Conclusion
As a result, audio-visual tools enhance our pupils with verbalization. However, the
majority of professors at our universities do not employ these educational aids. These
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are not ordinary materials; rather, they are instructional resources. Students benefit
from direct sensory experiences provided by audiovisual tools.
References:
1.
KarnadGirish. The Fire and the Rain. New Delhi; Oxford University Press;
2004.
2.
Lal.D.K. Myth and Mythical concept.New Delhi; Atlantic publishers, 1992.
3.
Feder,Lillian.Ancient Myth in Modern Poetry. Princeton; University Press,1977
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ФИО автора:
Kurbonova Mukhlisa
Student of Samarkand state institute of foreign languages
Название публикации:
«INNOVATIVE WAYS IN TEACHING ENGLISH TO
SECONDARY SCHOOL»
Abstract:
The article is devoted to the explanation of novel ways for teaching adults.
Innovative teaching approaches and technology are gaining traction nowadays, as are
new prospects related with the formation of human engagement. The author is
concerned with technique selection. Which should alter depending on the aim, age
group, and level of mental development. The author discusses the current teaching
process and its outcomes. Some examples of common learning features of adult
language and literacy learners, as well as four pedagogical guiding principles. The page
includes information about adult foreign languages. In accordance with the features
chosen. Given guiding concepts, the author believes it is vital to employ some novel
approaches for adult education
Key words:
innovation, method, adults, secondary school, teaching English
Teaching approaches and ideas abound in modern methodology. Each has benefits and
weaknesses, virtues and flaws, but none is flawless. As a result, it is critical to
determine the precise manner of instruction in each circumstance. We agree with Chen
Jiamy that the optimal strategy is one that produces a specific result in a specific setting.
Methods should be chosen based on the aim, age group, and stage of mental
development, among other factors (Chen Jiamu, 1997). Today, the transitions that are
taking place in our country have increased people's desire to study other languages.
Most of them are looking forward to reaching this degree of language knowledge when
he or she has certain fundamental abilities in a foreign language and possesses all of
the attributes required for self-perfection of knowledge in it. Some of them use foreign
languages to communicate in everyday life, while others require them to be effective
in their professions and related fields.
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As a consequence, the outcomes of their foreign language acquisition will include
factually learned information and competences, personal growth, self-reliance, and
creative exploration, as well as the potential to continue learning the language at a
higher level.
To accomplish this mission, it is required to structure the educational process in such
a manner that it aids in the successful fulfillment of people's learning goals.
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