Zamonaviy ta‟lim tizimini rivojlantirish va unga qaratilgan kreativ g„oyalar, takliflar va yechimlar

“ZAMONAVIY TA‟LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G„OYALAR, 
TAKLIFLAR VA YECHIMLAR” MAVZUSIDAGI 37-SONLI RESPUBLIKA ILMIY-AMALIY ON-LINE 
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been criticised by some researchers. Including D. Newson cites four different shortcomings 
of language teaching through translation.
2
According to him, teaching with translation: 

encourages thinking in their own language and translation into another language; 

deprives the teacher and the student of the benefit of working in a single language; 

perfect individual compatibility between languages is the wrong idea; 

Generally accepted goals, such as emphasis on oral language, do not help. 
Carreres Angeles also describes translation-based language teaching as follows: 
"Translation is an artificial exercise that has no place in communicative methodology and it 
limits language practise to only two skills: reading and writing."
3
Taking into account the above points, teaching English terms in the field will facilitate 
the understanding of the equipment or tools to be used in the process when working with 
various foreign colleagues in the future. The subject of the work will be commands that the 
student will automatically understand. For example, car repairmen and spare parts dealers 
are accustomed to using Russian names in everyday communication. Uzbek translations of 
most parts of the car can be found in dictionaries. Almost all of them use Russian names as 
service providers. This makes it easier to recall a term that has been voluntarily acquired in 
a conversation. 
Terms can be memorised and used in practise without knowing the Uzbek translation 
in a foreign language. It is advisable to organize lessons through original, artificial or 
illustrative subjects at the beginning of teaching subject terms to students and learners of 
English as a foreign language in vocational schools and higher education. 
Given that grammar is the mainstay of English in higher education and that no specific 
textbooks have yet been created, it is now possible to use textbooks that meet two needs. 
English Vocabulary in Use for Pre-Intermediate Students, English Vocabulary in Use for 
Pre-Intermediate Students Supplementary Exercises, English Vocabulary in Use for 
Intermediate Students, English Vocabulary in Use for Intermediate Students Supplementary 
Exercises, Destination B1, Destination B2, as an example. These textbooks include 
grammar, thematic and field-related basic terms, word phrases, a variety of word learning 
techniques, and exercises that can reinforce memorized words.
 
Today, as technology develops rapidly, new technologies and scientific achievements 
are entering our lives. In this process, speed and efficiency are expected from all actions. 
Most of the marketing tools of language training centres are focused on speed and high 
results. These factors have made it important to equip the education system more quickly 
and efficiently. Therefore, it is important to avoid spending too much time trying to speed 
up language learning. Working with word translation on a regular basis takes a lot of time 
from students and develops the habit of thinking about the subject only in their own 
2
Newson, D. 1998. ―Translation and Foreign Language Learning.‖ : In Translation and Language Teaching. 
Language Teaching and Translation, K. Malmkjaer (ed.), 69-76. Manchester: St. Jerome Publishing. 
3
Carreres, A. (2006, December). Strange bedfellows: Translation and language teaching. The teaching of 
translation into L2 in modern languages degrees: Uses and limitations. In Sixth Symposium on Translation, 
Terminology and Interpretation in Cuba and Canada. Canadian Translators, Terminologists and Interpreters 
Council.

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