Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Modern approaches in language teaching
Ma'mura JURAEVA
1
, Shahnoza JUMAEVA
2
Navoi State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 March 2022
Accepted 20 April 2022
Available online
15 May 2022
This article discusses modern teaching technologies in
language teaching. The features of teaching techniques are
explained with concrete examples and evidence. Over time,
approaches to language teaching have changed and we have
come across modern classrooms. Each of these uses of language
can be seen as a text, as it exists as a whole with a beginning,
middle, and end, affirming organizational and content norms,
and being based on appropriate grammar and vocabulary.
Understanding the roles and relationships of the people using
the text and how these are established and maintained, e.g., the
relationship between a job seeker and a prospective employer.
This article is a collection of ideas that such approaches can
help to increase students
’
speaking skills and vocabulary.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss4/S-pp302-308
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
approach,
communication,
important,
language,
structure,
conversation,
task,
text,
usage,
context,
develop.
Til o
‘
qitishda zamonaviy yondashuvlar
ANNOTATSIYA
Kalit so
‘
zlar:
yondashuv,
aloqa,
muhim,
til,
tuzilma,
suhbat,
vazifa,
matn,
xabar,
kontekst,
rivojlanish.
Ushbu maqolada chet tillarni o
‘
qitishda zamonaviy
pedagogik texnologiyalar ko
‘
rib chiqiladi. Ta
’
lim usullarining
xususiyatlari aniq misollar va dalillarga asoslangan. Vaqt o
‘
tishi
bilan tilni o
‘
rgatish yondashuvlari o
‘
zgardi va biz zamonaviy
sinflarga duch keldik. Tilni ishlatishning har bir turi matn
sifatida qaralishi mumkin, chunki u boshlang
‘
ich, o
‘
rta va oxir
bilan bir butun bo
‘
lib, tashkiliy va mazmunli me
’
yorlarni
tasdiqlaydi va tegishli grammatika va so
‘
z birikmalariga
asoslanadi. Matnni ishlatadigan odamlarning rollari va
munosabatlarini tushunish, shuningdek, ish izlovchi va
potensial ish beruvchi o
‘
rtasidagi munosabatlar kabi ularni
1
Teachers of the Interfaculty Department of Foreign Languages, Navoi State Pedagogical Institute.
2
Teachers of the Interfaculty Department of Foreign Languages, Navoi State Pedagogical Institute.
E-mail: sh.jumayeva@mail.ru.
Жамият
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303
qanday tashkil etish va qo
‘
llab-quvvatlash haqida fikr bildiriladi.
Ushbu maqola bunday yondashuvlar o
‘
quvchilarning so
‘
zlashuv
qobiliyatlari va so
‘
zlashuvini yaxshilashga yordam berishi
mumkin bo
‘
lgan g
‘
oyalar to
‘
plamidir.
Современные подходы в обучении языкам
АННОТАЦИЯ
Ключевые слова:
подход,
коммуникация,
важно,
язык,
структура,
беседа,
задача,
текст,
сообщение,
контекст,
развитие.
В данной статье рассматриваются современные
педагогические технологии в обучении иностранным
языкам. Особенности методов обучения объясняются на
конкретных примерах и доказательствах. Со временем
подходы к преподаванию языка изменились, и мы
столкнулись с современными классами. Каждое из этих
видов использования языка можно рассматривать как
текст, поскольку он существует как единое целое
с
началом,
серединой
и
концом,
подтверждая
организационные и содержательные нормы и основываясь
на соответствующей грамматике и лексике. Понимание
ролей и взаимоотношений людей, использующих текст, а
также того, как они устанавливаются и поддерживаются,
например, отношения между соискателем работы и
потенциальным работодателем. Эта статья представляет
собой сборник идей о том, что такие подходы могут помочь
улучшить разговорные навыки и словарный запас
студентов.
