Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №14

Бурун бўшлиқлари ва қўшимча бўшлиқларининг юзнинг ташқи 
қопламларига проекцияси: 
1-олди қоринча; 
2-панжарасимон лабиринт бўшлиқлар;
3-гоймор бўшлиғи; 

---

227 
4-бурун бўшлиғи юқори бўлма тирқиши. 
Бурун бўшлиғи остида оғиз бўшлиғи жойлашган. Унинг ён деворлари 
яноқлар саналади, унинг тубини тил тўлдиради, олд деворини лаблар ҳосил 
қилади (ёпиқ ҳолатида). 
Лабларда уларни ёпадиган, оғиз тирқишини ҳосил қиладиган ва унинг 
шаклини ўзгартирадиган мушаклар мавжуд.
Адабиётлар 
1. Қаххоров Н.Б «Вокал ижрочилиги » ўқув қўлланма Тошкент «Иқтисодиёт – 
молия »2008 йил 28-36 бетлар. 
2. Хамидов Х «Ўзбек анъанавий қўшиқчилик маданияти тарихи» Т. Ўқитувчи 
1966 йил 46-бет 
3. Ёққуббекова М Ўзбек халқ қўшиқларнинг лингвистик талқини .Т: фан 
2004 йил 35-36 бетлар. 
4. Морозов В .» Вокални слух и голос» Масква:2006 г. Ст 19-20 
5. Дмитриев Л.Б. Основы вокальной методики 377бет. Ўша жойда. 388 бет 
6. Гарсия. Шк. пения. М.1967. 44б.
7. Қаюмов Жавоҳир Содиқхўжа ўғли ACADEMIC RESEARCH IN 
EDUCATIONAL SCIENCES SCIENTIFIC JOURNAL 2020 Мусиқа ўқитувчиси 
ва унинг касбий маҳорати 703-705 бет
8.Одил Юнусов Science and Education 2020ЎЗБЕК МИЛЛИЙ САНЪАТИНИ 
ЎҚУВЧИ-ЁШЛАРНИНГ ОНГИГА СИНГДИРИШ ЙЎЛЛАРИ 304-306 бетлар. 

---

228 
ФИО автора: 
Akhmedova Mashkhura Khudoyberdi kizi 
Student, Jizzakh State Pedagogical Institute 
Название публикации:
«MODERN METHODS IN THE PREPARATION OF 
FUTURE ENGLISH TEACHERS» 
Annotation 
This article discusses how to improve English language education through the use 
of modern and innovative methods in the preparation of future English teachers. 
Keywords: 
communicative method, modern trends, intensive techniques, role 
games, interactive methods, systematic principle.
The latest trends, methods and developments reflect the important role of the 
educational sector in general with the adoption of the educational process, emphasis on 
the quantity to higher quality, increasing adoption of technology, the need for 
professional talent and so on. Also, many modern methods are aimed at 
communication, and one of their most important goals is to teach communication and 
language skills. Each of the methods uses different tools, methods and principles. That 
is, each of the methods has its own characteristics. 
The first distinctive feature of the communicative method is that the purpose of 
teaching is not to master the English language, but "English culture", which includes 
cognitive, educational, developmental and educational aspects. These aspects include 
the introduction and study of not only the language and grammatical system of the 
language, but also its culture, its relationship with Native culture, as well as the 
structure, character, characteristics of the English language, its similarities and 
differences with the native language. They also include the satisfaction of the student's 
personal cognition interest in any areas of his / her activities. 
The second characteristic feature of communicative technique is the acquisition 
of all aspects of English language culture by means of communication. The 
communicative method first promoted the position that communication should be 
taught only through communication, which became one of the characteristic features 
of modern methods. In communicative teaching methodology, communication 
performs the functions of learning, cognition, development and upbringing. 
The next distinguishing feature of the proposed concept is the use of all the 
functions of the situation. Communicative learning is based on situations that are 
understood as a system of relationships. The main emphasis here is not on reproducing 
visual aids or pieces of reality with the help of oral visualization, but on creating a 
situation as a system of relations between future English teachers. Discussion of 
situations built on the relationship of future English Language teachers makes the 

