Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

The main periods of teaching foreign languages in Uzbekistan
The main periods of teaching FL in Uzbekistan were defined by R.A. Zaripova73 and some periods was clarified and added by Ј.Ј. Jalalov74. Taking into consideration Ј.Ј. Jalalov‘s clarifications the history of teaching and learning FL in Uzbekistan can be divided into the following periods:

• 
  the I period — before 1917;
  
• 
  the II period — from 1917 up to the beginning of 1930;
  
• 
  the III period — from 1930 up to the first half of 1940;
  

72See the book by J.J.Jalolov: Bartold V.V. History of cultural life of Turkestan. V.1, р. 1. - М: Publishing house of east literature. 1961. - Р. 297.

73. 
    ЗарипОВН Р.А. ИsучеНие иНоСТраННьІХ fl3bIKOB В ТуркестаНе (1865-1924 rr.) HyKyc: КарахалпаКСТіlН, 1971. — 152 с.
    
74. 
    Jalolov Ј.Ј. Chet til o‘qitish metodikasi. Foreign Languages Teaching
    

Methodology. -Toshkent: O‘qituvchi, 2012. -P-133-144.
118

• 
  the IV period — from the middle of 1940 up to the beginning of 1960;
  
• 
  the V period — from 1960 up to the beginning of 1970;
  
• 
  the VI period — from 1970 up to 1990;
  
• 
  the VII period — from 1991 — to the present time.
  

The specifics of the first four periods (I, II, III, IV) can be characterized with reference to Ј.Ј. Jalolov and А.А. Klevan‘s article 75.
At the first period the West-European languages were taught at Cadet Corps and the Russian gymnasiums opened in Tashkent, Samarkand, Ferghana (former Scobelev), Kokand and Andijan. But the children of workers had no opportunity to study there.
At gymnasiums for the boys the German and French languages were compulsory. The local population studied at maktabs and madrasahs, where the Arabic and Persian languages were taught. But the level of the language proficiency was very low.
In Turkestan FL teaching was based on grammar-translating methods under Russian educational traditions. Then they gave —the green light!! to the direct method (without а native language as а mediator) within which the oral speech was paid а great attention to76.
After the October Revolution the system of education was rebuilt. Teaching FL was introduced into the teaching plans of schools; the number of schools where English became compulsory was increased. However, FL was not taught at all schools because the shonage of FL teachers. it was necessary to train FL teachers, so in 1918 the Turkistan Oriental Institute was established.
During 1920-1922 the qualified FL teachers moved to Turkestan from Moscow and Petrograd. In 1920 the Turkestan State University was opened, that
laid down the basis of development of national culture of the population of Central
Asia.
In 1924 the Turkistan Oriental Institute was reconstructed and became one of the divisions (oriental faculty) of the Turkestan State University, which focused on FL teaching. After formation of the Uzbek Socialist Republic FL were taught at some schools with the Russian language orientation. Especially the German language dominated; the ex-prisoners of war from the Austria-Hungarian Army and the gymnasium teachers were invited as the German teachers. Most of them had no imagination about the methodology of FL teaching which caused a low language performance. At that time FL were not taught at the Uzbek schools because they were dealing with primary education. Only at the Pedagogical College FL was introduced because they trained FL teachers.
Beginning with 1926-1927 the 7-year Uzbek schools were opened, where FL were
introduced gradually. Thus, it became necessary to open FL courses for teachers‗ training.
In 1932 the Decree ―On curriculums and conditions of the primary and secondary education‖ was approved, where the necessity of obtaining the knowledge of one of the FL by all students was proposed. In 1935 the Decree ―On conditions and objectives of the primary and secondary education‖ was announced which intended the elaboration of measures for improvement schools‗ activity and development of the 7-year education in the rural areas of Uzbekistan. FL as a curricular subject was introduced at all Uzbek and Russian schools in cities and towns of the republic. In 1936-1937 the English language was taught at 20 schools, the French language – at 5 schools of the republic.
During that period the textbooks and other teaching materials were worked out for schools. The first original German text-book for the 5-th form of the Uzbek schools was published in 1935. The advantage of this text-book was: it recommended a combined method of teaching aimed at speaking, translation, acquiring grammar and pronunciation sub-skills with the help of comparative analysis of the Uzbek and German sounds and structures, using various visual aids.
Beginning with 1940 the German textbooks were reworked out by the local German language teachers taking into consideration the specifics of the Uzbek language. The first German-Uzbek languages dictionary was compiled in 1940.
The period of the Second World War was characterized with extending the FL teaching at schools given the military time needs, requirements and conditions. The development of FL education was continued in the post-war period. In 1947 the Decrees
―On improvement of FL teaching at schools‖ and ―On FL teachers training‖, then in 1948
―On improvement of FL teaching at schools of Uzbekistan and organization of FL teachers training‖ were adopted by the Cabinet of Ministers. This authority obliged the Ministry of Education to provide compulsory teaching of one of the FL (English, French, German and Spanish) at all urban schools. That‗s why under the Ministry of Education a special division of FL and the section of the Higher Teaching-methodical Council to help teachers‗ activity and improve FLT were founded. The staff of methodists-inspectors of FLT was set out in Tashkent and other regional Education departments and institutes of teachers advanced training. Training of FL teachers was carried out at the Tashkent pedagogical institute and at the philology faculty of Samarkand state university. In 1948-1949 in Uzbekistan there was a mass introduction of FLT at 5-10 forms of schools, and at some schools learning of FL began at the 3-d form.
In 1954 the faculty of FL was founded in Karakalpakstan Pedagogical Institute. Beginning with 1956-1957 the Arabic, Farsi, Chinese, Hindi and Urdu languages have been taught at schools.
In 1957 the first collection ―The matters of the FL teaching methodology‖ was
published by the Ministry of Education of Uzbekistan.
Dealing with four periods in the history of FL teaching in Uzbekistan the following matters have been considered:

