Education of the republic of uzbekistan termez state university

Kurs ishi bajarishning kalendar rejasi

Haftalar Qisimlar	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Kurs ishi rejasi
Kirish
Asosiy qisim
Xulosa
Adabiyotlar
Ilovalar
Rasmiylashtirish
Tekshirish
Ximoya
Topshirish

Raxbar ____________________(imzo)

CONTENTS:
Introduction………………………………………………………………………...
Main body: Total Physical Response as an interactive learning experience for developing grammar skills…………………………………………………………
1. Theoretical Foundations of the Communicative competence in Teaching English Grammar………………………………………………….…………….…
2. The role of grammar, its place among the aspects of language………………
3. Methods and techniques in teaching English grammar……………………….
CONCLUSION.........................................................................................................
REFERENCES........................................................................................................

INTRODUCTION
In today's process of globalization, the effect of the radical reform of the education system of Uzbekistan is evident in all areas related to this area. The state pays special attention to the teaching and further development of foreign languages in the education system, which is a key sector of socio-economic, political and cultural life of the country, one of the vital factors that directly affect the morale of the population. at the policy level. At a video conference chaired by the President of the Republic of Uzbekistan Sh. Mirziyoyev on May 6, 2021 on measures to improve the system of teaching foreign languages, the problems in the system were analyzed in detail and priorities were identified. On this basis, the issue of attitudes to foreign language teaching is addressed in the Resolution of the President of the Republic of Uzbekistan dated May 19, 2021 No PP-5117 “On measures to bring the promotion of foreign languages in the Republic of Uzbekistan to a qualitatively new level": "... education in foreign languages It is no coincidence that the need to develop as a policy priority, radically improve the quality of education in this area, attract qualified teachers to the field and increase the population's interest in learning foreign languages "[1].
First President Islam Karimov mentioned that without foreign languages no organization, no person can develop completely. In order to resolve this issue, on December 10, 2012 First President of the Republic of Uzbekistan, Islam Karimov signed a president decree №1875 ‘On measures to further improvement of foreign language learning system’. It is noted that in the framework of the Law of the Republic of Uzbekistan ‘On Education’ and the National Program for teachers first of all and mentors and instructors; for Training in the country, a comprehensive foreign language teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, for the further integration of the country to the world community, has been created and modernized. Education is mainly conducted in traditional methods. Improving skills of teachers and provision of modern teaching materials are required according to the Decree for the further development of foreign languages learning continuum at all levels of education. Moreover, the new approaches to the teaching spread over the whole republic starting from 2012/2013 school year.
A few years ago, any dialogue between residents of different countries began with a simple phrase “Do you speak English?”, and today, as a rule, people just start speaking English right away. English proficiency is no longer an indicator of a person’s education, but practically his duty, because in the modern world, with its erased borders and numerous opportunities, English is a "lingua franca" in all walks of life.
Modern children tend to watch cartoons in the original, teenagers want to understand what they say in computer games and what their favorite performers sing about, and young people dream of traveling around the world. And at this extracurricular stage, such an important thing as motivation arises. If in the 20th century English was taught only because it was part of the school curriculum, then in the 21st century parents try to send their children to language schools, and many children themselves are interested in this. And therefore, any teacher faces a very important task - to keep the motivation of their students. And from the educational questions “Whom to teach?”, “Why teach?” and "How to teach?" the last one comes to the fore.
1.Theoretical Foundations of the Communicative competence in Teaching English Grammar
Psychological and pedagogical features of the development of students in elementary school.
The education of children aged 6-7 is again becoming a topic for heated discussions among teachers, philologists and parents. Since the level of language among secondary school students is quite low, the only sure way to improve academic performance is to improve the language situation in primary school and shift the start of education to the first grade or preschool level of education. Why was this particular age chosen?
Based on research in the field of domestic (Yu. P. Azarov, L. S. Vygotsky, S. I. Rubinstein), and foreign psychology (T. Eliot, J. Bruner, B. White, R. Roberts,), one can come to the conclusion that, in general, a child masters a foreign language much faster and easier than an adult. Most researchers of early learning issues believe that teaching English before the age of three cannot be considered effective, and after 10 it is already much more difficult to start, and the process of learning the language can proceed much more slowly. [14,597]