In today
’
s globalization process, great changes are taking place in all important
spheres of society. Such changes have had a positive impact on the education sector, in
which new requirements are placed on its quality. In contrast to traditional education,
more attention is paid to independent learning in the study of subjects. Consequently,
one of the tasks of modern education is to form a person with a holistic view of the world,
a comprehensively developed person. Recently, there has been a growing interest in the
integration of academic disciplines to achieve success in comprehensive education. This
is especially true when teaching foreign languages. As part of the learning process,
teachers and methodologists are actively working to create a concept of teaching based
on interdisciplinary links, the ultimate goal of which is to increase the effectiveness of the
educational process. By promoting different models of integrated learning, teachers
strive to find common ground between different disciplines so that students
‘
knowledge
in one area is used in the teaching of other disciplines and the learning process becomes
more cognitive, will be simpler and more fun for students [1]. All this makes it possible to
generalize and systematize the acquired language experience and make it more complete
in terms of the educational function. Knowledge, skills and competencies acquired by
students in the learning process a competency that teaches to apply directly in daily life
creating approach-based STSs and applying them to the educational process the need
arose. The word
“
competition
”
is derived from the word
“
to compete
”
, Means
“
compete
”
,
“
compete
”
,
“
compete
”
. Literally translated, it means
“
competitiveness
”
. According to
scientific pedagogical, psychological sources, competence, competence is a very complex,
multi-part concept that is common to many disciplines. Therefore, his interpretations are
both voluminous and both in terms of content and in terms of meaning and logic content.
Жамият
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The essence of the term is also
“
efficiency
”
,
“
flexibility
”
,
“
Success
”
,
“
success
”
,
“
understanding
”
,
“
efficiency
”
,
“
readability
”
was also described on the basis of concepts
such as “property”, “property”, “quality”, “quantity” and in the general case the following
basic competencies have been developed confirmed:
a) competence for self-development;
b) information competence;
c) socially active civic competence;
d) national and cultural competence;
e) mathematical literacy, knowledge of science and technology news competence
to be and use.
Competence in independent and creative thinking Verbal (linguistic) competence
Sociolinguistic competence Pragmatic competence Human thinking is formed from
childhood. Therefore, before school, the process of spiritual and moral education in
school and extracurricular education conceptually, on the basis of a single system and
clear measures, all should be carried out regularly and continuously in stages and
regions. The formation of emotional-volitional sphere and mental functions is directly
related to the educational aspect. The educational aspect permeates the whole essence of
the educational process and is closely connected with all educational processes.
Therefore, in every lesson, the student must be directly involved in the educational
process: he must be educated in everything - what the teacher says, how he says it, how
the classroom is decorated. Thus, in the process of teaching a foreign language, many
links should be formed between the components of the educational process that directly
affect the effectiveness and quality of education, with the correct organization of training.
Communicative approach. Language is interaction; it is an interpersonal activity
that has a clear connection with society. In this context, in the study of languages,
attention should be paid to the use of language in both linguistic and social or situational
contexts. This statement defines the teaching of a foreign language within the framework
of communicative competence, by achieving which students can use the language for
further constructive communication. Using a communicative approach, students in the
classroom enter a foreign language communication environment, which brings them
closer to the real working conditions of language in an inter subjective mode [5].
Language teaching and understanding of foreign cultures has aroused great interest in
many nations throughout history. Over time, approaches to language teaching have
changed, and today we are confronted with modern classrooms where the message
conveyed is more important than the means of communication, and the process itself is
more important than the product. Text-based instruction:
Text-based learning, also known as a genre-based approach, appears to be a
competency that involves mastering different types of texts. Here the text is used in a
specific sense to refer to structured sequences of language used in specific ways in
specific contexts. For example, a person who speaks English during the day may use
spoken English in a variety of ways, including:
“Talking to a stranger in the park”
;
“
A phone call to make an appointment at the
supermarket”
;
“An unusual experience account for friends”
;
“Discuss a personal issue with a friend for advice”
.
Each of these uses of language can be seen as a text, as it exists as a whole with a
beginning, middle, and end, affirming organizational and content norms, and being based
on appropriate grammar and vocabulary.
