Andijon davlat chet tillar instituti

Educational and developmental goals of EL teaching and learning
The practical and cultural goals are closely connected with the educational one because FLL advances moral and aesthetic education. Teachers and methodologists pay much attention to educational capacities in the teaching and learning process. Of great importance is the linguistic aspect - the contextual side of the material in the foreign language: texts, exercises, ostensive and audio-visual materials used in the classroom, outside school hours, and independent learning.
The goal of education is to develop individuals who adhere to definite moral principles, value knowledge and learning, can and will be able to think and find out things for themselves.
Learning, as we know, is a function of the total involvement and is the result of interactive process with students and teachers having an influence on the outcomes of such interaction. Thus, learning a FL adds to the learners’ mental powers, sharpens their wits, develops their intelligence and contributes to their general outlook.
Classroom language experiences should be functional. Language use and study should fulfill purposes that are meaningful and obvious to pupils. Repeated interaction with classical literature also increases pupils’ sensitivity to social, cultural dynamics and to the emotional needs of others. The teacher’s role and attitude should be consistent with educational goals. “Consistency” here is one of trusting, i.e. respecting students’ opinions and desires towards fairness. The “consistency” here is between having a rule and applying it in the same manner with all people including one’s own.
The educational goals can be achieved by means of:

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  selection of language material;
  
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  successful organization and conduction of the English language lesson and an effective combination of its main components;
  
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  choice of visual aids;
  
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  the teacher’s manners and appearance;
  

- teaching learners to work with books on their own, i.e. independently.
The developmental goal of teaching the English language is recently admitted as a scientific category in methodology of FLT. However, it is very difficult to find relevant instructional materials related to this goal. There is brief information about the developmental goal in the book written by G.V. Rogova and I.N. Vereshagina.
The main idea of the developmental goal is how to teach a learner:

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  to develop the learners’ creativity, intellectual and cognitive abilities;
  
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  to develop different types of memory (visual/audio, short/long-termed, voluntary/involuntary), attention, skills, necessary for creative activities;
  
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  to develop mechanisms of anticipation, predicting, guessing, etc.;
  
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  to develop the learners’ initiative, logical thinking. These are abilities concerning to start, to go on and to finish their communication.
  

Learning a FL leads to new horizons of linguistic competence where graphic, phonetic, lexical and grammatical items come into play. Such learning develops logical thinking of the learners because knowledge acquisition is related to such categories as analysis, synthesis, comparison, deduction, and others. This process is also related to the work of the aural, visual, kinesthetic, and motor analyzers aspects. They have a direct impact on the development of memory as the learners have to memorize lists of words, word-combinations, phrases, models of sentence building as well as their use in communication.
Books, textbooks offer ample opportunities to develop pupils' Gnostic abilities. They learn a lot of interesting things about the countries, cities, events, historical places, schools, traditions, holidays and famous people (statesmen, public figures, and travelers), etc.
A well-organized, purposeful activity guided by the teachers and performed independently can ensure motivation - a positive interest, a desire and a greater willingness to learn a FL.
The developmental goal proposes developing of language intuition, language guessing, memory, logics (analysis, synthesis, comparison, sensory perception, motivational sphere, communicative skills; individual qualities such as hardworking, will, purposefulness, and activity).

Principles of Foreign Language Teaching.

Principle is defined as a guide to action, in our case as a guide to teaching. Methods of teaching foreign language are based on the fundamental principles of pedagogic (didactics).The seven didactic
principles(consciousness,activness ,visuality,consecutiveness,systematicness,accessibility,and durability) are interdependent and mutually complementary. In each subject those principles are applied specifically. For instance, the principle of visuality is differently realized in the teaching of mathematics, geography and foreign languages. different visual aids are used in teaching different subjects, and the purposes of their use vary.
Scientific approach in foreign language teaching implies careful determination of what and how to teach to achieve the aims set by the syllabus. There are 3 aims mainly; the leading role belongs to the practical aim.
One of the main methodological principles is the principle of practical or communicative approach. It means pupils should be involved in oral and written communication throughout the whole course of leaning the foreign language. This principle is realized in modern teaching aids and teaching materials now in use in schools. Pupils are taught to use the target language as a means of communication for listening comprehension, speaking, and reading.
Each language activity has its own set of actions which are characteristic of this activity (4Language activities).The development of each activity requires certain techniques and exercises. Hence we have the following methodological principle- the principle of a differential approach in foreign language teaching-each activity requires special attention on the part of the teacher.
The principle of accessibility. In teaching of every subject including a foreign language, the principle of accessibility is realized through conformity with the following requirements:

1. 
   The subject- matter of the instruction must correspond to the age and mental powers of the learners; be either too difficult ,nor to easy or too childish for them.
   
2. 
   be rightly closed, i.e. be neither overabundant, nor scarce ; this refers to the whole course as provided for in the program, to teach lesson, and each home -assignment; in terms of time relations this means that the rate of progress of the instruction must be neither too rapid nor too slow;
   
3. 
   Be properly graded; each stage should be prepared by, and follow logically from, the preceding stages, without gaps or missing links in the previous instruction.
   
4. 
   be so presented that the pupils have to grapple only with one difficulty at a time; graduation of difficulties is also an indispensable condition of accessibility.
   

For example, new grammar material should be introduced on familiar lexical material lest the pupils should be confronted simultaneously with two sets of difficulties. Or in teaching the Past Indefinite tense aspect form of the verb the affirmative form must be introduced first, then the interrogative and negative.
The Principle of Durability stands somewhat apart from the other didactic principles in so far as it determines the nature not of the teaching, but of the assimilation of the instruction.
To be exact, it (durability) means the ability of a pupil to keep in his memory linguistic and language material he learns of ready access, i.e. the pupil can use units of language semantic-patterns whenever he needs them for oral or written communication. The durability is ensured : by vivid presentation of the material ,when pupils are involved in the act of presentation ,their thinking and senses are at work; by constant revision or drill pupils reproduce the material ,and review it throughout the course, their auditory, visual, kinesthetic and motor analyzers are at work;
By the use of the material on the part of the learners for communicative needs: pupils and read texts with various assignments to get information through hearing and reading, they carry on conversation within the topics and material covered;
By systematic control;
By constant supervision of pupils’ habits and skills on the part of the teacher. Under these conditions pupils keep the material in their memory because it is constantly reviewed by them and revised by the teacher. Modern methodology pays much attention to this principle. The idea of intensive work of visual, auditory, and kinesthetic analyzers has been made real because of the use of various teaching aids and teaching materials.