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

In conclusion, it should be emphasized that technology is largely 
contribute to the promotion of interest in reading the original scientific, technical 
and specialized literature in a foreign language, as well as to help the transition to a 
qualitatively new level of training of future specialists in non-language high 
education. 
References: 
1. Decree of the President of the Republic of Uzbekistan dated December 10, 2012 № 
PK-1875 "On measures to further improve the system of learning foreign languages". 
// The newspaper “Halk Suzi”, from 11/11/2012, . 
2. Doniyorov R. Some issues of technical terminology of the Uzbek language. - T .: 
"Science", 2014. 
3. Jalolov J. Methods of teaching foreign languages. - T .: "Teacher", 2009. -139 p. 
 

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Nazarov Rustam Irkinovich,
an English teacher of 
 Tashkent state transport University.
 
MODERN APPROACHES AND METHODS IN TEACHING ENGLISH 
LANGUAGENON-LINGUISTIC UNIVERSITIES 
The process of teaching foreign languages in non-linguistic universities (i.e. higher 
education institutions where a foreign (English) language is not a specialized one) 
primarily reflects the history and process of changing approaches and priorities to 
teaching a foreign (English) language in search of the most effective and acceptable 
scientific and methodological activities.However, this process of teaching a foreign 
(English) language in higher education institutions should be considered in the broad 
context of what is happening on the world stage in General and in the field of 
professional education in particular, since the need for modernization and 
improvement is due to the need to adapt the higher education system to the socio-
economic needs of society.The use of a foreign (English) language for professional 
purposes has become a necessity for engineering specialists whose activities are 
directly related to the world market.One of the factors that complicate the entry of our 
engineering specialists to the world market is the low level of foreign (English) 
language proficiency.In the current conditions, a foreign language (English) should 
not be considered as a secondary discipline, but as a necessary tool for professional 
activity, since academic and labor mobility, common international educational 
standards, joint international research and production activities are impossible 
without a high level of foreign language proficiency (English).Also, a lot of 
important role is played by the lack of motivation of students to master a foreign 
language.Motivation, as you know, is directly related to the effectiveness of 
training.It should be remembered that the level of mastering the material directly 
depends on the teacher and his teaching methods [1.pp.1060-1062].In the modern 
world, the most important qualities of a person are still initiative, the ability to think 
creatively and find non-standard solutions, the ability to choose the right professional 
path, and the willingness to learn throughout their professional activities. Therefore, a 
modern teacher should not only equip a student with a set of knowledge, but also help 
them become independent, creative and self-confident [2.p.45].When teaching 
students English, one of the main problems is the low intensity of speech activity of 
students.This is due to the lack of practical application of the language.The problem 
of insufficient speech activity is currently relevant not only for students of higher 
educational institutions, but also for society as a whole, since now people have the 
opportunity to travel and communicate with representatives of other nationalities.This 
requires not only knowledge of English, but also the ability to apply this knowledge 
in practice. Often students, even those who know English well, are afraid to make 
mistakes in their answers during classes and when communicating with foreigners. 
There is a language barrier, to overcome which means to eliminate the psychological 
problem, which disappears as confidence increases when communicating with other 
people [3, p. 152].The work of a teacher implies not only the correct construction of 

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classes, but also the continuous improvement of their skills and professionalism, 
since the entire course of a foreign language class and the motivation of students 
directly depends on the teacher.When a teacher comes to class, he sees only the tip of 
the "iceberg": interaction, activities, materials, and does not always think about its 
underwater part: theory of teaching, theory of learning. That is why, before the 
teacher in due time, the following questions arise: How to build an effective learning 
process? How to improve the necessary skills, knowledge and skills of students? How 
can students be motivated to learn a foreign language? [4.p.50]
Teachers of foreign languages have always been interested in methods and 
approaches to teaching foreign languages. Today, there are a huge number of 
methods, but most often eight methods are used in practice: 
1.Grammar Translation Method –This method is primarily aimed at teaching students 
to translate and read.When working on this method, teachers compose texts for 
working out and automating certain grammatical constructions and rules. 
2.Direct Method –it involves learning a foreign language from the very 
beginning.The use of your native language during classes is not allowed. The idea of 
this method is to fully immerse students in the language for the "natural" 
development of the material. 
3.Audio-Lingual Method –this method is based on listening, which consists of 
students listening to recordings for practicing foreign language speech.The purpose of 
the method is to develop students' perception of foreign language speech. As a 
control over the development of what they hear, students are asked to complete a 
number of written tasks, tests, such as: recreate the sentences they heard, remember 
specific data, dates, numbers, names, etc.This method is effective when adding 
vocabulary on a topic, helps to improve pronunciation, intonation, and also teaches 
you to listen to speech at different rates, to distinguish between emotions and the 
hidden meaning of what is said by native speakers. 
4.The Silent Way –when using this method, the teacher plays the role of a 
listener.The main goal of this method is not to interfere with the student and not to 
impose their point of view, the level of knowledge of a foreign language of the 
teacher practically does not affect the level of foreign language proficiency of the 
student.Using this method in practice, the teacher does not say or say anything. It 
should be noted that this method is not common in pedagogy, but can be evaluated by 
teachers who use innovative teaching methods. 
5.The Communicative Approach-this method is one of the most common and 
preferred by modern teachers.This method first appeared in the UK when a new goal 
of learning appeared in the education system – mastering a foreign language, first of 
all, as a means of communication. This means the exchange and transfer of 
information, the exchange of knowledge and skills in the process of communicating 
in a foreign language. [5.p.123].Each of the above methods has advantages and 
disadvantages, so Diana Larsen-Freeman considered these methods from the point of 
view of: goals, learning process, teacher-student interaction, the role of the native 
language, aspects of the foreign language being studied, as well as mistakes made by 
students most often [6.p.331] 

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So, which method is more effective and is the best and successful for teaching a 
foreign language? In order to answer this question, it is necessary for each teacher to 
expand information about the methods to help themselves in choosing a teaching 
method and learn how to apply it in practice. The teacher needs to understand the 
principles and key concepts that emphasize the communicative approach. To do this, 
the teacher should strive to learn and improve their teaching and improve their 
teaching methods.We agree with author Bouglas Brown that one of the engines of 
learning is that the educator never stops learning. The complexity of the dynamic 
triangle-teacher-student-subject-constantly generates an infinite number of questions 
that need to be answered; problems that need to be solved; results that the teacher 
must reason about[7.p.3]Thus, the successful activity of a teacher can be divided into 
three sections: 
1. Teaching/ Student interaction at the lesson. 
2. Activities and materials (Content of the lesson). 
3. Criteria of the effectiveness of the lesson. 
Teaching English language focuses on fostering the students thinking as well
as language content, outcomes and learning activities. There are significant and
complex student-teacher interactions inside and outside the classroom. 
Communicative language teaching (CLT) emphasize on the process of 
communication rather than the mastery of language. Some time the term
functional approach is use for communicative approach or communicative method. 
The communicative approach emphasizes real meaningful communication rather than 
the activity, topic and situation which are artificial and remote from student’s lives. 
In conclusion, we can say, that our practical component of this article is to 
analyze the activities and role of the teacher in foreign language classes and create a 
list of necessary questions and problems that the teacher meets, and thus help novice 
and practicing teachers determine how effective the learning process is in their 
classes, identify the components that make up this learning process to improve it, 
regardless of the method or approach of teaching, as it is supposed to, that the 
effectiveness of practical training depends directly on the professional and personal 
teachings of the teacher to organize the educational process.