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

Publications:
Harold E. Palmer created and published many text-books and instructions.
1917-The Scientific Study and Teaching of Languages
1921-The Principles of Language-Study, The Oral Method of Teaching Languages
1922-English Intonation, With Systematic Exercises
1924-Memorandum on Problems of English Teaching in the Light of a New Theory, A Grammar of Spoken English
1925-English through Actions
1929-Eigo no rokushukan
1930-Interim Report on Vocabulary Selection, The Principles of Romanization
1931-Second Interim Report on Vocabulary Selection
1932-This Language-Learning Business(With H. Vere Redman)
1933-Second Interim Report on English Collocations, A New Classification of English Tones
1934-Specimens of English Construction Patterns, An Essay in Lexicology
1937-Thousand-Word English
1938-A Grammar of English Words
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.[3] Questions should never be haphazard, either in form or content. Specifically, H.² 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, 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:
-Phonetic, semantic and syntactic aspects.
-Oral speech by way of speaking and understanding.
-Accumulation of passive material with subsequent active reproduction.
-Techniques used for translation include visuality, interpretation and verbal context.
-Speech patterns to be learnt by heart.
-Rational selection of vocabulary based on frequency counts and utility.
-Topical selection: minimum vocabulary list of 3000 words.
Before we talk about how long it will take to learn the Palmer Method, we need to define what it means to “learn” the Palmer Method and we can break it down into two parts:
1) Learning the letterforms and
2) Learning how to write with the arm.
You may only wish to learn The Palmer Method letterforms and not worry about learning how to write with your arm. This is a completely valid and worthy goal and if this is your only concern, you might need only a few weeks or months to reach your goal, depending on what level you are looking to reach and your background in penmanship.
If this is you, I encourage you to check out my free online course at ConsistentCursive.com. That course basically teaches Palmer Style cursive forms and doesn’t get into any of the arm movement stuff.
Now if you want to really get into the Palmer Method and learn the arm movement as well, you’re going to need to spend a significant amount of time developing the muscles in your arm for writing. Typically students require six months to one year of consistent practice to fully understand and execute The Palmer Method.
The biggest factors that are going to determine how much time this will take are going to be your level of dedication and your definition of success. If you are practicing every day or almost every day, you’re going to make a lot of progress in a few months. If you are going multiple days without studying or skipping whole weeks, you probably won’t get very far after a year.
And if you just want to learn the Palmer Method so you can comfortably write the script legibly, that won’t take nearly as much time as if you want to learn the Palmer Method at a high level.
Lastly, I encourage you to get perfectly clear about what you want to do and ask yourself if you are really serious about doing it. The more serious you are about actually learning The Palmer Method, the less you’ll care about how long it takes.
ThePalmerMethod.com was created to provide a comprehensive resource on The Palmer Method, America’s most popular penmanship program. Learn More
Commissions may be paid to the website owner for any purchases made through links to Amazon on this website.
In the age of knowledge, the importance of communication is increasing day by day in such a world which has become like a small village. It can be said that because communication gains so much attention, teaching techniques and objectives change accordingly. This change made educators do lessons based on communication. As a result, schools which adapt and renew themselves to this process can produce the appropriate outputs. It is a foreign language in Uzbekistan as well. Since students do not use this language in their daily lives, the purpose of language teaching can be “specific” not “general”. In other words, it can be said that students learn the language for a particular purpose based on their needs. However, it is observed that there is a lack of using the language for communicative purposes. In our country, it is believed that in foreign language teaching grammar based lessons are taught widespread and there is no emphasis on communication. Therefore, because foreign language is not taught as a language of science in higher education institutions, the biggest obstacle that the students face is the type of foreign language that they are trying to learn. Another remarkable point is about the definitions of the levels in foreign language education. Each level is defined clearly in the Common European Framework of Reference for Languages. In addition to the levels, language competence is also broken down into separate components. Since this study was on the basis of the criteria mentioned in the table below, it must be examined in the study carefully.
Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
My view is that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)" 
The aim of communicative methodology is to acquire the necessary sub-skills and skills to communicate in socially and culturally appropriate ways, that demands to focus on functions, role playing and real situations and other aspects in the learning process.
In the scientific literature on methodology various models of communicative competence have been presented. But in the current interpretation the communicative competence includes linguistic, sociolinguistic, discourse, strategic, socio-cultural, and social competences.