The Ministry of Higher and secondary education of the Republic of Uzbekistan The Uzbekistan state World Languages University

1.2. Methodology as a scientific discipline
Methodology is a scientific discipline that belongs to the pedagogical Sciences and is in relation to pedagogy a private didactics-the theory and practice of teaching a specific educational subject. In relation to the discipline "Foreign language", the methodology is a science that, based on the provisions of General didactics and other basic disciplines for the methodology (linguistics, psychology, cultural studies, etc.), theoretically justifies and practically tests various approaches, methods, tools and technologies for teaching students a language that is not their native language.
Since the mid-70s of the XX century, the term "linguodidactics" has been used to denote the theoretical component of the methodology.it was introduced into scientific circulation by the famous Russian academic N. M. Shansky, who recommended using this term when describing the language for educational purposes.
Academician N. M. Shansky and his followers adhered to a broad understanding of this term as denoting the totality of all theoretical and practical issues of language teaching and actually replacing the term "methodology"in its essence. Other specialists considered the concepts of "methodology" and "linguodidactics" as synonymous. The third group of scientists considered it necessary to distinguish between these terms and claimed the right to their independent existence. So, according to I. I. "Linguodidactics is a branch of methodological science that substantiates the content components of education, training, learning in their inseparable connection with the nature of language and the nature of communication as a social phenomenon that determines the activity essence of the speech product, which is based on the mechanisms of social impact of the individual"1.
It follows from this statement that linguodidactics formulates General laws of language learning and is a General theory of foreign language acquisition in learning conditions. The right of lingvodidactics to exist independently within the framework of the methodology as its independent section has been confirmed in a number of publications by other authors (Galskova, 2004; Shchukin, 2012; Mo - skovkin, 2002).
Thus, if linguodidactics develops methodological foundations for teaching a foreign language, then the methodology characterizes the process of language learning itself: either in specific conditions of its teaching (private method), or reveals General patterns and methods of language learning outside the conditions of its study (General method), or offers recommendations for teaching any side of the language or type of speech activity (special method).
The object of linguodidactics (the theoretical component of language teaching) is the justification of the scientific status of linguodidactics-
1 haleeva I. I. Fundamentals of the theory of understanding foreign language speech (training of translators). - Moscow, 1989. - P. 199.
tics, its tasks, subject and structure; research of its connections with the basic Sciences for the methodology; clarification and systematization of terminology, justification of research methods; characteristics of the learning system (existing approaches to learning, content, methods, principles, techniques, tools, process, organizational forms, learning technologies); levels of language proficiency and principles of their allocation; history of linguodidactic theories and teachings.
The object of foreign language teaching methods is to characterize the features of teaching communication tools in the studied language (phonological, lexical, grammatical, etc.) and communication activities using the learned tools (listening, speaking, reading, writing); types, structure and content of a foreign language lesson; requirements for the teacher's profession.
Methodology is a scientific and educational discipline that studies the goals, approaches, content, tools, methods, organizational forms, process, strategies and technologies of language teaching, as well as ways to familiarize students with the culture and lifestyle of native speakers of the studied language in foreign language classes.
Along with the systematic approach to the definition of the term "methodology", a different interpretation of the term has been justified from the perspective of a competence - based approach to teaching a foreign language, according to which the language learning process is the teaching of foreign language speech activity, the result of which is the formation of intercultural communicative competence. The competence approach served as the basis for the following definition.
Methodology is a scientific and academic discipline on the rules of teaching foreign language methods foreign language acquisition and possession, about the rules of education and development of pupils by means of the target language and the foreign culture, the result of which is the formation of intercultural communicative competence in terms of knowledge, skills, abilities as the ability to use a foreign language in various situations and activities.
Key to this definition of the methodology are the concepts of "learning", "mastering", "possession", "education", "development", "competence".
Training is a joint activity of the teacher and students, during which the teacher transmits to the students their experience of language proficiency. This experience is the basis of formed knowledge, skills, abilities, personal development of students, their achievement of practical, General and educational learning goals.
Mastering — students ' assimilation of the speech experience of the teacher and native speakers, which are the source of the formed communicative competence-the goal and final result of language learning. At the same time, language acquisition can be: controlled — unmanageable (spontaneous), inductive (from the content of the expression to its structure) — deductive (from the structure of the statement to its content). In classes with future language teachers, the leading methods of language acquisition are considered to be guided and deductive.
Proficiency — the ability to use the language being studied as a means of communication. It can be: aspect-complex, receptive-productive. In the conditions of higher school are considered in determining a comprehensive and productive language skills. The concept of integrated learning and language proficiency in the methodology of language teaching was justified in the form of the principle of interconnected learning of speech activities (Interconnected learning..., 1985). In the process of mastering and mastering the language, students use various strategies: their individual characteristics and ways of obtaining, processing and applying the learned information formed during the course of classes. The formation of such strategies is one of the tasks of a language teacher, and many modern textbooks contain descriptions of such strategies and recommendations for their application.
Competence — knowledge, skills, abilities, methods of activity, as well as personal qualities formed in the process of language learning.
In the works of researchers (Passov, Kuzovleva, 2010), the content of the methodology as a scientific and educational discipline began to be interpreted as a set of theories and technologies of foreign language education. The novelty of this definition lies in the statement of the ultimate goal of language learning in the form of mastering foreign language education by students (this idea was first justified in the" Concept of communicative foreign language education " by E. I. Passov) and the identification of two components of the methodology: the theoretical foundations and teaching technologies as a set of methods of work of the teacher.
The modern point of view on the methodology as a theory and practice of teaching a foreign language is reduced to the statement that the methodology is an independent science based on the data of other Sciences, among which linguistics, pedagogy, psychology, sociology, and cultural studies should be considered the basic methods.
Among the arguments in favor of this statement, the following can be considered:
1. The method has its own subject of study. It is a foreign language that is both a goal and a means of learning. As the goal of learning, language acquisition allows students to become familiar with its system and how to use this system in practical and research activities. As a means of learning, language allows you to extract information from foreign texts and create your own texts depending on your needs.
2. The methodology has its own conceptual apparatus, i.e. a system of terms that reflect the content of this branch of knowledge. As in any science, in the methodology its main categories in the form of a system of terms serve as a base and at the same time an indicator of the independence and level of development of science. At the disposal of students and teachers of the language there are dictionaries of methodological terms, indicating the richness of the conceptual apparatus of the methodology and the breadth of the terminological composition (minyar-Beloruchev, 1996-about 800 terms; Azimov, Shchukin, 2009-about 2,000 terms).
3. The method has its own object of research. This process of language learning, the essence of which is to transfer the teacher students knowledge about language and the formation of skills and abilities to use the language in communication. In the course of studying takes the form of interaction between teacher and students in class, independent work of students, extracurricular work with them to solve problems of education, upbringing and overall development by means of the target language.
4. The methodology has its own subject of research — it is a set of knowledge accumulated during the existence of the methodology as a science, about its object in the form of various learning theories, methodological recommendations about the process, methods and means of learning and ways to improve their effectiveness. The subject of research in the methodology is implemented in the form of publication of both the methods themselves and methodological recommendations for language teaching.