Samarkand state institute of foreign languages english faculty II course paper

The aim of this course paper is to learn and search new methoods of discovering structures of foreign language lessons and organizing them
The object and subject of the research:
- modern and effective structures and organising foreign language lessons ,
- impoprtance of foreign language lessons,
- the results and effects of organizing foreign language lessons.
The theoretical value of the course paper is understanding the structures and basic features of foreign language lessons, and difficulties of organizing them
Practical value of the course paper is importance of the structure to the foreign language lessons and organizing them.
The structure of the course paper, the course paper consists of Introduction, Main Body, Conclusion and Bibliography. Introduction has information about general view of the theme, reveals the aim, duties, theoretical and practical value of the course paper. The second chapter will focus on the the importance of structure of the foreign language lessons. Conclusion combines the main and significant results of our investigation. Bibliography shows the list of literature.

CHAPTER I THe peculiarities of foreign language lessons

1.1 A brief information about foreign language lessons
Foreign languages ​​are languages ​​that are not commonly spoken in the speaker's country. However, you need to make a clear distinction between a foreign language and a second language. It is also a language that is not spoken in your home country.
Some children learn multiple languages ​​at birth or from an early age and then become bilingual or multilingual. It can be said that these children have a few or more native languages. There is no foreign language for this child, even if the language is a foreign language for the majority of people in the country of birth of the child. For example, an English father and a child learning English from an Irish at an Irish school can speak both English and Irish, but neither is a foreign language. This is common in countries such as India, South Africa and Canada, as these countries have multiple official languages.
When it comes to learning a foreign language, children are generally considered to have an advantage over adults. However, there are studies showing that adult students are better at learning a foreign language than children. This is because adults already have an existing knowledge of how grammar works [1] and an excellent ability to learn vocabulary.
Foreign language learning and teaching means teaching or learning a language other than the native language outside of the environment in which it is commonly used. Learning a "foreign language" and a "second" language is often different.
Second language means living in an environment in which the language acquired by the student is spoken. In the field of research, second language acquisition (SLA) is a generic term that encompasses foreign language learning, and examines the ability of a person to learn a language other than the first language after acquiring a foreign language. Studies of non-native language acquisition include the fields of psychology, linguistics, language pedagogy, education, neuroscience, sociology, and anthropology. Inquiries of learning and teaching innovations have provided new insights into successful language learning strategies and environments designed to increase language achievement and prof i ciency.
Foreign language learning (or second language acquisition, SLA or second language learning) is the process by which people learn a language in addition to their native language. The term second language is used to describe a language that begins to be learned after early childhood, including third and subsequent languages ​​that may be learned. The language you learn is often referred to as the "target language" or "L2". SLA is an abbreviation for "L2 acquisition" and is sometimes called L2A.
The term "language acquisition" came to be commonly used after Stephen Kraschen contrasted it with formal and non-constructive "learning." Today, most scholars use "language acquisition" and "language acquisition" interchangeably, unless they deal directly with Krashen's work. However, "second language acquisition" or "SLA" has become the preferred term in this scientific field. The
SLA is often considered part of applied linguistics, but usually deals with the language system and the learning process itself, but applied linguistics tends to focus specifically on the learner's experience in the classroom. .. In addition, SLAs primarily study naturalistic learning, and learners learn a language with little formal education or instruction.
Definition: A language is considered foreign if it is learned largely in the classroom and is not spoken in the society where the teaching occurs. Study of another language allows the individual to communicate effectively and creatively and to participate in reallife situations through the language of the authentic culture itself. Learning another language provides access into a perspective other than one`s own, increases the ability to see connections across content areas, and promotes an interdisciplinary perspective while gaining intercultural understandings. Language is the vehicle required for effective humantohuman interactions and yields a better understanding of one`s own language and culture. Language learning provides learners with the opportunity to acquire linguistic and social knowledge, as well as the opportunity to know when, how, why, what to say and to whom. National Standards for Foreign Language Teaching Linguists distinguish between the terms acquisition and learning. "Acquisition" refers to the process of learning a first and second language naturally without formal training, and "training" is for formal learning of a second or foreign language. classroom. One usually distinguishes between the relatively easy SLA process for children and a more formal and difficult SLA for adults. Foreign language education means teaching a modern language that is neither an official language nor the first language of a significant proportion of the population.
Foreign language learning and teaching have undergone a signif i cant paradigm shift as a result of the research and experiences that have expanded the scientif i c and theoretical knowledge base on how students learn and acquire a foreign language. Traditionally, learning a foreign language was thought to be a `mimetic` activity, a process that involved students repeating or imitating new information. Grounded in behaviorist theories of learning and structural linguistics, the quality and quantity of language and feedback were regarded as the major determinants of language learning success. A popular method of teaching in the 1950s, called the audiolingual approach (ALM), promoted an imitation and practice approach to language development. The major fi gure in the ALM classroom was the instructor who was cast into the role of drill sergeant, expert, and authority fi gure.
Students were relegated to practicing and imitating patterns to a point of automatic response in the belief that the learner would then merely have to slot in lexical items appropriate to the conversational situation. It was believed that the fi rst language interfered with the acquisition of the second language and that a transfer would take place from the fi rst to the second language, resulting in errors. In 1959, Noam Chomsky`s review (Chomsky, 1959) of B.F. Skinner`s (1957) Verbal Behavior dramatically changed the way of looking at language by arguing that language was a rulegoverned activity, not a set of habits. Chomsky argued that stimulus–response psychology could not adequately account for creativity involved in generating novel utterances using internalized rules. The creative aspect of language behavior implies that the human mind is involved in deep processing of meaning rather than in memorized responses to environmental stimuli.