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

Linguistic and psychological foundations

The structural approach, as already mentioned, paid much attention to syntactic constructions and grammatical rules and lesser to the semantic, semantic component of the statement; analyzed the form in isolation from its content. This approach could not explain many phenomena of the language.

In 60-70- * years. in many countries, studies have been conducted on the social nature of the language; it is the data of socio-linguistics, which emphasized the need to study speech in social and situational contexts, that have become an important prerequisite for the communicative method.

“The subject of the study of sociolinguistics was the social significance of the linguistic system and the use of language. In a broader sense, sociolinguistics is looking for answers to the questions: who speaks, how and with whom, in what language, under what circumstances, with what intentions and consequences ”(Fischmann JA, 197S, S. 56), t .e. studies the actual use of the language in specific situations.

A huge contribution to the development of sociolinguistics was made by representatives of the London Linguistic School (J. R. Fers

P. Strevens (P. Strevens), M.A.K. Halliday (M.A. K. Halliday) and others), who proved that, firstly, the language is multivariant, and this property is due to the influence of social factors secondly, the specific situation forms the character of the utterance and affects the choice of language means, thirdly, the task of researchers is to analyze typical situations that allow us to draw theoretical and practical conclusions.

One of the central problems of sociolinguistics was the problem of the “context of the situation." In his work on socio-linguistic issues, J. Fers tried to develop the concept of “context of situation” B. Malinowski, classify typical situational contexts and highlight the types of linguistic functions that correspond to certain situations. The introduction of the concept of “social context” into linguistic analysis opened up, at least theoretically, broader possibilities for studying the language, compared with N. Chomsky’s American structuralism. The focus of J. Fers was on the linguistic aspects of social roles and various types of situations, as well as speech behavior in a situational context and ultimately in the context of culture.

One of the basic principles of language research proposed by sociolinguists was the principle of the inextricable unity of the linguistic form and its functional use in the speech and non-speech context. The concept of Fers and other English linguists developing the ideas of B. Malinovsky was adopted by the American linguist D. Hymes. Polemic with N. Khomsky regarding the concept of “linguistic competence”, Hymes (1972) rightly criticizes him for trying to pass off part as a whole, to reduce the whole problem of language research to grammatical knowledge. Such an approach contradicts, in his opinion, the role of the social context and the significance of social factors in language learning. Knowing the social rules of using the language is no less important than knowing its grammatical structure.

The methodological orientation of D. Hymes and some other representatives of American sociolinguistics suggested a revision of the basic postulates of linguistic analysis. So, for example, the researcher's focus should not be on the structure or system of the language, but on the structure of speech. The starting point of the analysis should not be a language code, but a speech collective or social context.