A. V. Ermirzayev Ingliz tili amaliy kursi kafedrasi mudiri, p f. f d., (PhD)
Tillarni o‘qitish metodikasi va ta’lim texnologiyalari fanidan
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5111400 Xorijiy til va adabiyot ingliz tili YADA DASTURI 2022 2023
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Tillarni o‘qitish metodikasi va ta’lim texnologiyalari fanidan
Lingvo-didactic issues of teaching a foreign language in continuous education system The short history and developing levels of teaching a foreign language method The short history and developing levels of teaching a foreign language method The technologies of teaching a foreign language The methods of teaching a foreign language Developing the professional competence of a foreign language teacher in continuous education system The forms of establishing foreign language lessons Establishing technologies methods and strategies of modern foreign language learning process The formation and establishment of a foreign language lesson The means of teaching in continuous education system Teaching pronunciation to A1 level students Teaching pronunciation to A2 level students Teaching pronunciation to B1 level students Teaching vocabulary to A1 level students Teaching vocabulary to A2 and B1 level students Teaching grammar to A1 level learners Teaching grammar to A2 level learners Teaching grammar to B1 level learners Teaching listening comprehension to A1level learners Teaching listening comprehension to A2level learners Teaching listening comprehension to B1level learners Forming speaking competence of A1 level learners Developing speaking competence of A2 level learners Developing speaking competence of B1 level learners Teaching reading to A1 level learners Teaching reading to A2 level learners Teaching reading to B1 level learners Teaching writing to A1 level learners Teaching writing to A2 and B1 level learners Types tests in teaching a foreign language What should the goals of language teaching be? Should a language course try to teach conversational proficiency, reading, translation, or some other skills? What is the basic nature of language, and how will this affect teaching method? What are the principles for the selection of language content in language teaching? What principles of organization, sequencing, and presentation best facilitate learning? What should the role of the native language be? What processes do learners use in mastering a language, and can these be incorporated into a method? What teaching techniques and activities work best and under what circumstances? Which of the approaches discussed in the chapter have you personally experienced as a language learner? What were your impressions, and what is your assessment of the effectiveness of the approach(es)? What is the position regarding the teaching of : (a) pronounsiation; (b) grammar; and (c) vocabulary in the many approaches discussed in the chapter? Has there been a swinging of the pendulum with respect to the teaching of these areas? Why or why not? What changes have occurred regarding the relative emphasis on spoken language in the various approaches discussed in this chapter? Why? Answer the questions in the section “Reflections on your own experiences as a language learner”, and compare your experiences with those of two classmates. What kinds of topics, communication activities (e.g., activities, role plays, presentations, and debates), and participation formats (teacher-fronted, pair, or small-group) did you most enjoy using as a language learner, and why? Did the instruction enable you to use the language later in noninstruction situations? Can you recall any activity or project that integrated listening, speaking, reading, and writing? How do (or might) you use technology for language teaching and learning in your context? What constrains do you face? Do you think that you as a language learner or your (future) students would want to engage in virtual or simulated learning environments online? Why or why not? How do you think about teaching? Do you think about it in terms of what and how you will teach? Or do you think about in terms of how you can create the conditions for successful foreign language learning? If you were asked to state general principles that could help teachers create the conditions for successful learning in the classroom, what would they be? How can you tell that students are successfully learning in the foreign language in your classroom? What is the relationship between syllabus and curriculum design? What are the challenges involved in designing a language-learning syllabus? What is the role of teachers and learners in curriculum design? What does the term Worl Englishes refer to? What are some pedagogical consequences of including World Englishes in an English as a second or foreign language curriculum? How should a teacher decide which variety or varieties of English to teach to a given group of second or foreign language learners? What is the state of listening pedagogy? What should teachers know about the listening process? How can teachers help English as a second or foreign language learners involve their listening comprehension and long-term listening development? What distinguishes academic listening from other forms of listening? How can we help learners develop their academic listening ability? How can the dimensions of the listening model presented in the chapter be applied to the classroom? In teaching speaking, which is more important, a focus on fluency or on accuracy? How can the teacher promote authentic oral communication in the foreign language class? What considerations go into planning and teaching a speaking course? What does it mean to be fluent in a language? What factors make speaking a foreign language easy or difficult? How can teachers help language learners develop their oral fluency? What does teaching pronunciation (vocabulary, grammar) involve? What can teachers learn from research on pronunciation (vocabulary, grammar)? What are the most effective techniques for teaching pronunciation (vocabulary, grammar)? In what ways is developing literacy in a foreign language similar to or different from developing literacy in one’s first language? Which aspects of language and literacy should teachers focus on when teaching children English? What kinds of teaching practices grow out of what we know about literacy development for English language learners? Download 66.09 Kb. Do'stlaringiz bilan baham: 
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