---

229 
process of teaching English language culture as close to natural and real 
communication environment as possible. 
The communicative technique also includes mastering the nonverbal means of 
communication: it is an additional factor in memorizing lexical and any other material, 
such as gestures, facial expressions, positions, distance. A distinctive feature of the 
communicative technique is the use of both conditional speech exercises, that is, such 
exercises, which are built on the complete or partial repetition of the teacher's replicas. 
With the acquisition of knowledge and skills, the nature of conditional speech exercises 
becomes more complicated until the students' statements become independent and 
meaningful and they are needed. 
Modern Trends of Teaching English The process of English communication 
learning will be more student-centered but less time consuming. Therefore, it promises 
that the teaching quality will be improved and students’ applied English 
communication can be effectively cultivated, meaning that students’ communicative 
competence will be further developed. Language in education would ideally and 
ordinarily build on such naturally acquired language ability, enriching it through the 
development of literacy into an instrument for abstract thought and the acquisition of 
academic knowledge. Teachers use a range of local texts or English translation of 
literature in the classroom. The use of language as well as the use of a variety of accents 
in listening activities or tests is encouraged in the English language classroom. With 
the proliferation of tablets and smart phones, it is believed that textbooks will disappear 
in a few years. Furthermore, the access to knowledge in terms of flexibility and 
mobility has changed drastically. Teaching in English language classes focuses on 
fostering the students thinking as well as language content, outcomes and learning 
activities. There are significant and complex student-teacher interactions inside and 
outside the classroom. In a knowledge based society and to remain competitive and 
employable, teachers are expected to engage in a continuous professional development 
or the professional learning activities from the beginning to the end of their careers. As 
with any other profession, teachers are also expected to assume a greater responsibility 
for their own professional learning, continually developing their knowledge and skills. 
The effectiveness of the project methodology is largely facilitated by the rational 
and emotional content of the topics included in the study. Their gradual complication 
should also be noted. But the peculiarity of the themes is their concreteness. From the 
very beginning of the training, future English teachers are expected to participate in a 
meaningful and complex communication without simplification and primitivism. 
Another distinctive feature of the project methodology is the special form of 
Organization of communicative and cognitive activities of future English teachers in 
the form of a project. The project, as already mentioned above, is an independent work 
carried out by the student, in which Speech Communication interacts with the 
intellectual-emotional content of other activities. 

---

230 
The novelty of the approach is that potential English teachers are given the 
opportunity to build the content of communication from the first lesson. In such a 
course, texts are few. 
Each project is related to a specific topic and will be developed over a certain 
period of time. The topic has a clear structure and is divided into sub-topics, each of 
which ends with a task for the project work. A particularly important feature is that 
future English teachers have the opportunity to talk about their thoughts, plans. Thanks 
to the work carried out on the project, a strong language base will be created. 
The division of skills into two types is also characteristic: the skill of the language 
learner and the skill of the language user. For the development of the first type of skills, 
phonetic and lexical-grammatical exercises of the educational character are used. 
These are exercises for imitation, replacement, extension, modification and restoration 
of individual phrases and texts. Their peculiarity is that they are given in a figurative 
form: in the form of text to test memory, attention. 
Grammatical skills are usually taught in the form of work on a schedule basis. 
Especially important is the fact that all the exercises are carried out in the process of 
developing the presented project. 
For practice in the use of language, many situations are given, which are created 
with the help of verbal and predicate-figurative imagery. 
Here it is obvious that the distinctive features of communicative and project 
methods have many similarities, are based on the same principles, but they are used in 
different ways of teaching. In the first case, training is based on the use of situations, 
in the second-on the use of projects. 
We proceed to the intensive method and consider its specific features. This 
method is based on the psychological term "proposal". This is the first characteristic 
feature of intensive techniques. The use of the proposal makes it possible to transfer or 
remove various psychological barriers in future English teachers in the following way. 
The teacher uses logical forms of training, taking into account psychological factors, 
emotional influence, conducts training. He also uses various types of art (music, 
painting, theatrical elements) in the classroom in order to have an emotional impact on 
future English teachers. 
In addition, a distinctive feature of the intensive technique is that the proposal is 
widely used, based on the position of the two hemispheres of the brain in different 
functions. The introduction of emotional factors in the teaching of English language is 
quite active in the process of assimilation, opens up new perspectives in the 
development of the methodology of teaching English language. The whole 
environment of classes is organized so that language learning is accompanied by 
positive emotions. On the one hand, this is an important incentive to create and 
maintain interest in business. On the other hand, the mental activity of future English 
Language teachers, supported by emotional activity, ensures the most effective 
memorization of the material and the acquisition of speech skills. 