1. 
   In the first period FL in the Uzbek educational institutions were divided into two categories: the first – Eastern languages in the clergy educational institutions; the second – at Russian-speaking schools – the European languages. The local methodical materials for Uzbeks were not published.
   
2. 
   Scientific research works in the sphere of methodology of FL teaching appeared in the middle of 1950. Prior to that, local textbooks, the methodical materials, and scientific books were not published in Uzbekistan.
   
3. 
   Russian methodology was widely used which was not appropriate for local
   

educational conditions because it didn‗t take into consideration the national context.
3.3. The features of the V-VII periods of foreign languages teaching in Uzbekistan
In 1961 the Decree ―On improvement of FL teaching‖ was adopted, where the current conditions of FL teaching at schools and Higher Educational establishments and also shortcomings were analyzed, the objectives and measures for preventing gaps were defined. To increase the learners‗ motivation for FL learning in classrooms and out-of-class activity and bringing up the learners in the angle of internationalism the FL parties, festivals and contest were organized. Technical teaching aids found their application in the practice of FL teaching.
Since 1961-1962 the special groups to teach other disciplines in the FL had been organized in Tashkent and Samarkand State Universities. The Bukhara, Fergana, Kokand Pedagogical Institutes trained FL teachers.
Beginning with the 1960th the elaboration and development of the FL methodology with reference to the national-context of Uzbekistan began.
In 1961-1964 the first English, German and French textbooks for 5 and 8 forms were published. But these textbooks were created on the material of the curriculums for Russian schools. At the same time the specifics of the Uzbek language was taken into consideration. The mass implementation of FL textbooks was consistent with the development of theoretical matters. The published theoretical works promoted the effectiveness of FLT in the conditions of Uzbekistan. The scientists and teachers tried to solve the issues of the selection of the language material that was the base for the creation of the National curricular. In 1968 the first project of the National Curricula for FL teaching at schools was worked out and it was introduced into the educational process in 1970.
Novel original FL textbooks for schools on the basis of the National Curricular were published during 1970-1974. Thus, the linguo-didactic principle of taking into consideration the native language in the conditions of Uzbekistan was materialized in the curricula and textbooks.
This period is characterized by using grammar-translation and textual-translation, direct, cognitive and combined methods and approaches to FL teaching and learning.
This period was also a very fruitful for scientific-research activity. Several candidate and doctoral thesis devoted to the important issues of FL methodology and philology were defended.
In 1970-1980 the Doctors of philological sciences (A.A. Abduazizov, J.J. Buranov,
M.E. Umarhodjaev), professors in foreign linguistics and FL methodology (S. Saidov, J. Jalolov) appeared. Since the period ganing Independence of Uzbekistan the number of Doctors of philological and pedagogical sciences in the field of FL has increased (Sh. Safarov, K. Musaev, B. Tursunov, B. Rizaev, M. Nusharov, I. Mirzaev, H. Orzikulov, M. Holbekov, S. Rahimov, B. Samadov, H. Otajanov, D. Ashurova, M. Rasulova, G. Hoshimov,
T. Sattarov, D.Yakubov, G. Makhkamova). Their doctoral thesis had an immense contribution to the development of linguistic and methodology sciences in the field of FL teaching in the Republic of Uzbekistan.
The great merit of FLT methodology development in Uzbekistan belongs to professor
J.J. Jalolov. His original innovative ideas were reflected in the monograph —Issues of the content of the foreign languages teaching!!77, the textbook —Foreign language teaching methodology!!78 and the EL textbooks for schools and —Teachers‘ guide books!!.79
After proclaiming the Independence of Uzbekistan in 1991 the main attention was paid to the reforming of the educational system. In 1992 —The Law on Education!! and
—National program of personnel trainingll came into force in Uzbekistan. In these directive documents the acquiring FL has become a necessity of the personnel training to meet the requirements of economy and policy of Uzbekistan and the whole world. On the basis of the set of directive educational documents the up-to-date State Educational Standards, teaching plans, curriculums and syllabuses, FL course-books, teaching and methodical manuals for all educational stages have been created. The content of the FL teaching and learning is varied depending on the stage and type of educational establishment.
Beginning with 1980 the cognitive and communicative methods of FLT has been introduced. At present the communicative, intercultural and linguo-cultural approaches to co- teaching and co-learning FL and culture are being widely used in Uzbekistan.