Lecture the problems of linguodidactics in teaching foreign language methodology in ongoing education lecture outline

Task-based model /approach. TBA is a good alternative to either the PPP approach or the TTT method. In TBA-structured classes, teachers do not pre-determine the language specifics to study but base their lesson strategies on how a central task is completed by the learners. Similar to the other two approaches, TBA follows a sequential progression: 1) a pre-task introduction to be conducted by the teacher; 2) the learners‘ completion of a central task involving a particular language aspect; 3) reporting, analysis and feedback to be performed by the teacher concerning how the learners accomplished the central task; and 4) practice sessions to hone learner proficiencies in the language area.

The task-based approach is advocated by many educators because of several clear advantages. For one thing, TBA allows learners to employ all their language resources towards the completion of a task and not just pre-selected language areas as in the case of PPP. In addition, TBA utilizes natural, real-life language contexts that are highly relevant to learners. Hence, language exploration and learning directly arises from students’ actual needs and not as suggested in textbooks. TBA is also based on the premise that a holistic exposure to language - as opposed to incremental exposures common to PPP - is a better way of learning a new language.
A good EL lesson consists of much more than a series of activities and exercises that the teacher has strung together to occupy classroom time - and it involves much more than simply presenting the material in the current EL textbook. EL teaching is not only a field of practical activity but also a discipline that draws on a considerable body of knowledge and practice. Every lesson of a teacher should reflect a solid understanding of the nature of the language, of the EL learning and teaching, and of his/her learners - taking into account their needs as well as their learning styles and preferences.
QUESTIONS:

1. 
   What features of EL lesson can you say about?
   
2. 
   What do we mean by the cycle of lessons?
   
3. 
   What are requirements claimed to the FL lesson organization?
   
4. 
   Name the forms of interaction. What forms of interaction are more successful in communicative language learning?
   

REFERENCE

1. 
   Yoqubov I.. Chet til o‘qitish metodikasi. Foreign Language Teaching Methodology. - T.: O‘qituvchi, 2012..
   
2. 
   J.J.Jalalov. English Language Teaching Methodology. T. 2015
   
3. 
   J.J.Jalalov. English Language Teaching Methodology. T. 2012
   
4. 
   Richards J.C., Rodgers Th. S. Approaches and Methods in Language Teaching. Second ed. - Cambridge: CUP, 2002