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THE MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF THE REPUBLIC OF UZBEKISTAN
ANDIJAN STATE INSTITUTE
O
F FOREIGN LANGUAGES
COURSE WORK
THEME: "Problems of distribution lexic minimum at different stages of teaching English"
Scientific supervisor: Qurbonova M.
Done by: Qosimova Z.
Group: 326
Samarkand -2022
CONTENTS
INTRODUCTION…………………..……………….…………...…….…………3
1. Theoretical basis of communicative language teaching……...……………....…7
2. Example for typology of communicative language teaching…..........................14
3. Appropriation of technology in teaching communication .…………..….……..21
CONCLUSION………………………………………………..……………..…..27
REFERENCES…………….………………….………………………………....28
Introduction
Indeed for those of us whose to begin with dialect is English, the dialect can be confounding. There are so numerous exemptions to a apparently perpetual number of rules! You must utilize fitting accentuation, the subject and verb must concur, commas are as it were utilized in certain occasions, you cannot utilize more than one negative in a sentence…it goes on and on. Gratefully, learning to talk English is step one, and learning to type in and spell accurately is step two.
You are not alone. Learning a modern dialect can be troublesome, but examining as you're submerged within the language and the culture can make the method a bit simpler. These are the foremost common challenges understudies confront when learning English as a moment dialect.
The roots of Communicative Language Teaching are to be found within the changes within the British dialect instructing convention dating from the late 1960s. Until at that point, Situational Dialect spoken to the major British approach to educating English as a foreign dialect. In Situational Dialect Educating, dialect was instructed by practicing essential structures in important situation-based activities. British connected language specialists emphasized another crucial measurement of dialect that was insufficiently tended to in current approaches to dialect instructing at that time - the utilitarian and communicative potential of dialect. They saw the ought to center in dialect instructing on communicative capability instead of on unimportant dominance of structures.
Another driving force for distinctive approaches to outside dialect teaching came from changing instructive substances in Europe. With the expanding interdependency of European nations came the require for more noteworthy endeavors to instruct grown-ups the major dialects of the European Common Showcase and the Committee of Europe, a territorial organization for social and instructive cooperation. Education was one of the Committee of Europe's major ranges of activity. It supported worldwide conferences on language educating, distributed monographs and books approximately dialect teaching. The have to be express and create elective strategies of dialect instructing was considered a tall need. In 1971 a bunch of specialists started to examine the plausibility of creating dialect courses on a unit-credit framework, a framework in which learning assignments are broken down into "parcels or units, each of which compares to a component of a learner's needs and is methodically related to all the other parcels"[1,p.3]. The gather utilized considers of the wants of European dialect learners, and in specific a preparatory archive arranged by a British etymologist, D. A. Wilkins, which proposed a utilitarian or communicative definition of dialect that might serve as a premise for creating communicative syllabuses for language teaching. Wilkins's commitment was an investigation of the communicative meanings that a dialect learner must get it and express. Instead of depict the center of dialect through conventional concepts of language structure and lexicon, Wilkins endeavored to illustrate the frameworks of implications that lay behind the communicative employments of language. The work of the Board of Europe; the compositions of Wilkins, Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other British connected language specialists on the hypothetical premise for a communicative or functional approach to dialect educating; the fast application of these thoughts by reading material journalists; and the similarly quick acknowledgment of these unused standards by British dialect instructing specialists, curriculum development centers, and indeed governments gave unmistakable quality broadly and globally to what came to be alluded to as the Communicative Approach, or basically Communicative Language Teaching.
In spite of the fact that the development started as a to a great extent British innovation, centering on elective conceptions of a syllabus, since the mid-1970s the scope of Communicative Language Teaching has expanded. Both American and British defenders presently see it as an approach that points to create communicative competence the objective of dialect educating and create strategies for the educating of the four dialect abilities that recognize the interdependency of dialect and communication.
Howatt recognizes between a "solid" and a "frail" form of Communicative Language Teaching:
There is, in a sense, a 'strong' adaptation of the communicative approach and a 'weak' form. The powerless form which has ended up more or less standard hone within the final ten a long time, stresses the significance of giving learners with openings to utilize their English for communicative purposes and, characteristically, endeavors to coordinated such exercises into a more extensive program of dialect educating.... The 'strong' adaptation of communicative educating, on the other hand, propels the claim that dialect is procured through communication, so that it isn't only a address of enacting an existing but idle information of the dialect, but of fortifying the advancement of the language framework itself. In case the previous might be portrayed as 'learning to use' English, the last mentioned involves 'using English to memorize it.' Finocchiaro and Brumfit differentiate the major distinctive features of the Audio-lingual Strategy and the Communicative Approach , agreeing to their translation.
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