The optimal time to start learning a foreign language is from 5 to 8 years old, when the system of the native language is already well enough mastered, and it is not difficult for a child to distinguish between Russian and English. Moreover, by this moment the child has already formed the experience of mastering the language, because all children go through the so-called stage of supergeneralization in their development - a process in which phrases and phrases are built by analogy with the already known “dogs have no fins”, “children”, etc. That is, children can not only get acquainted with new words, but also intuitively find various patterns in their education, which is an important ability when learning a foreign language. [8,15]
If you start learning correctly, then the child masters the second language as easily as the first. This is largely due to the extraordinary ability of children to imitate, which is lost over the years. Here it is important to say about current research in the field of "bilingual education": at one of the latest online conferences "English in early childhood IV " [40] 18 professional speech teachers-defectologists proved that it is possible and necessary to start learning English with young children as early as possible. At the same time, training should be as relaxed as possible, without any production of sounds and memorization of the rules. In this case, a natural process of language acquisition takes place, and the child develops an intuitive command of English, that is, the child cannot explain “why” and “how” he said, but does not make mistakes in speech and understands without translation what they say to him.
In schools, as a rule, they start learning English in the second grade, when the child is already 8 years old. Of course, it's not too late, but if we talk about improving the level of the language in high school, then it's worth starting at least a year earlier, that is, not in the second, but in the first grade. At the same time, it is extremely important to clearly identify the goals and principles of such training.
Firstly, the teacher in the lesson should not have the goal of teaching the child to read, write and solve tests. At an early stage, oral speech should be the dominant activity. If a child can say something, it is much easier for him to read it than to approach this process from the other side: first read and write something, and then put it into speech.
Secondly, at this age, only the educational process is important for the child. That is, the lessons should be as diverse as possible and interest the child in such a way that he would be motivated to further successful learning of the language.
Thirdly, you need to understand that learning a language is getting to know a new culture. In the modern world, a child of 6-7 years old knows quite a lot about other countries, but the quality of this knowledge is often very doubtful. That is why the teacher should be able to create a positive image of the culture of the English language, tell the child about the opportunities that knowledge and proficiency in English opens up. For a child, a teacher is a standard and a role model, and in the case of a foreign language, he is also a guide to a new and unknown world. And, as you know, the first impression, although not always true, always remains the most vivid in our memory. And only on how the teacher in elementary school introduces children to the language will depend on all their further success or failure in learning English.
Going to school always means a transition from play activities to learning. The child ceases to be small and helpless, a completely new institution of socialization opens up before him - a school, where his basic knowledge, skills, skills, as well as the norms of communication and behavior in society are further formed. Moreover, for the first time his activity becomes socially significant, and this is a big step towards the socialization of the individual.
The first time, elementary school students, as a rule, study "excellently". A big role in this is played by the desire to show oneself and get the approval of parents and teachers. At first, the child does not understand the meaning of learning activities, he is only interested in the learning process itself. However, when he sees the results of his work, and most importantly, feels praise from people who are authoritative for him, he begins to form an interest directly in the content of educational activities and the acquisition of new knowledge. This happens with students experiencing a sense of satisfaction from their own achievements, and it can be reinforced by the attention of the teacher, who emphasizes every, even the smallest step forward. Younger students experience a sense of pride, a special emotional upsurge when the teacher praises and supports them [3, 243-246].
Primary school age is characterized by all specialists with a noticeable physical, psychological and physiological development of children, which allows them to begin full-fledged education. However, the regulatory function of the brain during this period is not yet perfect, which is why children are often distracted, cannot engage in the same activity for a long time, and it is difficult for them to sit in one place [10, 288]. Voluntary play activity of the preschool period did not limit the child in any way: he could do it as much and when he wanted. Educational activity, the significance of which is not yet fully understood by the child, requires much more physical and mental stress, which often leads to overwork. Therefore, any lesson in elementary school should be characterized by a frequent change of activity. This helps the child to relieve stress and increase the level of attention. However, it is important not to overdo it here, since another important feature of a younger student is the inability to quickly switch attention from one object to another. Therefore, during the lesson, smooth transitions from one activity to another and frequent active warm-ups are necessary. [18]
