The ministry of higner and secondary specialized education of the republic of uzbekistan urgench state university

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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16 
CHAPTER 2. Presentation and practice of new language items 
 
Under the presentation and practice criterion, at the presentation stage it is 
very important to present examples which are fully representative of the 
underlying rule which is to be learned. At the practice stage, exercises should be 
controlled so that students do not make too many errors. There should be 
systematic, ordered presentation and practice not only of grammar, but also of 
vocabulary and pronunciation.
The approach to language teaching 
The language teaching approach is influence of behaviourist learning theory 
and cognitive theory. 
Spark 3
emphasizes drills and repetition, audio-lingual 
techniques, and eliciting responses stimulated by some external motivators. This is 
the related with behaviourist learning theory. On the other hand, the textbook is 
designed taking into consideration students’ need and is the psychology of the 
individual as an autonomous is very important. In this respect is influenced by 
cognitive theory. There are exercises in which students learn through errors. 
Learning process
Spark 3
encourages mostly inductive approach to learning. This is evidenced 
by existence of lessons that aim at developing students’ study skills (p. 29, 35, 43, 
46, 54, 64, 79, 86, 88, 90, 91, 99), language skills (reading, writing, listening and 
speaking), and new vocabulary learning strategies. Grammar points also are 
presented inductively. Students are provided with few simple sentences. The rule 
of the particular grammar item is given after the sentences. Later on, students are 
going to practice the new grammar items through various tasks which are provided 
in the textbook.