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PRINCIPLES OF INTENSIVE LANGUAGE LEARNING
Norpulatova Visola
Turopova Munisa
Abstract: This article provides a qualitative analysis of the theoretical
foundations, practical applications and effects of intensive language learning
methods on learning, the methods of achieving effective support in a short time
using the intensive process, organizational methods of the lesson and ways to
develop the motivation of language learners are considered. The article
emphasizes the role of modern technologies, interactive methods and individual
enterprises.
Keywords: intensive training, language learning, language competence,
practical methods, motivation, interactive methods, rapid learning
Knowledge of languages necessary for globalization has become a necessary
necessity for modern man. in the process of learning a language in a short time,
intensive language learning methods are gaining experience. This study will cover
the methods of intensive development, trial and application.
Intensive language learning is a method of obtaining a large amount of
knowledge in a short time, which includes daily and active training. Through such
a light, the learner quickly enters the language environment and enters into active
communication.
A foreign language teaching method is understood as a set of teacher and
educational processes that provide access to practical, general educational,
educational and developmental means of teaching a foreign language. The term
method is used in the meanings of “set of teaching methods” and “direction of
education”. In the first sense, in the theory of education, the process is used in the
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sense of methods, while in the second sense, we can find it in works on the history
of educational methodology. For example, the translation method of teaching a
foreign language, the direct method, the cognitive-comparative method, the
traditional method, the intensive method, etc.
Much of the success in language learning depends on the internal motivation
and confidence of the learner. The ability to set goals, set goals and appreciate
success is a great enterprise.
Mobile applications, online lessons, and language programs based on
artificial intelligence make intensive training more effective. Through them,
independent and continuous training can be conducted.
The current development of education is leading to the development of
innovative pedagogy in new directions. In this process, it is necessary to think about
the content of the concept of “innovation”. “Innovation” is borrowed from English
and means “the introduction or dissemination of newness”. Innovation was deeply
studied by the American scientist E. Rogers from a social and psychological
perspective. In his work, he analyzed the processes of implementing innovations,
the characteristics of participants, and their attitude to innovations.
In the scientific field, the concepts of “innovation” and “innovation” are
different from each other. “Innovation” means a new style, method, methodology
or technology, while “innovation” is an integral development process associated
with the implementation of innovation in practice at certain stages of the
educational process. Today, achievements in the field of world science are also
having an impact on our country. Modern innovative technologies are increasingly
penetrating our lives.
Phenomena in nature and society are interconnected and continue to develop
continuously. The phrase “foreign language methodology” evokes in the human
mind a system of methods and techniques aimed at teaching a language, as well as
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an independent pedagogical discipline. This methodology was formed and is
developing in close connection with didactics.
The theory of teaching all subjects is based on didactics, which serves as a
scientific basis. The methodology of teaching a foreign language is also built on
didactic principles. Didactics represents the general theory of education,
methodology - the method of teaching a particular subject, linguodidactics - the
general theory of teaching languages, and linguomethodology represents the
science of teaching a particular language. The term “method’’ means the method
of teacher and student activity that serves to form knowledge, skills and
competence in students. This concept is widely used in various interpretations.
Communicative didactics is a new educational approach that defines the
main directions in teaching foreign languages and is aimed at teaching students to
communicate. This method occupies an important place in the methodology of
teaching foreign languages.
Communicative didactics includes:
• Open and flexible lesson structure;
• Priority attention to the topic and content;
• Conversation and group work as the main form of the lesson;
• Ensuring the active participation of students and encouraging them to use
the language freely and creatively;
• Emphasis on exercises that move from comprehension to expression;
• The importance of using visual materials in interpreting meaning and
organizing tasks;
• Learning the language through communication in real-life situations, i.e.,
through everyday conversations;
• Teaching the understanding of original texts along with the oral use of the
language.
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In addition, English teaching methodology consists of guides, methods, and
strategies that allow the learning of language knowledge through the organization
of lessons, lectures, and exercises. Through these methodologies, an
assimilationist, interactive, and practice-oriented environment is created for
students during language learning. The following guidelines provide general
methods and recommendations for teaching English:
Setting goals: The teacher should determine the main objectives of the lesson
and the desired level of language knowledge of the students. This will help in
compiling lessons and teaching materials.
Interactivity and communication: Active interactivity and communication
should be carried out between students within the framework of the basic principles
of language learning. Conversations, role-playing, partner work and group
exercises are useful in this regard.
Context-based lectures: It is important for the teacher to structure lectures
based on the basic communicative abilities of his students. This can be done by
using a variety of language skills, examples, pictures and graphs. Practice-oriented
reading and writing exercises: Students should use practice-oriented exercises in
the reading and writing processes. This requires independent use of sentences,
guides and additional materials.
Listening and listening: An important part of language learning is working
on listening and listening skills. The teacher should develop these skills by teaching
lectures and listening sessions that strengthen students' listening.
In the educational process, it is advisable to use various teaching techniques
to help students learn the language independently. For example, independent
learning is activated through tasks such as translation, sentence correction, and text
rewriting.
Enhancing students’ enthusiasm for learning: Students can be further
activated by arousing their interest in language learning during the lesson,
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encouraging them, and recognizing their achievements. These methods play an
important role in increasing their level of knowledge.
Proper organization of the curriculum and indicators: In order to effectively
organize the language learning process, it is necessary to plan the order of lessons
and activities. The sequence of topics, lesson schedules, and defined indicators
provide students with direction and help them study systematically.
Assessment of achievements: By assessing students' achievements in the
language, showing and encouraging their successes, self-awareness and motivation
for independent learning can be increased.
Application of the communicative method: Through a practical and
communicative approach, students acquire language in a natural way. In this
method, students' expressive abilities are developed through systematic work on
grammatical and lexical knowledge.
