1Write some information about history of flt generally

1Write some information about history of FLT generally

Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field.There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

The need to learn foreign languages is as old as human history itself. In the Ancient Near East, Akkadian was the language of diplomacy, as in the Amarna letters. For many centuries, Latin was the dominant language of education, commerce, religion, and government in much of Europe, but it was displaced for many purposes by French, Italian, and English by the end of the 16th century. John Amos Comenius was one of many people who tried to reverse this trend. He wrote a complete course for learning Latin, covering the entire school curriculum, culminating in his Opera Didactica Omnia, 1657.

In this work, Comenius also outlined his theory of language acquisition. He is one of the first theorists to write systematically about how languages are learned and about methods for teaching languages. He held that language acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have models of things, or else pictures of them. He published the world's first illustrated children's book, Orbis sensualium pictus. The study of Latin gradually diminished from the study of a living language to a mere subject in the school curriculum. This decline demanded a new justification for its study. It was then claimed that the study of Latin developed intellectual ability, and the study of Latin grammar became an end in and of itself.

"Grammar schools" from the 16th to 18th centuries focused on teaching the grammatical aspects of Classical Latin. Advanced students continued grammar study with the addition of rhetoric.

The study of modern languages did not become part of the curriculum of European schools until the 18th century. Based on the purely academic study of Latin, students of modern languages did much of the same exercises, studying grammatical rules and translating abstract sentences. Oral work was minimal, and students were instead required to memorize grammatical rules and apply these to decode written texts in the target language. This tradition-inspired method became known as the grammar-translation method.

The history of foreign-language education in the 20th century and the methods of teaching (such as those related below) might appear to be a history of failure. Very few students in U.S. universities who have a foreign language as a major attain "minimum professional proficiency". Even the "reading knowledge" required for a PhD degree is comparable only to what second-year language students read, and only very few researchers who are native English speakers can read and assess information written in languages other than English. Even a number of famous linguists are monolingual.

2. Provide information about the history of foreign language teaching in Uzbekistan.

Until 1924 foreign languages had two statuses in Uzbek educationalinstitutions: the first – Oriental languages were taught in religious educationalinstitutions; and the second – European languages were taught in Russianeducational institutions. Although, as above stated, there were several educationalinstitutions based on FLT but there weren’t published any special educationalmeans for Uzbeks. From 1924 (when Soviet Socialist Republic of Uzbekistan was established)foreign languages began to be taught under the special educational plans presentedby Moscow. In 1934, a two year course under the Evening Pedagogical Institutionwas transformed into the Faculty of Foreign Languages. A foreign languagebecame one of the main subjects in city schools from 1941 and in village schoolsfrom 1944. Those who received unsatisfactory marks in foreign language were notallowed to the next year. In 1948 Tashkent State Foreign Languages PedagogicalInstitute (TSFLPI) (since 1993 Uzbekistan World Languages University) wasestablished, under which in 1949 Correspondent Tuition and in 1960 EveningCourses were also created. By 1959, on the basis of information of the Ministry ofEducation of Uzbekistan, only 37 % of state schools taught a foreign language. Inthe 1950s the first attempts of adapting Russian programs and text-books onforeign languages for Uzbek schools were made. While in 1949 there were severalUzbek students in TSFLPI, their number increased by 1956, there were also localteachers with scientific degrees who defended their candidate dissertations oncomparative linguistics (Ya.Benyaminov, Kh.Barnokhujaeva) and methods of FLTin Uzbek schools