211
Samarkand state medical institute, Department of languages, English teacher
yulduz.sherbekova@mail.ru
Sherbekova Yulduz Zokir qizi
Samarkand state medical institute, Department of languages, English teacher
yulduz.sherbekova@mail.ru
A person who knows a language perfectly uses
a thousand and one grammar
lexical, phonetic rules when he is speaking. Language skills help us to choose different
words and models in our speech. By learning language we can introduce with different
people’s tradition, their culture, religious and physiological inner-world. However, no
one knows exactly how people learn languages although a great deal of research has
been done into the subject. Many methods have been proposed for the teaching of
foreign language. And they have met with varying degrees of success and failure. Some
have had their heyday and have fallen into relative obscurity; others are widely used
now; still others have a small following, but contribute insights that may be absorbed
into the generally accepted mix.
“The world needs teachers who are confident with technology. You are either
into technology or you are inthe way and had better start looking for a new job.’Times
have changed, teachers have evolved, and we now have a new breed oflearning
technologists. As in Uzbekistan, the first changes began in the classroomitself – new
technologies such
as overhead projectors, interactive whiteboards, laptop computers
and wireless internet have opened up the classroom to the outsideworld. Teachers who
spent their lives managing with a textbook, a tape recorderand a blackboard are now
adept at using PowerPoint to present grammar, playingpodcasts to practice listening
skills, pulling texts off the world wide web to introducereading skills and perhaps most
ground-breaking of all – empowering students bygiving them access to a wide range
of web-based tools that allow them to publishwork and engage with live audiences in
real contexts.And that is just the beginning – because just as technologies have begun
to change the way that English is learned in the classroom, even bigger changes seem
to betaking place outside it. In fact, the digital revolution in learning now threatens
toundermine the classroom completely as a place of study.
Learning English
throughmobile devices gains credibility every day and the increasing popularity and
rapidlydiminishing cost of tablet devices reinforce this by providing a format that really
iscapable of delivering courseware. Factor in the growing interest in Massive
OpenOnline Courses (MOOCs), providing large-scale (and free) learning
interventionsand it is clear that technology still has much to offer ELT.
There are lots of effective and creative teaching methods. One of the most
essential method is Communicative Language Teaching(CLT), which was introduced
212
to develop students’
four skills of listening, speaking, reading and writing in a
communicative context in Uzbekistan. CLT focuses mainly classroom activities, which
based on communicative methods like group work,
task-work, and filling the
information gap. The issue of English language learning in primary section is a very
important phenomenon for students. English language is taught in the primary levels
to improve the basic knowledge on a foreign language. A host of variables comes into
play an important role in determining the issue, which may vary from one context to
another. It may be difficult to make a complete list of the variables, however, some of
them are lack
of proficiency of the teacher, attitudes of the students, socio-cultural
background, and in particular, language learning policy itself. The main purpose of
using language is to communicate one’s needs, necessities, feelings, thoughts and ideas
to others.
The question of when the best time to start learning English remains as a much
debated subject. This conundrum has been the subject of
intense scrutiny for many
years and continues to vex policy makers all over the world.Much of the early debate
around the early introduction of language learning into schools centred on the critical
period hypothesis (CPH) which, broadly stated,‘is a causal explanation for the
differential success in acquisition of a second language by younger and older learners’..
However, a longitudinal study in the UK on the teaching of French in both primaryand
secondary schools conducted by Burstall et al. (1974) showed that apart fromimproved
pronunciation there appeared to be no significant difference betweenattainment for
learners who started earlier and those that started later. This meantthat,
in the state
sector in the UK at least, foreign languages were not taught in theprimary sector for
many years. The research and the debate have continued, but nodefinitive answer has
been forthcoming. Kirsch (2008: 4) summarising our currentunderstanding in this area
suggests the following:
- research into the optimum age for language learning is inconclusive;
- an early start has a positive impact on children’s attitudes;
- the only advantage of an early start is the total amount of time spent activelyon
learning a language.
With the progress and demands of globalisation, English is being taught to ever
younger learners these days. In the twentieth century a number of methods and methods
of training have appeared and became very popular. Some of them are the following:
method of the analysis of concrete situations, language portfolio,
designing and
carrying out the oral presentations and team training. Some of them remain popular
today.
Do'stlaringiz bilan baham: 