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Provide a clear understanding of the structure and grammatical features of oral
and written texts. Link oral and written texts to their cultural context use:
“Designing work units to develop skills in relation to whole texts”
“Provide students with language
-focused internships as they develop their
language skills of meaningful communication through whole texts”. According to this
view, students in different contexts need to master the use of the most common types of
text in specific contexts [4]. These contexts include: studying at an English-speaking
university, attending an English-speaking elementary or high school, working in a
restaurant, office or shop, communicating with neighbors in a residential complex to do.
Step 1: Creating Context In this step, students:
The social context of the actual model of the type of text being studied is
introduced.
Investigate the structure of a text, the characteristics of the general cultural
context in which it is used, and the social goals achieved by the type of text.
Investigate the context of a situation by studying the content of a sample text
selected based on the objectives of the course and the needs of the students. Content
research includes:
–
Formation of knowledge on the topic of the model text and knowledge of the
social activity in which the text is applied, such as recruitment.
Understand the roles and relationships of people who use the text and how they
are established and supported, such as the relationship between the job seeker and the
prospective employer
–
Understand the communication channel you are using, such as using the phone,
talking face-to-face Context creation activities include:
–
Presenting context through pictures, audiovisual materials, reality, excursions,
travel, and more;
–
Determining social purpose through debates or surveys, and so on;
–
Intercultural activities such as comparing the differences between the cultures of
the two countries using the text;
–
Comparing a model text with other texts of the same or opposite type, such as
comparing a job interview with a complex verbal exchange involving a close friend, co-
worker, or a stranger at a service meeting;
For example, the intransitive, interrogative, and participle forms of sentences are
syntactic phenomena specific to both languages are listed. But if we analyze the word
order in Simple sentences, the word order in English is Uzbek is much stricter than the
language. The word order in Uzbek is the same as in English is relatively freer. This can
be seen in the following examples:
–
The hunter caught the rabbit;
–
The rabbit was caught by a hunter;
–
The hunter caught the rabbit.
To feel that the same idea is expressed, without taking into account some stylistic
differences in the above statements not difficult. The word order in the following English
sentence cannot be changed as in Uzbek.
The hunter caught the hare; The hare caught the hunter; Caught the hunter the hare;
The next two statements are also incorrect in content. There are some types of
sentences in English.
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We do not find such structures in Uzbek.
There is a book case in the middle of the room.
There is a bookshelf in the middle of the house.
Or, conversely, at the stage of Uzbek syntax, some sentence structures are radically
different from those in English.
–
Cold
–
It is cold.
–
You have to do it.
–
It is necessary for you to do this work.
This is the kind of study that has created difficulties for students in foreign
language teaching methods. It is important to take into account non-existent events more
efficient ways of organizing the process in accordance with the purpose, the introduction
of language material will help you choose. To prevent them, take a deeper explanation,
fixing work have to go. Taking into account students
’
language skills in teaching
grammar. We know from the methodological literature that teaching a foreign language
in a school takes place in a bilingual environment is increased. Students
’
language
experience in their native language and Russian before learning a foreign language will
have. They have many grammatical terms, events, rules and occupy the qualifier. They
have this experience with a teacher who teaches English in this class, in a group take into
account and teach students to use them where required. English language mother tongue
and Russian language, which they have mastered in teaching students many phenomena
of morphology a positive transfer from the experience can be made. For example,
prepositions in English are students is a difficult material to master, primarily because
there are no prepositions in the language. Second, prepositions are abstract concepts as a
set of words therefore, students face many difficulties in mastering them. If we based on
the students
‘
existing language experience in Russian, it is easier to master the
vocabulary.
Step 2: Model and deconstruct the text. At this stage, students:
“Investigate the structural language features of the model”
“Compare the model with other examples of the same text type”
Step 3: Build the text together. At this stage:
“Students begin to contribute to the creation of text
-based integrated examples.
The teacher gradually reduces the contribution to the text as students become
more able to control the type of text independently.
