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LINGUISTIC BASES OF ENGLISH LANGUAGE TEACHING
METHODOLOGY IN PRIMARY GRADES
Sa'dullayeva Iroda Jo'rabek qizi
Odilova Shakhrizoda Hayotbek qizi
Qo‘qon Universiteti Andijon filiali, filologiya va tillarni o’qitish (ingliz tili)
ta’lim yunalishi 1- bosqich talabalari.
Abstract:
This article discusses the linguistic foundations of English language
teaching methodology in primary grades.
Keywords:
language, speech, language material, types of speech activities,
speech competence, linguistic competence, phylogenesis, ontogenesis, mechanical
memory, mediation, verbalization of speech.
INTRODUCTION
The linguistic foundations of English language teaching methodology in primary
grades should be distinguished from the linguistic foundations of the teaching process.
The linguistic foundations of the methodology of teaching English in primary grades
help a modern teacher in selecting language material for an individual working
curriculum, methodologically organizing it and presenting it.
As is known, the linguistic foundations of teaching reflect the educational
content of communicative competence in linguistics and are described in the DTS,
programs and textbooks.
Initially, it is necessary to understand the term communicative competence. The
term communicative competence is defined as the ability to use acquired knowledge,
skills and competencies in the foreign language being studied in the process of
communication. The word competence, which expresses the main concept in this term,
was originally used by N. Chomsky in the sense of “grammatical competence”, that is,
the knowledge of the speaker and listener about the language. D. Hymes became the
author of the term communicative competence, stating that in the process of mastering
language knowledge (grammar), a child also improves his communicative competence
by learning how to use it correctly, that is, when, where, to whom, how and about what
it is appropriate to speak. Today, competence represents the set of knowledge, skills,
abilities, personal qualities and qualities necessary for a person to work in various
fields.
Linguistic competence involves acquiring knowledge about language material
(phonetics, lexicon, grammar) and skills in speech activities (listening, speaking,
reading and writing).
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Sociolinguistic competence allows the speaker to choose the necessary linguistic
form and method of expression based on a particular speech situation, communicative
purpose and desire. Sociolinguistic competence includes socio-cultural competence
and implies the ability to know the national characteristics of authentic speech,
customs, values, rituals and other national-cultural characteristics of the country in
which one lives, and to present the language in comparison with the country being
studied.
Pragmatic competence implies the ability to get out of difficult situations by
asking for clarification, apologizing, etc. when misunderstandings arise in a
communicative situation in a foreign language being studied.
Methodologists-scientists divide the content of English language teaching into
a) linguistic components that generalize language and speech material, b)
psychological components that consist of skills and abilities, and d) methodological
components that determine the acquisition of learning methods.
However, in today's modern education, it is required to master not only language
and speech material, but also material related to country studies and linguistic and
cultural studies. This necessitates the introduction of socio-cultural and intercultural
approaches to English language teaching. All this complicates the task of selecting and
presenting language and speech material for textbooks and working curricula.
Taking into account the fact that in accordance with modern requirements,
students must master not only language and speech material, but also material related
to the culture of the native speaker of English, it is necessary to pay attention to
sociolinguistic content when choosing linguistic material.
Experience shows that a modern teacher, not limited to using the main textbook,
selects additional materials from various sources in order to improve the quality and
effectiveness of the lesson, based on the capabilities of students in the classroom. For
this reason, a modern teacher must competently solve the problem of who, what, how,
and how much to teach when improving the working curriculum in a subject.
In most cases, as a result of the teacher's collaborative work aimed at teaching
and students' learning goals, the acquisition of communicative competence at the level
of program requirements is not achieved. One of the main reasons for this is the
inadequacy of the number of exercises presented in textbooks that serve to acquire
linguistic, sociolinguistic and pragmatic competencies. Because some textbooks were
created as a result of excessive attention to Western linguistic didactics, the number of
exercises that serve to acquire speech competence is significantly higher in them. Or
vice versa, the number of exercises that serve to master the language material in order
to thoroughly prepare for entrance exams to higher educational institutions may
prevail. A modern teacher must be able to maintain balance and use special
methodological measures to fully realize the goals of the lesson.
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When choosing program material, the teacher should take into account the age
of the students, as well as how their speech activity is developing and how it can be
developed. For example, it is necessary to determine how many lexical units a student
can (but not necessarily) master in one hour (40-45-51 minutes) of class time (at home
without the support of a tutor). To do this, it is necessary to understand that speech
activity cannot be different in the native language and in English. Speech activity is
one and develops according to its own laws. It has its own form and content and is
closely related to the development of the individual.
Knowing how the student's speech activity is structured, the teacher can
adequately select exercises and tasks that serve its development, using speech activity
as a means, not a goal, and aligning it with the educational paradigm focused on the
individual and the acquisition of competencies. Only then will the educational
paradigm focused on the acquisition of knowledge, skills and abilities give way to
person-centered education. A teacher who is knowledgeable in the psycholinguistic
aspect of the methodology (in the process of learning English, which occurs on the
basis of experiences in mastering the native language) will be able to develop not only
the types of speech activity of the student, but also the complex.
As is known, teaching a foreign language is the organization of the process of
speech occurrence or perception in this language. The meaning of the term "speech"
means the method of forming and expressing thought, the practical use and realization
of language. Language is a means of communication and interaction, a system of signs,
a tool, a means of expressing and generating thought. Language is a common
phenomenon for its users, that is, social speech is an individual specific phenomenon.
