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

The third type of pedagogical innovations involves the reinforcement of 
teachers' attitude, motivation, self-esteem, independent skills and responsibility in 
innovative and non-administrative ways.
The fourth type of pedagogical innovations involves the use of best practices 
in the development of curricula and programs. These pedagogical innovations come 
together in three major groups:
1) Innovations that promote the improvement of students' learning through the use of 
new methods or techniques;
2) innovations that improve the effective learning and adaptation of teachers and 
students through innovative technological devices and equipment;
3) Innovations that reflect best innovative practices in educational programs and 
textbooks.
It is true that, regardless of the use of pedagogical techniques or technological 
equipment, the goal to achieve success that are more effective beyond the limits of 
existing traditions to be considered as an important part of pedagogical innovation. 
From this viewpoint, the ““innovations are divided into two categories: by their 
conceptual nature, scope and capabilities, which are also advanced and revolutionary 
by their peculiarities. The first involves improving the existing system through 
improved methods, while the latter involves more "dismantling the old system and re-
creating the new one." In addition, innovative pedagogical innovations are built on 
greater efficiency than in the past; they do not radically reject existing ones, and 
continually improve them. On the contrary, in projects designed for radical changes, 
the issue is that the "capital" changes are meant to take place in a shorter time than 
innovations intended to completely change the whole system.” Another interesting 
aspect is that implementation of such pedagogical innovations requires more sensitive 
approaches, since innovations that are driven by these fundamental changes often 
involve human resources. However, the content of innovation in education is quite 
complex because, as we have mentioned before, in most cases any innovative step is 
presented as innovation, whereas in pedagogical management, there are almost 
different styles and pedagogical innovations. It would not be appropriate to present 
these innovations as educational evolution in scale.
At present, the most commonly used innovation in Azerbaijan is the on-line 
education approach, with the least or non-innovative approach, while increasing the 
effectiveness of learning through the use of intensive methods and ICTs.
Our researches have shown that there is a close relationship between 
educational innovations and quality of education. It is much comprehensive to divide 
the results of pedagogical innovations into the two interconnected groups: the 
innovations with feasible and unfeasible indicators, clearly shows the relationship 
between these indicators and the types of changes that they may render to the quality 
of education. Language is the salient way of expressing our thoughts. We use 
language for planning our lives and exchanging our ideas. Globalization has given 

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rise to English as a global language and learning it has become inevitable to 
communicate with the world. In many countries including Uzbekistan, English is a 
foreign language and it is a compulsory subject in our curriculum from the 
elementary level. It is an endemic part of our life and in today's world; we will not be 
able to survive without English. Recent studies have revealed some evidence that 
young learners learn second language better compared to adult learners. In our 
country, though students are taught English at an early age, they cannot achieve 
fluency and accuracy in English which nowadays is pre-requisite for higher studies, 
getting a decent job and above all for business. The effective way to make a learner 
proficient in English is to develop all the four basic language skills-listening, reading, 
speaking and writing.
In this case, creative thinking has been recent concern among English language 
teaching professionals. This is very much in line with the move away from an over-
reliance on methods and approaches as an answer to effective learning and towards a 
focus on the mental processes that lead to more effective learning of languages as 
well as of content.
For me, teaching is not an exclusively creative process but neither is it merely a 
set of repeated action sequences based on blueprints. It is based on knowledge, 
professional understanding, technical know-how and the personal qualities of the 
teacher. Helping teachers to develop their ability to think creatively, including 
creative thinking skills training, is not going to be enough, and the effects of this 
training may not be sustainable unless there is a positive culture encouraging and 
facilitating as well as demonstrating creativity.
In training lessons, trainers need to model creative behaviors themselves by 
using a variety of ways of handing course input, from training games to loop input an 
idea-not in a relentless pursuit of fun and games but in accordance with the topic and 
focus of each session. In addition, work on team-building, generating trust among 
trainees, is essential from day one and needs to be followed through systematically, 
either with activities such as those with social activities in a school setting or a shelf-
help group. Creativity needs to be inspired by inspiring leadership that nurtures and 
appreciates teachers who make the effort to be creative.
“The ideas and techniques which follow work particularly well in well context 
of any teacher training course, but can also work in teacher self-help groups or as part 
of regular professional development meetings in the staff room” (Aoki, 2002).
However, as teachers, we do not think creativity should be limited to “a new 
method or device, or a new artistic object or form”. Indeed, the possibility that 
creativity can be manifested in “a new solution to a problem” is the aspect of 
creativity which is most closely related to the daily work of teachers. From our 
perspective, creativity can also involve using existing materials in novel ways to 
address problems in language teaching. For this, we can take story-telling method as 
an example for instructing and creating well conceptual students. In every English 
class textbooks there was given various kinds of stories which can contribute to the 
global development of the child. Of course, story-based lessons can lead pupils to 
kindnesses in their future. For being more clearly for students, teachers should use his 
or her creative skills and introduce stories by action games, pair work: same and 

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different, make pencil puppets, write a group poem, book-making project, picture 
dictations.
It is possible to introduce a methodology for story-based work that can be 
applied to most classroom contexts with little disruption by applying a three-stage 
model. This model can be activated at three different levels to plan:
1. A programme of work constituting a mini syllabus which can include up to 6-10 
hours of work around a storybook
2. Individual lesson
3. Activity cycles within lessons
In addition to those ideas, a creative lesson should involve one or more of the 
following:
* spontaneity, *music, *colour, *variety, *fun, *humour, *movement, *personal 
meaning, * unpredictability, *a balance between challenge and security, relaxation 
and tension.
As the start of class, we all need to come together, settle and become mentally alert 
before much that is useful can happen. We can speed up this readying process by 
doing unusual things such as:
*Listening to a recording of birdsong, doing some gentle physical exercises, singing 
together or enjoying the scent of pine oil.
* Asking students to count from one to eight and to clap as they say each number out 
loud. Next, they clap eight times again but miss out actually saying the number three. 
Once they can do that, challenge them to miss out saying two numbers (two and six 
and eight) while still clapping the eight times. It takes concentration!
* Giving students a puzzle that is easily solvable by doing a little work. An example 
is “Think of the English alphabet written in capital letters. How many letters have 
curved lines in them?” Students are allowed to use pencil and paper to solve this 
puzzle. It just gets them thinking and visualizing.
* Invite students to choose a color. Give them five minutes to check their 
environment and list as many things they can see and think of that have color. Then 
share the lists.
* Can students think of ten words beginning with the letter B? Eight hobbies 
beginning with P? Twelve things that make them happy?
* we can take first letter of the words:
*W for wake up
*P for prolific
*M for make unusual combinations
*U for use simple generative frameworks
* C for collaborate
*S for share
*N for novel combinations
*V for visible
*P for physical movement
*E for environment and emotions
Then we make words that start with these letters and then move the words around to 
make a memorable sentence.

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