Thesis · April 2020 doi: 10. 13140/RG

ЗАМОНАВИЙ УЗЛУКСИЗ ТАЪЛИМ СИФАТИНИ ОШИРИШ: ИННОВАЦИЯ ВА ИСТИҚБОЛЛАР
 
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ХАЛҚАРО МИҚЁСИДАГИ ИЛМИЙ-АМАЛИЙ КОНФЕРЕНЦИЯ МАТЕРИАЛЛАРИ
teaching them w hat to think or say or write, whether in the native or in the foreign language, and 
how to think and say or write in the foreign language what they would appropriately have said or 
thought or written in the mother-tongue; also, of developing in his pupils general and specifically 
linguistic spontaneity. 
While he shares the former of the two indicated responsibilities with all the other teachers, 
the latter constitutes his special concern. We have seen that the cultivation of spontaneity in using 
and understanding the foreign language is the first essential (though not the all in all) of foreign 
language teaching. Spontaneous speech, whether in the native or in a foreign language, is 
accompanied with simultaneous thinking in the same language, and is, by definition, not preceded 
by any thinking and inner speech distinct from it. In cases of non-spontaneous audible speech in the 
native or in a foreign language, that speech, being normally accompanied with simultaneous 
thinking in the same language, is moreover preceded by thinking and inner speech, distinct from it 
and aimed at thinking it out. And if the language to be used audibly is a foreign tongue, unless the 
speaker has achieved a near-native command of it, the thinking out and inner speech not 
immediately preceding the audible speech will be in the speaker's mother-tongue.
References 
1. Kroll, B. 1991. Teaching writing in the ESL context. In Teaching English as a second or foreign 
language. 2nd ed. ed. M. Celce-Murcia, 245–63. New York: Newbury House 
2. Schmidt, R. The role of consciousness in second language learning. Applied Linguistics 11 (2): 
1990, pp. 129–58 
3. Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press. 
White, R. 1987 
4. White, R., and V. Arndt. 1991. Process writing. New York: Longman