Andijon davlat chet tillar instituti

Comparison of traditional and innovative methods
Firstly we answer the question: “What is traditional methodology?” To answer this question we should address to different sources on the FL methodology.

1. 
   A very typical feature of traditional methodology, “teacher- dominated interaction”, the teaching is deeply teacher-centered (Broughton etal., 1994).
   
2. 
   “Traditional view of education, where teachers serve as the source of knowledge while learners serve as passive receivers” (Kuzu, 2007).
   
3. 
   “Traditional teaching [is imagined to work as] the knowledge being poured from one receptacle into an empty one.” This widespread attitude is based on a precondition that “being in a class in the presence of a teacher and ‘listening attentively’ is [...] enough to ensure that learning will take place” (Scrivener, 2005),
   
4. 
   Traditional methodology - “learning was very much seen as under the control of the teacher” (Richards, 2008).
   
5. 
   Traditional methodology does not present the language as a means of communication. Rather, this approach to teaching conceives “language [as] a body of esteemed information to be learned, with an emphasis on intellectual rigor” (White, 1988).
   

To sum up, the traditional methodology puts the responsibility for teaching and learning mainly on the teacher and it is believed that if students are present in the lesson and listen to the teacher’s explanations and examples, they will be able to use the knowledge.
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Traditional language teaching is based on a traditional approach to the target language teaching and learning, which regards the language as a body of grammatical rules and an enormous number of words that are combined according to the rules. Traditional methodology thus focuses on grammatical structures and isolated items of vocabulary.
Unlike traditional methodology, modern methodology is much more student-centered. According to Jim Scrivener (2005), the teacher's main role is to “help learning to happen,” which includes '"involving” students in what is going on “by enabling them to work at their own speed, by not giving long explanations, by encouraging them to participate, talk, interact, do things, etc.” Moreover J. Broughton adds that “the language student is best motivated by practice in which he senses the language is truly communicative, that it is appropriate to its context, that his teacher’s skills are moving him forward to a fuller competence in a foreign language” (Broughton, 1994). Briefly put, the students are the most active element in this process. The teacher is here not to explain, but to encourage and help students to explore, try out, make learning interesting, etc. That’s why a great emphasis nowadays is put on negotiation of meaning and the communicative competence as “being able to use the language for meaningful communication” (Richards, 2008). Instead of memorizing grammatical rules and isolated vocabulary, modern methodology prefers to present contextualized language and to develop skills.
Taking into consideration the educators’ statements we point out the following advantages and disadvantages of traditional methods which still have been used in practice of ELT in Uzbekistan.
As we see in traditional approach the teacher is a source of information and a sender of information. The learners are passive and they receive ready information, memorize and reproduce it. The main strategy of the teacher is to deliver the information using the blackboard and by speaking. There is a strict control of the teaching process and the learners receive factual knowledge. Within innovative models the teacher uses different strategies and tools with the help of which s/he creates favorable conditions for FL teaching and learning.
Thus, the effective teaching and learning outcomes much more depend on the proficiency of a teacher. The proficiency of a teacher is based on the following factors:

1. 
   Teacher should be able to explain his/her ideas clearly in a short and simple way.
   
2. 
   Teaching process must be organized with taking into consideration the students’ level of language performance and degree of their interest and needs.
   
3. 
   Teacher's authority, qualification and feeling of responsibility for efficiency of teaching.
   
4. 
   Students usually obtain complete satisfaction during the lesson of a well- trained and qualified teacher.
   
5. 
   Methodological preparedness of a teacher and his/her ability of planning the lesson.
   
6. 
   Teacher should always be ready to answer the learners’ questions, and capable to manage the lesson.
   
7. 
   Teacher’s ability to form patriotic feelings, to educate students through work, to create favorable atmosphere and direct their activity to the research work and feedback.
   
8. 
   Teacher's ability to motivate students using different strategies and methods.
   
9. 
   Teacher should develop students' reflexive skills (analysis, synthesis and evaluation).
   
10. 
    Teacher should use the effective teaching tools to activate
    

students’ learning, develop their creative thinking and achieve good results. '
These factors give us a picture of teacher’s abilities and draw a line of his/her activity. Besides the presentation of the new material, a teacher activates learners' attention, effort, intelligence and con learning. It is important here to describe the role of teachers and learners within an innovative approach, referring to Diane Larsen- Freeman's work (2003:128).
The teacher facilitates communication in the classroom. In this role, one of his/her major responsibilities is to establish various situations to promote communication. The teacher acts as an adviser, answering students’ questions and monitoring their performance. S/he might make notes of their errors to be worked on at a later time during more accuracy-based activity. At other times s/he might be a "co-communicator’ engaging in the communicative activity along with students.
Students are above all, communicators. They are actively engaged in negotiating meaning — in trying to make them understand and in understanding others - even when their knowledge of the target language is incomplete. - •
Also, since a teacher’s role is less dominant than in a teacher-centered method, students are seen as more responsible managers of their own learning.
Taking into consideration the above information, we point out the following main features of innovative methods:
1)Learners gain the knowledge with interest and they have high motivation, which makes them be active during the lesson.
2)Being active the learners are able to solve problems existed during the lesson. It helps to form creative skills in them.
3)There is an individual approach to importing knowledge.
4)Pair work and group work are emphasized in organizing teaching. This helps to form language skills, to interact with the members of the group.
5)The innovative methods positively influence the formation and development of self-study and reflexive skills.
6)Interactive methods provide using FL in real life situations.
7.The learners are able to overcome the fear of making mistakes. It inspires them and they are involved into the active work.