Language, simply put, is a system of units and their connection, speech is an oral and
written text. Expression of thought is called (re)productive speech activity in
psycholinguistics, which includes speaking and writing. Perception of the expressed
thought (the product of speech and writing) is receptive speech. The speaker and the
receiver of the thought are summarized in a single term called the communicator. The
communicator, in turn, is called the (re)producer (speaker and writer - the speaker of
the thought) and the recipient (the receiver of the thought - the listener and the reader).
In modern methodology, a distinction is made between “receptive” and
“reproductive” minima. The receptive language minimum is understood as language
material that serves for communicative competence from the listening and reading
types of speech activity. The reproductive language minimum serves for the acquisition
of communicative competence from the speaking and writing types of speech activity.
In solving the problems of psycholinguistics, such prominent psychologists as
professors Lev Semyonovich Vygotsky, Jean Piaget, Patricia Driscoll, Tatyana
Gordon, Nikolai Ivanovich Jinkin, Alexei Alekseevich Leontyev, Irina Alekseyevna
Zimnyaya have made a great contribution.
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It is known from the research of L.S. Vygotsky that the development of speech
in a foreign language is fundamentally different from the development of speech in the
native language. Speech in the native language is (almost) not developed without the
participation of consciousness and is not purposefully developed. The child's speech
and thinking develop in parallel. That is, the child uses language tools to express the
thought formed in his mind and thus begins to understand the world around him. In the
process of understanding the world, concepts expressed in language are formed. In the
process of developing speech in English, a completely different picture emerges. When
starting to learn English, the student acquires to a certain extent language and speech
experiences in his native language and the skills to perform basic thinking operations
in this language.
The acquisition of English language units is not coordinated with the process of
understanding the surrounding world. In this process, the student develops not thinking,
but the competences of adequately using the means and methods of expressing thoughts
specific to another language and culture. This, in turn, requires that the principle of
awareness of teaching be emphasized. That is, for the acquisition of communicative
competence, language material on phonetics, lexis and grammar is methodically
prepared and presented. Special communicative exercises are performed in order to
consolidate the acquired knowledge of the language material and develop speech skills
and competencies in English on its basis.
The development of speech in primary school students as a way of expressing
thoughts in English is carried out with great difficulty. Because the formation of
thoughts occurs internally in the native language, and the expression is carried out
externally in English. If, in the process of learning English, the student constantly
translates the code of his native language into the code of the English language, he
learns language means, and not the method of expressing thoughts in English.
It is clear that the process of language acquisition occurs in the summation of
conscious and involuntary actions, but the "activation" of the mechanisms that ensure
these actions depends on the conditions and age at which language learning is initiated.
In children of primary school age, speech and thinking processes in the native language
develop very rapidly, and mechanical memory, in turn, is replaced by logical memory,
comparison, juxtaposition, analogy, classification, and generalization. If English is
taught at this age on the basis of imitation and memorization, this develops mechanical
memory and, as a result, leads to the stagnation of speech development in the native
language. This, in turn, leads to the stagnation of speech and thinking development, as
well as the formation and expression of thoughts. In developing a student's English
speech, it is necessary to form an alternative method of expressing thoughts
comparable to the method of expressing thoughts in English, that is, in the native
language. For this, it is recommended to familiarize primary school students with the
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methods of expressing thoughts in English by teaching speech patterns. Because a rich
repertoire of speech patterns is important in developing students' pragmatic
competence and compensating for not yet formed grammatical skills. In this case, not
individual units in the language, but holistic models or structures (constructions) that
include these units are compared.
The concepts of speech patterns, formulaic chunks, fixed expressions and
substitution tables, created by representatives of the linguistic direction that studies
structure, have become widely popular in methodology. Speech patterns and
substitution tables emdiv the lexical, grammatical and pronunciation aspects of the
foreign language being studied and are a ready-made phenomenon for its perception.
In the process of speech development, the child acquires not only the language
system, but also the means of expressing his feelings, inner experiences and desires.
Thus, language serves as a means of socialization and individualization, forming the
child's personal "I". The speech of a three-year-old child acts as a tool for
communication and is inextricably linked with practical activity. Dialogic speech
appears in it. The need to ask questions about things of interest or answer questions
from adults requires dialogic speech. At the heart of dialogic speech are broad
opportunities for active mastery of the grammatical structure of the native language.
Dialogic speech is an integral part of the child's collaborative activities with adults.
In the process of communicating with adults, the child realizes that he belongs
to the linguo-ethno culture that surrounds him. In the process of learning English, the
student is introduced to the social and linguistic environment characteristic of another
linguo-ethno culture. In the initial stages of traditional English teaching, more
emphasis is placed on teaching monologic speech. For example, in textbooks, examples
such as “This is a dog.”, “That is a caw.” are found (Kids’ English 2:24). Such
examples, according to I.A. Zimnaya and E.V. Passov, teach speech to perform actions,
not communication or interaction. And there is no motivation in performing speech
actions.
CONCLUSION
It is known that speech in the mother tongue develops for the child as a necessary
tool for life, the only means of communication. Intrinsic motivation plays an important
role in the development of speech in the mother tongue. That is, the child learns the
mother tongue not to please his parents or teacher, to get an excellent grade, to master
the language material, but to satisfy his biological needs.
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