---

231 
Another distinguishing factor is the active use of Role Games. The peculiarity of 
intensive training is that educational communication preserves all socio-psychological 
processes of communication. Role communication is a game, a learning and a speech 
activity. But at the same time, from the point of view of future English teachers, role 
communication is a form of organizing the educational and educational process from 
the point of view of the teacher, if it is a game activity or natural communication, and 
not in the content of the motivational activity, but outside it. 
According to L. G. Denisova, the main effective aspects of interactive methods of 
teaching foreign languages: 
- to create a strong motivation for learning and this is done with motivation, real 
people; 
- high and fast learning efficiency: on the second day of the groups, students 
communicate in a foreign language under study; 
- presentation and mastering of plural speech, lexical and grammatical units; for 
one presentation 150-200 new words and several typical grammatical phenomena are 
introduced and mastered. 
This, too, is undoubtedly a distinctive feature. 
All of the above are characteristic features of the intensive technique, which, to a 
greater extent, provides its effectiveness. These specific thoughts are almost different 
from the previous two methods. Only in one way, perhaps, they are similar. All three 
methods are considered a prerequisite for successful training of teamwork in a positive 
emotional environment. At the same time, more attention is paid to such skills as 
speaking and listening in an intensive way. 
What are the characteristics of the activity-based methodology of teaching 
English language? It should be noted that there are a lot of such teaching aids, which 
are typical only for the methodology of activity. 
Initially, we note that the creators of this technique believe that it is necessary to 
separately train the design skills and the ability to work with the reported message 
content. To ensure conscious possession of language tools and the development of 
design skills, they must be formulated until the training of content management skills 
takes place. This implies another specific feature of this method. 
In the methodology of activity, there is a division between the initial acquisition 
of language tools and the subsequent acquisition on the basis of the existing knowledge, 
skills and skills of the use of language tools. 
But a truly distinctive feature of the methodology of activity is the separation of 
what is called linguistic speech-communicative units. During training, only the verbal 
state of the units of the language is not enough for full - fledged communication-the 
verbal state should be included in their freedom of choice in speech. Language units, 
which have a conversational status and provide full-fledged communication in terms 
of freedom of choice, depending on the meaning of the message, are called Language 
communication units, as previously mentioned. 

---

232 
The last distinctive feature is the use of such a method as conditional translation, 
which applies not only to what future English teachers have mastered, but also to what 
they have been taught at this stage. 
It turns out that the method of activity differs significantly from the first three 
methods in its specificity. 
Currently, the aim of teaching English language is to teach students to 
communicate in English. The purpose of education is much broader than the 
acquisition of certain skills and qualifications, the possibilities of the subject "English" 
are much wider. Therefore, now the purpose of teaching English can be formulated as 
follows: to teach students not only to participate in communication in English, but also 
to actively participate in the formation and development of the student's personality. 
Based on this, most of the modern methods of teaching English are based on the 
principle of active communication. 
Communication involves the construction of learning as a model of 
communication process. In order to learn the main features of the communication 
process, first of all, it is necessary to switch to personal communication with future 
English teachers, so that a normal psychological climate develops when working with 
the audience. Secondly, in order to solve this problem, it is necessary to use all methods 
of communication (the student and the teacher change their thoughts, feelings and 
words and structures), information (the teacher by passes the status of the teacher and 
the student, if there is an interactivity (when the teacher interacts with students on the 
basis of any other activity of Education), perception (when there is The third necessary 
condition is the creation of communicative motivation-the need to motivate students to 
participate in communication in order to change the relationship with the interlocutor. 
Communication should be built in such a way that there is a step-by-step mastering of 
speech material. 
Motivation for communication can be a variety of stimulus. When working with 
the project methodology, work is being done on these joint projects. The same 
incentive is used in distance learning and intensive methods. Often the situations that 
are used in the process of training are of a problematic nature. These situations should 
contribute to the formation of different opinions among future English teachers and 
should not give a clear solution. The discussion of such cases allows different opinions 
to collide, causes the need to protect your own point of view, that is, it is necessary to 
communicate in English. The use of problematic situations also has another positive 
side, since it allows to solve educational tasks, it is possible to educate an active person 
only when discussing situations based on Real values. 
It is also worth noting that situationality should pass all stages of mastering the 
material of speech at all stages of training. 
In addition, team collaboration is widely used in almost all ways. The trend of 
replacing Individual work with group work has been developing for a long time. 
Teamwork is very active for the team. The formation of skills and qualifications takes 
place in the system of collective actions that contribute to the internal mobilization of 

