The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

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Dusbayeva N.N., Boqiyeva R.B. 
Teachers of Foreign
Languages Department
 
Jizzakh Polytechnic Institute
INNOVATIVE APPROACHES IN METHODS OF TEACHING OF FOREIGN 
LANGUAGES 
Annotation: The article presents integrated courses in the study of a foreign 
language leads to higher motivation to study general subjects and of the foreign 
language, the formation of readiness for professional work in the conditions of 
integration processes in the economic, social and political spheres of life. 
 
 
Key 
words:versatile 
personality, 
integration, 
educational-methodical 
maintenance, linguistic skills. 
 
An integrated approach to learning a foreign language is a prerequisite for the 
formation and development of a versatile personality. The term "integration" we 
understand the concept of the state of connectedness (fusion) of the individual 
differentiated parts into a whole, as well as him a pedagogical process leading to this 
state. Explanatory dictionary of foreign words gives the following definition: 
integration - is an association of parts, components, is the side of the process 
associated with the merger into a single unit[14, P.196]. 
Integration of learning - is the subordination of the common goal of education 
and training of similar parts and elements of content, methods and forms within the 
education system at a particular stage of education[2]. 
The scientific and pedagogical literature integrated courses are considered as a 
didactic tool to manage the integration of knowledge acquired by students during the 
formation of interdisciplinary skills. 
Integration structure includes[3.P.73] 
a) Objects; 
b) The communication (name items, between which a connection is 
established); 
c) Connection direction (the communication link from one object to another). 
The process of integration is seen as mutual interpenetration and interrelation 
content of the various disciplines to guide the formation of a comprehensive, 
integrated, dialectically interconnected system of scientific notions about particular 
events, parties, the properties of the material world, or social life. 
Integrated training contributes to the implementation of didactic principle of 
systematic training. In integrated education the formation of new knowledge and 
skills is carried out based on the existing experience in other activities, expanding the 
content, means and methods of training, the situation varies, there are possibilities of 
individualization. The inclusion of a variety of activities, integrated lessons, lessons 
in the educational process contributes to its effectiveness, because each of them in its 
activates trainee, prompts him to independence, promotes aptitudes in a particular 
subject area, including in mastering a foreign language, deepens and broadens interest 
in knowledge and learning in general. 

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Using the integrated courses in the study of a foreign language leads to higher 
motivation to study general subjects and of the foreign language, the formation of 
readiness for professional work in the conditions of integration processes in the 
economic, social and political spheres of life. As for the foreign language in a variety 
of material of the integrated courses can create a base for the formation of 
pronunciation and intonation skills, vocabulary and grammar. 
The introduction of integrated courses in the practice of teaching foreign 
languages contributes to the communicative and cognitive motives that feed interest 
in mastering a foreign language. Leading there must be learning a foreign language as 
a means of communication; all aspects should be subordinate communicative 
purposes. There is a definite relationship between the communicative abilities and 
integration. Integration is also the basis for the formation of communicative abilities 
and the result of the communicative abilities and the result of the implementation of 
communication. 
Integration Training - a process and the result is inextricably linked integrally in the 
process of learning a foreign language. Correct the establishment of interdisciplinary 
connections, their skillful use of the flexibility required for the formation of students' 
mind, to activate the process of learning and gain practical orientation. Training 
Integration provides the ability to link into a single system all the knowledge and 
skills obtained in various classes, as well as to obtain new knowledge in the 
implementation of these ties. An integrated approach allows training in the real world 
communicative functions within the speech act, pointing out how it is used in 
everyday situations to express praise, apology, and request information. Fragmentary 
knowledge does not contribute to an understanding of native speakers. Integrated 
programs, built on a broad literary, musical, art-information provide a 
multidimensional understanding of reality and the role of language as a cultural 
element. 
Methods of teaching foreign languages at different stages of development in 
different ways formulate his "order" of science, defining its content on the 
methodological, theoretical and practical levels. The problem is how to ensure robust 
and functionally flexible interdisciplinary communication disciplines different cycles 
in the educational process. Integrated courses in recent years have increasingly 
attracting the attention of researchers in the context of various content issues. Interest 
in them is natural and modern. It is this kind of interaction of educational disciplines 
is currently the main way to solve problems in the practice of foreign language 
teaching. 
It is obvious that, first of all, should be stated purpose of forming the integrated 
courses. Its presence allows you to clearly identify the content of teaching and the 
range of academic disciplines and fields of mainstreaming, i.e. that part of the 
learning process of the subject of the scientist, which ensures optimum material in the 
form and content of the complex on the functional use of integration to solve 
theoretical and practical problems, reflecting the problematic subject content. 
Formation of a strong system of knowledge and skills is almost impossible without 
purposeful interaction of disciplines. 

