Theme: The Role of Games in Teaching Pronunciation to A1 Level Learners Group: Done by: Axmadova Iroda Checked by

Chapter VII COMMUNICATIVE METHOD

Socio-economic background

The history of methods of teaching foreign languages ​​shows that, as a rule, the rejection of one or another method most often occurs as a result of dissatisfaction with the existing situation. It is the low final level of teaching foreign languages ​​with the help of methods that prevailed in the 40-60s. the past century, served as the basis for the revision of the goals, principles, content and methods of teaching this subject.

The essence of this dissatisfaction was described in his work by L.D. Newmark, who very figuratively called a student of a foreign language a "structurally competent" ("struc¬turally competent") user of the language, i.e. a person who can generate certain phrases, even grammatically correct, but cannot solve the most elementary communicative problem.

As an example, he described a student studying a foreign language who needs to be asked to light a passerby: a student can ask questions like: “Have you fire?”, Or “Do you have illumination?”, Or “Are you a match owner? " Grammatically, questions can be impeccable, but no native speaker will ever ask such a question. From the point of view of real communication, the student’s questions look ridiculous and cannot cause a native speaker to smile (Newmark L.D., 1966, p. 29).

By the beginning of the 70s. XX century specialists began to understand that the correct use of -structures is very important for knowledge of a foreign language, but full communication involves the formation of speech skills.

The audio-lingual and audiovisual methods that were widely used by this time did not meet the new tasks of the time associated with increased mobility of people, with the development of mass media, and with the intensified trends of globalization. The first criticism was the audio-lingual method, which, while not being the only one, nevertheless dominated the methodology of teaching foreign languages. The audio-lingual method, which emphasized the mastery of structures, did not produce tangible results.

The situation that has developed in the field of teaching foreign languages ​​has forced linguists and methodologists to look differently at the goals and content of the training - it is necessary to teach not only grammatical structures, but also to form the ability to use language tools adequately to the situation of communication. In 1971, the Council of Europe instructed a group of specialists to develop a new approach to teaching foreign languages, which could become the basis for teaching languages ​​in any member state of the Council of Europe. The English specialist D.A. Wilkins (D.A. Wilkins) was entrusted with the rationale for the principles and content of training.

An additional incentive to develop a new method was the decision of the Congress of Linguists and Economists of Europe, held in 1972.

in Stuttgart, on the need to create a teaching method that can solve an important social problem - achieving multilingualism in a single European economic market.