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INTENSIVE METHODS OF TEACHING ENGLISH IN HIGHER GRADES
Mirzanazarova Makhliyo Egamnazar kizi
Master's student
Kokand State Pedagogical Institute
https://doi.org/10.5281/zenodo.13932785
Abstract:
The article examines the technologies of intensive teaching of foreign languages
in senior classes of secondary school. Intensive technologies contribute to the effective
acquisition of the studied material in a short period of time.
Key words
: intensive teaching, intensive teaching technologies, cooperative learning,
language portfolio, English language.
In the methodology, intensive methods are considered as a specific system of training,
which differs from the existing so-called traditional methods in a number of parameters. In
terms of goals, intensive methods are aimed at achieving the maximum volume of assimilation
of material in the shortest possible time. The content of training includes mastering a set of
knowledge, skills and abilities sufficient to carry out activities in a certain area of
communication [5]. The distinctive features of all intensive methods, which constitute their
essence, are:
At present, sufficient experimental and practical material has been accumulated,
testifying to the effectiveness of intensive methods. With their help, it is possible to form and
activate the skills and abilities of practical language proficiency within a limited set of topics
and situations that are of increased interest to students in a relatively short period of study
time.
The conditions for teaching foreign languages using the intensive method in secondary
school, first of all, writes Denisova L. G. [2], are connected with the need to take into account
the social and age characteristics of schoolchildren. Experimental work has shown that the
intensive method can be used when working with all age groups. The reasons for this are: the
highest degree of personality development, an extensive information reserve, the desire to
c) global use of all means of influencing the student's
personality.
b) mobilization of hidden psychological reserves of the
student's personality;
a) the maximum possible activation of students during
classes;
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understand the world through communication with other people, the presence of an initial
language base. It is necessary to take into account age characteristics when selecting topics and
communication situations, ensuring the substantive side of the educational process, and
formulating communicative tasks.
In a secondary general education institution, English language classes in senior grades
using the intensive method include:
During classes, students learn using intensive technology – learning in cooperation. The
main idea of this technology is to create conditions for active joint learning activities of students
in different learning situations. Students were united in small groups (3-4 people), they were
given a common task, the role of each student in the group was discussed. Undoubtedly, the
teacher plays a leading role at all stages of the learning process. In order to properly organize
the learning activities of students, in order to subsequently achieve all the desired results, the
teacher must properly organize the preparatory stage of work, educational material and
teaching aids. The intensive course involves the introduction and consolidation of the studied
material in one lesson. Students, having mastered the necessary lexical material, are ready to
use it in practice. The activation of the studied lexical material takes place in 2 stages:
communication training and communication practice.
organizational
moment;
phonetic
exercises;
introduction of
new lexical
material
(dialogue,
words and
expressions,
synonymous
expressions,
lexical
exercises);
consolidation of
lexical material
(communication
training,
communication
practice);
knowledge
control, filling
out a language
portfolio.
communication
training
communication
practice
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According to Kitaygorodskaya G.A., classes at the communication training stage do not
have a rigid structure, but are uniform in the sense that all course tasks are solved
simultaneously in each lesson. This means that the lexical material received for the first time is
worked out in all types of communication exercises [3]. After students have worked through
the basic vocabulary on the topic being studied, it is necessary to consolidate the material
studied. This stage involves a freer and more creative use of the educational material by
students. The choice and use of language and speech tools are determined by the students
themselves. To do this, the teacher only outlines the situation, without tying the student to a
strict framework of tasks. Students work in collaboration. The teacher offers students specific
situations on the topic being studied, distributes the necessary handouts, students compose
dialogues or polylogues on the proposed plots independently in pairs or small groups, using
new lexical units that will help them expand their vocabulary.
Another intensive technology was used in this course of study – a language portfolio. The
main goal of a language portfolio is to adequately assess students’ knowledge of the lexical
material covered. Students assessed themselves independently, they do this not to get a grade,
but to find out how far they have progressed in learning a foreign language. As was said above,
the training was conducted using the following intensive technologies: collaborative learning
technology and the use of a language portfolio as a learning technology.
The methodological approach of the intensive course excludes formal assignments,
mechanical training of forms of linguistic phenomena and thus non-communicative use of
language. It was necessary to create a natural speech environment for using the studied foreign
language. To do this, the teacher needs to focus the students' attention on the semantic side of
the statement. It is important to note that, first of all, it is necessary to interest the students.
Intensive technology of teaching a foreign language can contribute to the effective assimilation
of the material being studied in a short period of time, with the help of activating the material
covered; students are able to overcome the language barrier and learn to communicate in a
foreign language without any particular difficulties, since with the help of technology - learning
in cooperation - the students did not have any problems, they solved all the issues that arose
together.
References:
1.
Abdullaeva S. Modern intensive methods and technologies of teaching foreign languages:
a tutorial. T.: Firdavs-shoh, 2024.
2.
Gulomov K. On the problem of intensifying the process of teaching senior classes. Bulletin
of Science and Education. No. 3. 2023. P. 197-201.
3.
Kitaygorodskaya, G. A. Intensive teaching of a foreign language: theory and practice:
Textbook. 3rd ed. - M.: Higher school, 2023.
