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METHODS OF FOREIGN LANGUAGE TEACHING AS A SCIENTIFIC
THEORY: APPROACHES, METHODS AND TECHNIQUES
Makhmudov Kudratbek Shavkat ogli
Head of the Interfaculty Department of Foreign Languages
Chirchik State Pedagogical Institute
Najmiddinova Nigora Nuriddin kizi
Student of Chirchik State Pedagogical Institute
ABSTRACT
This article describes in detail the approaches,
methods and techniques,
including methods of teaching a foreign language as a scientific theory.
Keywords:
Methods,
techniques,
theory,
educational
process,
methodology, theoretical methods, practical methods, the practical aim, cultural
aims, accessibility, humanistic approach, cognitive principles.
In modern society, the study of foreign languages is becoming an integral
part of the professional training of specialists of various profiles, and the quality
of their language teaching depends in many respects on the successful solution
of issues of professional growth and expansion of contacts with foreign partners.
Therefore, the school is designed to master a foreign language to a certain
extent, which allows you to continue your studies at university and graduate
school, as well as independently. The success of the training largely depends on
the work style of the foreign language teacher, his ability to use a variety of
modern methods in solving specific educational problems.
The method of teaching foreign languages is a system of knowledge about
the laws of the process of teaching a non-native language and ways to influence
it to optimize this process. A method of teaching a
foreign language discovers
and substantiates methods of learning a foreign language.
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The purpose of the training is what we strive for in the process of learning
a foreign language; this is an ideally planned outcome
183
. First, the learning
objective is set, and only then is the technique developed. The purpose of
training is closely related to the conditions of the training, because without them
it is impossible to achieve. Educational conditions are the conditions under
which learning takes place.
Teaching aids are tools of the educational process, with the help of which
the set goals are achieved more successfully and in a shorter time. All the above
categories serve the educational system - a universal
model of the educational
process that corresponds to a particular methodological concept. An education
system is a complete set of components that conforms to a particular
methodological concept; it defines the purpose, content, principles, methods,
tools, forms of the organization of the training and in turn is determined by
them
184
.
The most common word in pedagogical communication is, of course, the
term "methodology."
If we pay attention, we will see that the word has three
meanings.
The first
refers to the subject (for example, "tomorrow's first lesson is
a methodology"),
the second
is a set of methodological methods of teaching (for
example, "I like our teacher's methodology"), and
the third meaning
is that
Theory of science and special science (for example, "the methodology is well
used in this textbook"). We are talking about the last meaning of the method.
The term foreign language teaching methodology, prof. Mikhail
Vasilyevich Lyakhovitsky describes "the
study of the goals, content, means of
education, as well as methods of teaching using a foreign language"
185
.
We all know why?, what is the purpose?, how? and who to teach.
In language teaching methods, there are cases when the rules are confused
with the algorithm. An algorithm is a clear instruction to perform simple
183
Bim I. L. Methods of teaching foreign languages as a science and school textbook problems. -M.: Russian
language, 1977.
184
Passov E. I., Kuznetsova E. S., Formation of lexical skills, Voronezh: Intrelingva, 2002–40 p.
185
Jamolov J. Methods of teaching foreign languages, T., 2012. P 16.
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operations in a specific sequence. Any algorithm is a rule, but any rule is not an
algorithm. We think it is appropriate to call a rule a set of instructions or
generalizations that are usually used in the process
of developing a spoken
grammatical skill.
It should be noted that scientific research methods are divided into two -
theoretical methods
and
practical methods
. Theoretical methods of research
include analysis / synthesis, construction of scientific concepts, modeling, etc.
Practical methods include
experimentation, experimentation, and targeted
observation. These are general or basic methods.
It is worth mentioning a number of studies aimed at developing methods
of teaching foreign languages in schools of our country. Talented Methodist-
scientist Soynazarov Hashimjon in his scientific works and researches gave an
experimental and theoretical basis for the transfer of English lexical units in the
receptive plan, that is, the norm of language experience
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. Prof. Sattorov T also
developed and implemented an experimental method of active learning of
foreign language grammar
187
.
Continuing
our thoughts, it should be noted that MFLT (Methods of
Foreign Language Teaching) is a scientifically tested theory concerning the
teaching of foreign languages in schools and other educational institutions. It
covers three main problems:
-
aims of teaching a FL;
-
content of teaching (i.e. what to teach to attain the aims);
-
methods and techniques of teaching (how to teach a FL to attain the
aims in the most effective way).
