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ФИО автора:
Malikov Salohiddin Bakhrom ugli
Samarkand State Foreign Languages Institute
2 nd year student
Название публикации:
«ACTUAL PROBLEMS OF TEACHING ENGLISH»
Annotation:
The article discusses the current problems of modern
linguodidactics and reflects the main directions of development of methods of teaching
English language in the late twentieth and early twenty-first centuries. The article links
technology, goals, content, theoretical understanding and control of English language
teaching in school with a competent approach to teaching.
Keywords:
lingvodidactics, teaching concept, language identity, competence,
learning technologies, final control.
The main directions of development of modern methods of teaching foreign
languages in the XX-XXI centuries are related to the needs of the individual, the state
and society. These needs were formed in the process of forming the state as a
democratic and legal state, priorities changed, which was reflected in both the areas of
scientific research and the development and achievements of information technology.
The education and goals of the students are related to this. Modernization of education
in Uzbekistan involves the construction of a new model of teaching the Russian
language, aimed at the organic unity of the new content of education, new forms of
organization of the educational process, modern educational technologies and new
forms of quality assessment of education.
English language teaching is currently being carried out in an environment of
changing its norms. The general and speech culture of the population is declining. The
teaching of English has a special social significance in this context, and the state of the
speech culture of a society is determined by the formation of language teaching and its
foreign language teaching based on ideas about man as a foreign language.
It should be noted that students do not pay much attention to learning a foreign
language because knowing a foreign language does not have enough prestige in the
society and the society cannot rise to a high level of understanding a foreign language
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because the culture of foreign speakers is not high enough. True, the situation cannot
be changed overnight. Therefore, it is necessary to analyze the status of English as a
subject in school, ie the content, objectives, teaching methods, didactic means of
teaching, teaching technology, language knowledge, skills and abilities of students, the
organization of control. .
In the past, the position of English as a subject in school has hardly changed. It
is no secret that English language lessons are not difficult and fun for modern school
students. First of all, this is due to the fact that children do not understand the role and
importance of the English language in everyday life. In order to give meaning to its
study and return the values of correct and beautiful speech, it is necessary to look at
the methodology of teaching English at school in terms of modern linguodidactical
problems of science.
The first problem is the importance of learning English in school. The
educational value of the subject of "English" is determined by the social functions of
the English language, which is a means of communication and influence,
understanding of being, storage and acquisition of knowledge. The main element of
fiction appears as oral art. However, it is not easy to convey this concept to the modern
student, so the choice of principles, tools, methods and techniques of teaching requires
knowledge and skills from the teacher in line with modern scientific achievements.
The second problem is based on the goals and objectives of teaching a foreign
language in school. The modern stage of English language development, teaching
methodology, describes new approaches to defining learning objectives. The concept
of "competence" was introduced in the school. Competence in teaching English
includes communicating with speech and mastering the knowledge of the English
language formed in the learning process. Learning objectives are defined through
language, linguistic, communicative and cultural competencies.
The ultimate goal is to nurture a linguistic individual with these competencies.
Language:
- Acquisition of knowledge of language as a system, its features, rules and
practical application of this knowledge;
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- Linguistic competence - the formation of a view of language as a phenomenon,
knowledge of linguistics as a science;
- Communicative competence - comprehension of another's speech, free use of
speech in oral and written form, taking into account the speech situation, speech
etiquette;
- Cultural competence - the competence to understand the form of expression of
national culture, the relationship between language and folk history, the national and
cultural features of English and English speech, the formation of a linguistic picture of
the world, language units with national logo, English speech etiquette, culture of
interethnic communication. Introducing the concept of competence into the theory and
practice of teaching English is not just a matter of substance. The introduction of this
concept is a natural result of a theoretical understanding of the criteria for learning
English by students in school, the goals and content of teaching. To achieve these goals,
it is necessary to adapt the object of education and the content of education. Clearly,
the common language in school should be studied in historical and local forms, as well
as oral and written literary speech should have aspects such as speech culture, practical
stylistics. The development of new programs and textbooks is promising, involving
three parties in their creation: a linguist, a methodologist, and a teacher to combine the
three approaches: a scientific, comprehensible, and practical direction based on
interest.
The third problem is the technology of teaching English. The choice of teaching
technology is a complex process in which the teacher moves from traditional methods
and means of teaching in the classroom to new ones. However, traditional technology
- internal, system and teacher - accepted, while innovative - external, can be considered
as being introduced but not yet adopted. Thus, pedagogical transition processes can be
viewed as a unit of sustainability and innovation.
The gradual change of educational paradigms is always accompanied by a
change in educational technologies or their modernization. Our traditional teaching
methods have begun to be squeezed out by educational technologies. Teaching
methodology is a set of pedagogical rules, methods, techniques and tools called transfer
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of experience from one generation to another and the formation of a new experience of
human activity. Any teaching method is always related to a specific teaching subject
based on a specific educational paradigm.
Teaching technology, educational technology, is a phase that brings theory
closer to practice and practice closer to theory. Its essence is to develop a methodology
of teaching by shaping systems to use these rules (goals, objectives, principles, content,
methods, forms of education and training), taking into account time, place,
characteristics of participants and other specific conditions. The content of English
education technology should effectively reflect the needs of the society development
strategy, education development strategy, education concept, educational goals,
content, methods, organizational forms, teaching aids and society.
In short, English has existed as a subject of learning for many years. The
pedagogical problems of that period have not lost their significance to this day. They
correspond to the state of modern language, to the state of lingvodidactic science. The
goals of teaching English are defined through linguistic, communicative and spiritual
competence. The ultimate goal is to nurture a linguistic individual with these
competencies.
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