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The problem affects the formation of the integrated courses and the question of 
educational-methodical maintenance. There is a need for a special study guides 
whose task is to ensure that learners complete knowledge of a particular integrated 
foreign language courses. In the course of these studies it is important to diversify the 
content and form of the activity of students, which includes fixed knowledge and 
methods that will ensure absorption of the specific use of knowledge. Diversify such 
activities are a variety of games, because during the game there is mental 
development, digestible content, a system of relevant skills. In addition to improving 
the effectiveness of training games promote display distinctly practical orientation of 
a foreign language. 
Speaking about the problem of formation of integrated education should consider the 
following: in order to prepare a lesson or course you need to put into focus three 
aspects - the subject-substantive, linguistic and communicative [4]. Failure to meet 
one of them makes it impossible to integrated education. 
1) Subject-content aspect is determined by the required level of in formativeness. It is 
necessary to pre-select the amount of factual knowledge on the topic, which is needed 
for an unprepared speech trained on the basic questions of the theme. 
2) Language. This aspect includes the selection of lexical units, necessary and 
sufficient for the expression of knowledge on a particular subject in English. 
3) The communicative. This aspect is realized through the targeted use of selected 
lexical units to solve communication problems, namely to provide information, 
express their opinions, etc. 
Unlike traditional programs, integrated language programs form polysystemic 
knowledge of the language. Such programs mono system mastery of foreign 
languages is not a goal but a means to the realization of external relationships and 
interactions with other mono system[5]. 
As you know, traditionally the program documented objectives, learning 
content, sequence acquisition and requirements for proficiency in speech skills. In 
accordance with the program of purposeful function of the integrated course of 
learning a foreign language must, first of all, to reveal the goals that determined the 
modern order of society. In terms of in-depth study of the integrated course involves 
the study of a foreign language: 
1) Increase the motivation to learn a foreign language due to saturation of the 
course interesting information and the inclusion of students in practical matters with a 
foreign language; 
2) To make foreign-language knowledge, skills and abilities over virtually 
sights focused on specific fields of application; 
3) Ensure the strength of the knowledge, skills and abilities based on the 
increase in the volume of speech practice, both in terms of reception (reading, 
listening) and production (speaking and writing); 
4) To significantly expand the scope of potential or receptive vocabulary and 
grammatical phenomena that trainees could understand their own reading and to 
some extent with the listening; 
6) Expand the active vocabulary minimum and learning to use it purposefully 
to solve communication problems, namely, to inform and to request information, to 