Audiolingual method - this method is mainly aimed at developing listening,
speaking and writing skills in language teaching. Students are introduced to real-
life situations through dialogues, and they repeat sentences based on various audio
and additional materials. This method teaches students to speak clearly and fluently
after listening through intensive training.
The structural method is based on the mastery of grammatical structures and
rules in language teaching. Students analyze sentences, deeply understand
grammar, and acquire the skills of constructing correct sentences from words.
Practical exercises and various external materials are widely used in this process.
Through external resources and online platforms, students can use a wide
range of materials such as textbooks, interactive exercises, audio and video lessons.
These platforms allow students to work independently at a convenient time for
them.
Immersion method - in this approach, language teaching is carried out
through everyday communication, writing, listening and speaking processes.
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Students naturally master grammar, apply rules based on text, and learn the
language more deeply through written work.
In general, these methods are selected according to the needs of each group
or student. The most important aspect is to maintain students’ interest in learning
the language and their internal motivation, because this is what plays a major role
in the success of the learning process. Also, the expression intercultural dialogue is
now widely used in foreign language teaching methodology. We can use this
concept in various contexts. In fact: Intercultural dialogue is a communication-
information of representatives of different cultures about their social origin,
mentality, national character, lifestyle, traditions, value system, etc. 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 being studied. Each foreign
language lesson is a cultural crossroads, an intercultural dialogue practice. Because
each foreign language word in this process reflects the life and culture of a foreign
country. The task of teachers is to develop the communicative and communicative
abilities of pupils and students. To do this, it is necessary to master new teaching
methods aimed at developing the four speech activities in a foreign language, as
well as textbooks that teach people how to communicate effectively.
For a teacher to successfully perform his/her work, not only subject,
pedagogical and psychological knowledge, but also another special feature -
communication skills and competencies are certainly necessary. A person begins
to acquire communication skills from infancy. However, not everyone can establish
communication to the required level after growing up. The teaching profession, by
its nature, is one of the “human-human” professions, and therefore the ability to
communicate is one of the leading, professionally important skills for a teacher.
Depending on the teacher’s communication and interaction with students,
1
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University
Press.
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children’s interest in the subject, and therefore, their learning motivations, are
formed. The method of pedagogical communication affects the students’
knowledge of the subject, the effectiveness of skills, and the culture of interpersonal
relationships, and creates a unique moral and psychological climate in the
educational process. Communication is an important condition for the socialization
of a person. In this regard, it is necessary to know what pedagogical communication
actually is. Pedagogical communication is a mutual cooperation between a teacher
and a student, which is based on the exchange of information, primarily educational
information, and helps to understand the pedagogical communication partner, as
well as to carry out mutual cooperation activities. In this case, information is
conveyed both verbally, that is, through speech, and non-verbally. In the process
of pedagogical communication, the teacher should play a key role and be an
example for students. This is assessed by his communicative culture. The
communicative culture of a teacher is a professional-pedagogical communication
with the subjects of his educational process. The necessary level of communicative
culture can be defined as the one in which the teacher can positively perceive his
students and colleagues and unconditionally ensure the achievement of educational
and upbringing goals. The social significance of communicative culture is that a
teacher who possesses it can create a positive psychological climate in the
relationships between all subjects of the educational process, implementing
important principles of modernization of education - humanism and
democratization.
Learning a foreign language is a multifaceted teaching, in which a person
undergoes complex psychological changes. In particular, a process of comparing
the native language with the foreign language occurs. Various teaching methods
and technologies are used in this process. Using modern pedagogical technologies,
teaching a foreign language by comparing the native language with the foreign
language gives effective results. Teaching a foreign language requires knowledge
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of its methodology. Methodology and technologies play an important role in the
process of learning a foreign language. There are various methods of
methodological science in organizing a lesson. The methods widely used in foreign
language teaching methodology are: the method of communicative didactics, the
method of organizing intercultural dialogue, and the method of organizing
exercises. All three methods are closely related and complement each other. Since
the science of methodology is related to the science of didactics, communication is
based on it during the study of a foreign language, and the method of
communicative didactics is formed. In the process of applying the communicative
didactics method, the teacher's method of forming intercultural dialogue is also
formed. As a result of learning a foreign language, the culture of another country
is also mastered. In foreign language teaching, the “technique of organizing
exercises” is of great importance for acquiring the necessary knowledge.
One of the main requirements for teaching foreign languages using Internet
resources is to create interaction in the lesson, which is usually called interactivity
in the methodology. Interactivity is “the unification, coordination and
complementation of efforts in the communicative goal and result using speech
tools’’.
By teaching a real language, the Internet helps to form speech abilities and
skills, and also ensures sincere interest in teaching vocabulary and grammar, and
therefore efficiency. Interactivity not only creates real-life situations, but also
forces students to respond adequately to them in a foreign language. One of the
technologies that provide student-centered learning is the project method as a way
to develop creativity, cognitive activity and independence. The typology of projects
is diverse. Projects can be divided into monoprojects, collective, oral, specific,
written and Internet projects.
Conclusion, Intensive language learning is one of the effective methods that
meets modern requirements, which includes a methodological approach,
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motivational factors and technological tools. Programs built on the basis of these
principles guarantee high results for both the language teacher and the learner.
References
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Abdurahmonova, G. (2021). Zamonaviy til o‘rgatish metodikasi. Toshkent:
O‘zbekiston pedagogika nashriyoti.
2.
Brown, H. D. (2007). Principles of Language Learning and Teaching. 5th
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Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in
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Shodmonov, S. (2020). Oliy ta’limda chet tillarini o‘qitish metodikasi.
Toshkent: Ilm ziyo nashriyoti.
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Krashen, S. D. (1982). Principles and Practice in Second Language
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