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New
York: Oxford University Press. 2000.
12.
Lozanov G. Suggestology. Sofia: Science and Art. 1971.
13.
Lozanov G., Gateway. The Foreign Language Teacher's Suggestopedic Manual. New York :
Gordon and Breach, 1988.
14.
Rachmaninova I.V. ed. The main directions in the methodology of teaching foreign languages in
the 19
th
and 20
th
century. M.: Pedagogy. 2013