Collaborative thinking includes:
“The teacher invites the whole class to a conversation, discusses and edits, and
then writes
on the board”.
Text structure
–
Jigsaw and information listening texts
–
Working tests in small groups
–
Self-assessment and peer review activities
Let
’
s look at the conversation-oriented aspects of students in primary school:
Students were taught the concept of sets in their native language in mathematics.
Now they are teaching a foreign language. The teacher shows them a large piece of paper
with a round shape drawn on it and asks the children what color this shape is. They
recognize the color green and the teacher sticks the paper to the board. As a next step,
the teacher shows another red shape as if they made a mistake with brown, but the
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children correct it and soon the red shape is also pasted on the board. This exercise is
repeated several times with different colors, with which the children are already familiar
with English.
After a few minutes, four large round shapes appear on the board: blue, green,
brown, and gray. The teacher then pre-
teaches the word “collection” in
English, points to
each of the pictures, and repeats the new word with short sentences, such as: “So, this is a
collection. And that too collection. Is this also a collection? Yes so. What is this?… Another
collection?… Yes. How many collections are there
on the board now? ... Four collections,
right. He then asks the children to answer their questions:
T: “Now, what color is this set?…. Brown?… Yes, this set is brown.
T: “And what color is this set?…. Gray?… Yes, this set
gray.
‘
After learning a new word with him and reviewing the colors
students, teachers move to the next stage of language and curriculum integration.
He asked:
T: What color are your eyes? (Points to his own eye to help the child).
Ch: "Blue."
T: "Blue? Ok. So Ana
’
s eyes are blue. Then I write Ana
’
s name on the blue set.
–
Now everyone, repeat after me: Mother
’
s eyes are blue. (Children repeat as
suggested.) Soon the children will have a simple conversation with an English teacher,
which could be:
T: What color are Melika
’
s eyes?
Ch: Green.
T: His eyes are green ...
So it belongs in the blue set, right? ... (Children deny this) ...
Isn
’
t it?
Then which set? Oh, green ... what is green ...?
Ch: Install!
T: Install ... to the right. (He writes the girl
’
s name on it.)
Now, Paul, what color are the eyes of the boy / (girl) sitting to your left / (back /
front)? His eyes .... Continue…
Ch: His eyes are blue.
T: They are blue, good. So which set does it belong to? (Showing packages.) Blue
collection. Come and write his name on the blue set. Yes, it belongs to the blue collection.
So tell me, what color are Jovan
’
s eyes?
Ch: Jovan
’
s eyes are blue.
The process is repeated with all the students in the class, whose names are written
by the other children in the appropriate collections. During the process, the teacher
encourages the children to use different forms of possession and to recognize the
prepositional phrases they have already learned. It also encourages them to understand
some new languages in the context.
REFERENCES:
1.
M. T. Iriskulov. A.S. Shatunova English Phonetics. Toshkent 2007.
–
B. 162.
2.
O
‘
.H. Hoshimov, I.Ya. Yoqubov. Ingliz tili o
‘
qitish metodikasi. Toshkent
“O‘qituvchi”
.
–
1993.
3.
English Reader for 5-6 forms. G. Satimov, Sh.
Alimov. Toshkent “O‘qituvchi”
1995.
–
B. 67
–
68.
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4.
Brumfit, Christopher. (1984) / Communicative Methodology in Language.
Teaching. Cambridge: Cambridge University Press.
–
P. 50.
5.
Richards, Jack C. / Communicative Language Teaching. Cambridge University
Press 2006.
–
P. 10.
6.
Hymes
D. “Competence and performance in linguistic theory.
Language
acquisition: Models and methods.”, –
London: Academic Press, 1971.
–
P. 178.
7.
Holder J.
(1997).
Word
maps
and
charts.
[On-line],
Available:
http://www.borg.eom/~wvcselem/sauquoit/teacher/wordmaps.htm.
8.
Jones S. (1999). Midtisensory vocabulary
–
guidelines and activities. [On-line],
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