Education of the republic of uzbekistan samarkand state institute of foreign languages

Conclusion on Chapter II
Summary
Agreed-on goals in language teaching
The goals of language learning and teaching in general and of practice in particular are manifold. In fact, they are characterized by such a complex array of partially overlapping distinctions that few people ever reflect on this whole array, focusing instead on the distinctions that are most relevant to their own interests or experiences. If practice is to be a set of means to reach a set of goals, however, it is important that we stop and reflect on those goals before continuing.
Even the layperson who has barely set foot in a second language classroom will recognize the distinctions between oral and written language and between the ability to produce and to comprehend. Combining these two distinctions, we get the traditional division among the four skills: listening, speaking, reading, and writing. It is clear for all to see that even in one's native language, and a fortiori in a second language, different people have different levels of need for and proficiency in these four skills. Many people do not aspire to be good writers, even in their L1, and some, even in these days of instant global communication, care more about their ability to understand written text in a second language than about their ability to speak that language because their careers as students or professionals require massive L2 reading but hardly any spoken interaction. Applied linguists typically make at least three more important distinctions. Conversation practice enables language learners to assimilate their acquired knowledge, integrating a variety of cognitive skills at once to produce oral communication. In effect, this is learning by doing.
Conclusion
When education institute proposes new the foreign language learning program for foreign language teaching, the government should support and invest money so as to put it into effect. When course director plans the course, they should consult the teachers as well as the students to get more information about the foreign language course, such as the time, the books. When course director chooses the teaching materials for foreign language teaching, they should ascertain the teaching content and teaching structure to some extent. The education institute needs to introduce the international publishers’ books or materials from the English speaking countries. Authentic materials and task-based contents need to be taken into account when our educators choose the teaching materials. The teaching materials including more authentic materials and activities will serve teachers’ teaching methodology and techniques. When our teachers teach young learners’ foreign language, we should pay more attention to their personality, learning style, learning strategy, interest, motivation, etc. All these factors would affect their language learning and need to be considered. We should make sense of the way to attract young learners’ attention from the sensitivity of grammar practice to the communicative classroom environment. The important thing for our foreign language teacher to make sense is that their teaching goal is to arouse young learners’ interest and enthusiasm to learn a foreign language so that they can achieve the linguistic competence and communicative competence in the ultimate foreign language learning. Therefore, it is urgent for our educator to consider stimulations to young learners’ foreign language teaching and learning the reason why is that they will perform better in the ultimate foreign language learning.
Six principles of teaching English to adults at commercial language schools and centers have been presented in this article:
These principles were developed on the basis of what learners themselves said they wanted and needed, on the basis of the teaching practice and observations of the teaching/learning process which, sometimes, contradicted the learners’ explicit statements, and, finally, on the basis of analysis of practical and theoretical information. The principles were not developed all at once but gradually added one to the other to form, in the end, a single system. As a result, when all of them together were put into practice making the foundation for all the English courses developed in the language” Center ” described in this article, the situation with those courses radically changed for the better. Students and teachers became quite satisfied with the learning outcomes, students’ attendance stabilized, and the teaching/learning process became quite successful remaining successful and fully approved by the students and teachers for more than 15 years already.
What may be no less important is the fact that the suggested principles allow the Center discussed in the paper to keep abreast of current trends in teaching English as a foreign language to adults. In the preceding section of this article it has already been said that those principles help in broadly introducing IT technologies, experiential learning activities, and cultural studies into the courses included in the program. But there are, at least, two other aspects that should be mentioned. First, for some years already our students have been expressing growing interest in learning not only British English but also other varieties of it, especially American English. This, on the basis of the first of our principles, made us introduce two varieties of the English language into intermediate and advanced courses being taught: the British and the American ones (cf. Tarnopolsky, 2005), as well as elements of what is now known as International English and ELF (Graddol, 2006; Jenkins, 2004). Second, the constructivist approach to teaching English for professional purposes (Jonassen, 1995; Tarnopolsky, 2012), which is the very latest trend in ESP, has become the basis for designing both of our ESP courses—the one designed for learning Business English and the one designed for psychologists. It was done following the requirements of all the first five principles: to meet the student needs and their interests in learning professional English in conditions modeling professional activities and professional communication in the target language (the first two principles); to make ESP courses more autonomous and complete (the third principle) since the constructivist approach presupposes such courses’ autonomy and completeness; to intensify class work without using hometasks, which is also characteristic of the constructivist approach and corresponds to the fourth and fifth of our principles. Other examples may be given but even those that are cited in this paragraph are sufficient for demonstrating one more beneficial aspect of the suggested set of principles.