---

233 
the capabilities of each student. Forms of team collaboration are easy to implement in 
a group. It works in pairs, triangles, micro groups and full groups. It should also be 
noted that role communication, which is constantly interacting with personal 
communication, is its condition. The role communication situations in which skills and 
skills of English language communication are formed ensure the transition to a higher 
level of communication. 
However, collective work is carried out in all ways differently. In the 
communicative method-is the creation of Real similar situations, the conclusion of 
problematic issues and their discussion. The project methodology also uses group 
collaboration across projects. 
The next feature found in all methods is cognitive independence. At present, it is 
taken into account that the teaching of the English language should be based on a 
fundamentally new basis, which includes the transfer of attention from the transfer of 
ready-made knowledge to the future teachers of the English in the process of active 
educational and cognitive activity to the completion, thereby forming an active person 
with creative thinking. This principle is widely used in the methodology of activity, 
since it is designed primarily for students with a well-established logical mind. In 
addition, it provides for the conscious mastering and meaningful use of language tools, 
as well as the formation of solid knowledge and skills. 
In the English Language Teaching Methodology, the characteristics of intensive 
methods of teaching English language are becoming increasingly common. For 
example, multifunctional exercises. It should not be forgotten that polyfunctionality 
should be inherent in all speech exercises in the existing training practice. After all, 
there are several types of activity: listening, speaking and certain grammatical 
knowledge. 
At the same time with conditional speech exercises was a characteristic feature of 
communicative technique. Now they are also used in an interactive way. 
Almost in all ways, there is another opinion that arises with small differences. 
This is the principle of managing the educational process based on programming in a 
communicative concept. At the same time, everything is quantified, starting with the 
goals and ending with the material, the educational process is divided into certain 
cycles. In the project methodology, this phenomenon is called "systematic principle", 
which is manifested not only in the separation of material into subjects and subtopics, 
but also in the organization of the cycle of the learning process. In distance education, 
the learning process is structured; the structure of the course is modular, the student 
can clearly understand the transition from the module to the module, or choose a 
module depending on their level of preparation. Even the method of activity divides 
the course of mastering English, as already mentioned above, into the initial mastering 
of language tools and subsequent mastering of communication. 
And this systematization of teaching is used to more accurately set the objectives 
of the training courses; in addition, the material combined with the subject is more 
convenient for memorization, as well as for further use and attachment. 

---

234 
We will try to identify and study the pros and cons of each of them in order to 
determine how good each of the methods under consideration is. 
The communicative method has a number of positive aspects that should be 
actively used when working with it. 
First of all, this is an educational goal, which consists not only in mastering the 
English language, but also in teaching the English language culture. This is achieved 
through equivalence and interdependence of all aspects of Education. Adhering to this 
attitude, the teacher takes part in the formation of the student's personality, which is 
undoubtedly a positive side. Another advantage of this concept is the interdependence 
and uniform development of all types of activities (speaking, listening, reading, 
writing). This factor is very important. Also, the most important positive aspect is the 
use of communication as the main method of teaching English and the use of situations 
to accomplish this. 
Intensive method. 
There is no doubt that its biggest advantage is very fast results. on the second day 
of the groups, the student communicates in English using the knowledge learned in the 
first lesson. 
In addition, it is the psychological basis of this method (proposal), which makes 
it possible to create a psychologically comfortable atmosphere in the classroom, and is 
also used for more effective teaching.