Тиллар ўҚитиш методикаси ва таълим технологиялари

5. Task-based Learning: This type of learning proposes tasks as useful vehicles and instruction in LT. This concept equates the idea of a "learning task" to a language learning technique in itself. This could be a problem solving activity or a project, but the task should have a clear objective, appropriate content, a working/application procedure, and a set range of outcomes. As learners work to complete a task, they have abundant opportunity to interact. During interaction they facilitate language acquisition, they get to listen to the language which may be beyond their present ability, but which may be assimilated into their knowledge of the target language for use at a later time.
As with content-based instruction, a task-based approach aims to provide learners with a natural context for language use. One way of attaining the focus on meaning is through content- or theme-based instruction, and contemporary teaching approaches such as content-based and task-based ones which are all applications of the communicative approach at vocational colleges.
Content and language integrated learning presupposes to enhance learners’ linguistic competence thanks to a higher amount of a target language exposure. Among most favorably influenced by this kind of learning is the learner’s lexicon. Through receiving FL input in different content subjects learners acquire more profound knowledge and specialized terminology for their future profession. But we should take into consideration that at vocational colleges we teach 1) general English and 2) specialized English. At the same time content-based instruction is aimed to use of socially oriented themes, represents an effort to link students with the world in which students live. That’s why this instruction can also be used in teaching/learning English at academic lyceums too.


3. Linguo-cultural teaching and learning
For the effective intercultural communication learners should know both the language and culture. Lack of knowledge of cultural specifics has a negative impact on understanding between the representatives of different cultures. That’s why, in ELT the co-teaching and co-learning the language and culture is implemented.
Co-teaching/co-learning language and culture focus on values and beliefs, on one hand, and attitudes and behaviors, on the other. In fact a social or cultural blunder can be far more serious than a linguistic error when one is engaged in oral communication. Even when good cultural descriptions are available, it is hard to get learners to change their native verbal behavior based on a new set of assumptions.
There are social contextual factors, stylistic appropriateness and cultural factors¹¹ which influence the norms and conventions of intercultural communication: 1) social contextual factors: the participants’ age, gender, status, social distance and their relations to each other (e.g. Distance of power and affect); 2) stylistic appropriateness: politeness strategies, a sense of genres and registers; 3) cultural factors: background knowledge of the target language group, major dialects/regional differences, and cross cultural awareness
Nowadays, the most accepted instructional framework in the co-teaching and learning programms is communicative approach, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, it is also demands integrating culture-oriented instruction. One of the variants of culture-oriented approaches is linguo-cultural teaching and learning.
A language is a means of communication and a form of culture. That’s why linguo-cultural approach matches many of the goals of Communicative Language Teaching by seeking: 1) an integration of linguistic and cultural learning to facilitate communication and interaction; 2) the potential co-teaching/co-learning language and culture to prepare learners to communicate with the representatives of the native speakers and non-native speakers in English in an appropriate way. English has become an international language or a lingua franca (language-mediator), that’s why the bounds of usage the EL have been extended.
From the position of linguists the linguo-cultural approach is directed to study the current condition and functioning of a language and culture in the close interrelation in the different types of discourse¹². This approach to FLT gives an opportunity to interpret the language meaning as a result of cultural experience or as units of cultural memory of people¹³.
Linguo-cultural teaching and learning is based on the formula “from language facts to culture facts; from culture facts to language facts” and directed at forming the “second language personality” and the certain communicative skills which are necessary for undertaking the intercultural interaction. This approach presupposes to study the national-cultural features and differences between the target and native languages and aims for forming an intercultural/cross-cultural competence where the thesaurus of lexicon and thesaurus of conceptual world picture of the native speakers are to develop. So, teaching EL is integral to teaching culture as a set of beliefs, values and norms shared by community members, serving their self-identity with this social group. This competence related to cultural awareness influences the productivity of intercultural communication. The result of forming/developing the “second language personality” is a set of knowledge, abilities and skills for productive undertaking of intercultural communication.
Under the linguo-cultural approach the culture becomes the means of cognitive activity and language itself is a means of receiving new information about world picture of the English language speakers. Linguo-cultural teaching and learning is implemented through content-based and context-based language instruction. Content-based teaching of culture focuses on culture-related information, while context-based instruction emphasizes real-world situations where people need to behave in culturally appropriate way. Content-based teaching is knowledge-oriented and context-based instruction is skill-oriented.
The linguo-cultural aspect runs through all components of communicative competence, which includes: 1) cultural knowledge and its representations in language units’ meaning and texts; 2) skills for comprehension of linguo-cultural information within the language units and texts; 3) skills to produce texts taking into consideration the linguo-cultural features.
Within integrating communicative and linguo-cultural teaching and learning (taking the linguo-cultural component as a point of departure) a variety of activities in the four language skills are presented for teaching intercultural communication.
No doubt, that an extended living experience among members of the target language group is probably the best experience for language acquisition if the learner has adequate basic preparation in both linguistic and socio-cultural competence coupled with good power of observation¹⁴. In this case the native speaker may become as a model that is implicit in both the linguistic and sociolinguistic competences.