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express request, advice, opinion, evaluation, etc. in communication situations more 
typical for specific cases in the field of knowledge and practice; 
7) Improve the skills of independent work of a foreign language. 
8) Create a schoolboy holistic view of the real world. The result of this 
integration - the child receives the knowledge of the world, reflecting the connectivity 
of certain parts of the world as a system. 
Course objectives determine the content that is in order to better manage the 
educational process can be related to the program with the underlying decision of the 
communicative tasks, the new language material, voice products and the expected 
final result of the planned training. Integration - is to find a common subject 
knowledge convergence platform at the junction of the existing traditional subject 
knowledge children get more and more new ideas about the world, systematically 
adding and expanding them (moving in the knowledge spiral). 
At the present stage of development of the theory and practice of teaching 
motivation question - one of the central problems in the educational process. 
Particularly relevant is it in teaching foreign speech. Despite the experience in the use 
of integrated courses in the study of the disciplines of the natural and human cycles, 
the problem still is not solved with respect to a foreign language. An analysis of the 
foreign language program has shown that there is no section that reflects the 
perspectives of other disciplines in the study of a foreign language. It should be noted 
that the possibility of using integrated classes as a means of creating the motivation 
of foreign language speech activity with proper familiarization with new material 
(phonetic, lexical and grammatical), training him in situations of speech 
communication, as well as modern control actions of all students can be great. These 
capabilities are already built into the specifics of the subject, the assimilation of 
which does not give a person the direct knowledge of the reality. It is a means of 
expression of an objective reality, property, patterns which are the subject of other 
sciences, so the foreign language as an academic subject "pointless"[6]. 
But being pointless, it has a lot of common things with other school subjects, it 
is as if “poly object”. It is this quality of a foreign language is the basis for the 
widespread use of reliance on other courses, and it makes the teachers to carry out 
intersubject coordination in the process of learning a foreign language. This may be 
the exact sciences and the humanities, aesthetic disciplines cycle, which in certain 
situations make the subject of verbal communication to communicate, reason for call. 
Construction of the integrated course or learning a foreign language lesson, meets the 
various interests of students, allows you to take into account their individual 
characteristics and inclinations, provides a variety of modes of students and their 
individual progress in a foreign language speech activity, i.e., their level of training 
and learning, which will create a very favorable environment for the use of language 
as a means of communication. Given this, an integrated learning a foreign language 
can be considered one of the most effective means of motivation of the educational 
process in a foreign language and the implementation of practical, educational, 
developmental and educational purposes. 
Despite the different approaches to the definition of integrated learning, its 
main function is considered to be the implementation of the formation of 

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comprehensively developed personality in accordance with the learning objectives 
laid down in the program. 
Under lingo regional geography understood aspect of foreign language 
teaching methodology, which explores techniques familiarization with the new 
language learners for their culture. Sufficiently broad and consistent support to the 
facts of the target language culture of the country increases the educational and 
developmental role of integrated learning a foreign language and with it the 
educational plan of the educational process. Foreign language to a certain extent in 
contact with all the other school disciplines and paves the way for students to 
additional knowledge on the history, geography, literature and other subjects. 
In light of the above, we can conclude that the system of integrated learning a 
foreign language with the general scientific, professional and methodological 
orientation can be identified and described only on the basis of a comprehensive 
study with the participation of social scientists, educators, psychologists, linguists, 
methodologists and teachers of all teaching staff. Integrated courses in foreign 
language teaching was allowed to link together all the knowledge and skills obtained 
in various academic disciplines and are a source of motivation of the educational 
process in a foreign language. For the most efficient use of the integration of the 
teacher should be familiar with the content of teaching different subjects in the school 
cycle and to determine the extent of use of these other sciences in the study of a 
foreign language. 
Using the integrated courses - a complex process that requires a prior 
determination, at least at the functional level of the main forms of interdisciplinary 
links and content. There is no doubt, however, that despite the variety of 
interdisciplinary connections remain unchanged should the main thing - a clear 
definition of the main purpose of their formation for the given conditions 
(kindergarten, school, training institutes). 
Organization of communication at the integrated lessons in a foreign language 
contributes to the realization of foreign language learners and as a means of objective 
knowledge of reality around us, and as a means of communication. It also promotes 
self-sufficiency. Through the integration of learning a foreign language, students can 
engage in self-education and improvement of their speech skills. Teaching speech 
situations, used in the course of learning a foreign language can be used at different 
stages of education and contribute to the development of linguistic skills of teaching 
students. 
References 
1. Артемов В.А. Психология обучения иностранным языкам. – М.: 
Просвещение, 1999. 
2. Бахталина Е.Ю. Об интегрированном обучении в детском саду. // 
Иностранный язык в школе. – 2000. - № 6, с. 44-47. 
3. Гомелева О.В. Межпредметные связи в формировании коммуникативных 
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на основе системы учебных текстов на продвинутом этапе: 
Автореф.дис… канд.пед.наук. – М., 2005. 

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изучения иностранного языка. // Иностранный язык в школе, 1991. - № 2, 
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