Termiz state university foreign philology faculty the department of methodolgy of teaching english language

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN
TERMIZ STATE UNIVERSITY


FOREIGN PHILOLOGY FACULTY
THE DEPARTMENT OF METHODOLGY OF TEACHING ENGLISH LANGUAGE


COURSE PAPER
ON TEACHING LANGUAGES METHODOLOGY AND EDUCATIONAL TECHNOLOGIES
Harold Palmer’s method: Experiences and effects
DONE BY:
Xolmamatova Shohista
Group 405


SUPERVISOR:
Xasanova K.


Termiz – 2022

CONTENT
INTRODUCTION…………………………………………………………………3
CHAPTER ONE.INFORMATION ABOUT HAROLD PALMER
1.1.Harold Palmer's works…………………………………………………………6
1.2. Harold Palmer's methods…………………………………………………….11
CHAPTER TWO. THE ORAL METHOD AND THE PRINCIPLES OF LANGUAGE STUDY
2.1.The Oral Method of Teaching Language……………………………………..17
2.2.The Principles of language Study……………………………………………..21
CONCLUSION.......................................................................................................28
REFERENCES.......................................................................................................30


INTRODUCTION
Harold Palmer, the great English authority and teacher, experimented extensively with the question-answer method. He considered question-answer work to be "the most effective of all language learning exercises ever devised".
Palmer insisted, however, that if this technique was to be carried out successfully, all questions asked by the teacher must be carefully planned and thought out beforehand. Questions should never be haphazard, either in form or content. Specifically, H. Palmer thought that any question asked by the teacher should be of a nature that admits the following:
-an obvious answer, not an answer that requires one or more complicated acts of judgement on the part of the student;
-an easy answer, not one that requires the use of words, facts, or constructions unknown to the student;
-a relevant answer, i.e., a direct answer involving only a moderate change through the process of conversion, substitution, or completion of the material contained in the teacher's question.
In H. Palmer’s view, there are three stages of learning:
-Receiving knowledge.
-Fixing it in the memory by repetition.
-Using the knowledge by real practice
H. Palmer was the author of some 50 theoretical works, textbooks and manuals. Of great interest are H. Palmer's "100 Substitution Tables", in which sentence patterns are arranged in tables for pupils to make up their own sentences, following the pattern. His main findings can be conveniently summarised as the following objectives:
1. Phonetic, semantic and syntactic aspects.
2. Oral speech by way of speaking and understanding.
3. Accumulation of passive material with subsequent active reproduction.
4. Techniques used for translation include visuality, interpretation and verbal context.
5. Speech patterns to be learnt by heart.
6. Rational selection of vocabulary based on frequency counts and utility.
7. Topical selection: minimum vocabulary list of 3000 words.
H. Palmer paid great attention to a system of exercises, which in his opinion should include:
1. receptive - questions and short answers to them;
2. receptive-imitative - words and word-combinations repeated after the teacher;
3. conversational - questions, answers, commands and completion of sentences.
+Thus, H.Palmer's method is based on rationalisation of teaching/learning process and systematic selection of material. Teaching speaking features prominently in H. Palmer's method, hence its name "oral method".
As it will be additionally clarified below, in the absence inside applied linguistics of the sorts of techniques' mentality and examination approach which were contended for over thirty years back according to phonetics appropriate, there has been an a tendency for Palmer's pioneering attempts to build up a study of phonetic instructional method either to be disregarded or to be and co-picked to post-war applied linguistic conceptions.[1]Internationally, his work has influenced language teachers and administrators on several continents throughout much of the twentieth century. His peak of work was during the war and this did not stop him to create instructions for both new language educators and learners. The status of Harold E. Palmer not only as an applied linguist avant la letter but as a principal founder of applied linguistics as discipline, at least in the British context, has been previously asserted with some authority, specifically by Stern and Howatt Thus, Stern reports that Palmer is often considered - the father of British applied linguistics‘. Howatt agrees with this assessment, viewing Palmer as the founder, with Daniel Jones, of what eventually became the British school of applied linguistics.
ELT English Language Teaching – as seen from the UK context where I work – is a dynamic, forward looking field, constantly reinventing itself via new approaches, methods, materials and techniques. Without a sense of history, however, we may at times be victims of fashion, reinventing the wheel as we think we progress. In this short article I argue for the importance to ELT professionalism of what I call historical sense – an appreciation of the past which enables new ideas to be evaluated in the light of former experience, and forgotten ideas to be made available as a continuing resource.