Glossary audiolingual teaching

3.3.The features of the V-VII periods of foreign languagesteaching in Uzbekistan
In 1961 the Decree «On improvement of FL teaching» was adopted, where the current conditions of FL teaching at schools and Higher Educational establishments and also shortcomings were analyzed, the objectives and measures for preventing gaps were defined. To increase the learners' motivation for FL learning in classrooms and out-of-class activity and bringing up the learners in the angle of internationalism the FL parties, festivals and contest were organized. Technical teaching aids found their application in the practice of FL teaching.
Since 1961-1962 the special groups to teach other disciplines in the FL had been organized in Tashkent and Samarkand State Universities. The Bukhara, Fergana, Kokand Pedagogical Institutes trained FL teachers.
Beginning with the 1960^th the elaboration and development of the FL methodology with reference to the national-context of Uzbekistan began.
In 1961-1964 the first English, German and French textbooks for 5 and 8 forms were published. But these textbooks were created on the material of the curricula for Russian schools. At the same time the specifics of the Uzbek language were taken into consideration. The mass implementation of FL textbooks was consistent with the development of theoretical matters. The published theoretical works promoted the effectiveness of FLT in the conditions of Uzbekistan. The scientists and teachers tried to solve the issues of the selection of the language material that was the base for the creation of the National curricula. In 1968 the first project of the National Curriculum for FL teaching at schools was worked out and it was introduced into the educational process in 1970.
Novel original FL textbooks for schools on the basis of the National Curriculum were published during 1970-1974. Thus, the linguo-didactic principle of taking into consideration the native language in the conditions of Uzbekistan was materialized in the curricula and textbooks.
This period is characterized by using grammar-translation and textual-translation, direct, cognitive and combined methods and approaches to FL teaching and learning.
This period was also a very fruitful for scientific-research activity. Several candidates and doctoral theses devoted to the important issues of FL methodology and philology were defended.
In 1970-1980 the Doctors of philological sciences (A.A.Abduazizov, J.J.Buranov, M.E.Umarhodjaev), professors in foreign linguistics and FL methodology (S.Saidov, J.Jalolov) appeared. Since the period gaining Independence of Uzbekistan the number of Doctors of philological and pedagogical sciences in the field of FL has increased (Sh.Safarov, K.Musaev, B.Tursunov, B.Rizaev, M.Nusharov, I.Mirzaev, H.Orzikulov, M.Holbekov, S.Rahimov, B.Samadov, H.Otajanov, D.Ashurova, M.Rasulova, G.Hoshimov, T.Sattarov, D.Yakubov, G.Makhkamova). Their doctoral thesises had an immense contribution to the development of linguistic and methodology sciences in the field of FL teaching in the Republic of Uzbekistan.
The great merit of FLT methodology development in Uzbekistan belongs to professor J.J.Jalolov. His original innovative ideas were reflected in the monograph «Issues of the content of the foreign languages teaching», the textbook «Foreign language teaching methodology» and the EL textbooks for schools and «Teachers' guide books».
After proclaiming the Independence of Uzbekistan in 1991 the main attention was paid to the reforming of the educational system. In 1992 «The Law on Education» and «National program of personnel training» came into force in Uzbekistan. In these directive documents the acquiring FL has become a necessity of the personnel training to meet the requirements of economy and policy of Uzbekistan and the whole world. On the basis of the set of directive educational documents the up-to-date State Educational Standards, teaching plans, curricula and syllabuses, FL course-books, teaching and methodical manuals for all educational stages have been created. The content of the FL teaching and learning is varied depending on the stage and type of educational establishment.
Beginning with 1980 the cognitive and communicative methods of FLT has been introduced. At present the communicative, intercultural and linguo-cultural approaches to co-teaching and co-learning FL and culture are being widely used in Uzbekistan.