Educational activities in elementary school stimulate the development of sensations and perceptions. In psychology, it is customary to distinguish the following stages of perception: from 2 to 5 years old, the child learns to list the objects seen in the picture, from 6 to 9 years old he can already describe what he saw in more detail, and after 9 years old, schoolchildren discover the ability to interpret the picture themselves. [6,14,15]
Perception at this level of mental development is closely connected with the practical activity of the child. Children are able to perceive an object only through the prism of sensations: that is, the child must perform some action with the object, change something in it, or simply touch it. For younger students, a pronounced emotionality of perception is characteristic. Therefore, in English lessons in primary grades, it is worth paying great attention to cards and visual material. And, for example, when studying vegetables and fruits, it is worth bringing real tomatoes, cucumbers and apples to the class. Children will be able to hold them in their hands, discuss and link abstract words to real objects. Also in elementary school, special attention should be paid to various drawings and crafts. For example, when learning the names of rooms, you can create your own layout of the house, and when you get acquainted with the days of the week, you can create your own schedule in English.
In the process of learning, the perception of children deepens, becomes more analyzing, differentiating, and takes on the character of organized observation. [11,37] However, the development of attention differentiation is a long and complex process, so children can make mistakes for quite a long time in words and concepts that are similar to them. For example, confuse the letters "b" and "d", "t" and "f". And it is important for the teacher to come up with a way that will help them once and for all distinguish between these letters in their minds.
In elementary school, children learn to manage their own memory and regulate its manifestations. At the same time, visual-figurative memory, due to the predominance of the activity of the first signal system at this age, is developed in children much more strongly than verbal-logical memory. [7,518.] Therefore, children are much better at remembering various faces, images, objects, and events than they are at remembering definitions, descriptions, and explanations. Therefore, absolutely any rule of the English language in the lesson should not only be spoken, but also visually supported by a table, diagram, picture or drawing. Younger students are prone to rote memorization without realizing the semantic connections within the memorized material.
For the development of memory, multiple repetitions are also used, but not memorization of dialogues or texts. [9,29] This causes a negative attitude towards the subject and only contributes to the loss of motivation. Any repetition is much more effective to present to children in a playful way: be it some kind of competition, funny poems and songs, or the game “hit the right card”. The more times words or phrases are called, the higher the probability of their absolute memorization. Moreover, if you make the game as close as possible to the life of a child, he can easily use what he has learned in a real language situation.
Thus, we can come to the conclusion that when teaching children of primary school age, a teacher in English lessons needs to:
-celebrate any student achievement;
-often change activities, but monitor their relationship;
-alternate between active and passive activities;
-use a large number of visual materials;
-give students the opportunity to visualize the studied material with their own hands;
-use the game as the main method for repeating and memorizing information.
And all these rules are inherent in the communicative approach, which we consider in detail in this paper.
In order to talk about the essence of the communicative competence, it is necessary to turn to the history of its occurrence.
The concept of a communicative competence (Communicative language Teaching) arose only in the late 60s, when most British linguists came to the conclusion that the situational approach to teaching a foreign language had become obsolete. And in search of new teaching methods, a system was developed in which the formation of communicative competence was at the center of the educational process. With the formation of the European Economic Community, it became necessary for people in Europe to establish economic relations in a single language, which led to a demand for learning English and a revision of learning objectives: possession of only grammatical competence was not enough, it was important to learn to speak and think in English in a short time . [33,125–129.]
The starting point in creating a new approach to learning was the work of the British linguist Noam Chomsky, who showed that the structural theories of language that prevailed at that time could not explain the creativity and diversity that people show in real communication. [32,171] N. Chomsky's ideas were developed by Christopher Kandlin and Henry Widdowson. They came to the conclusion that students need to learn how to solve communicative situations, and not master the numerous grammatical nuances of the English language. Of course, this issue was dealt with not only in the UK. In the US, linguist and anthropologist Dell Hymes developed the concept of communicative competence. This was done in response to Chomsky's concept of the linguistic competence of an ideal native speaker. Communicative competence clarified what it means to “know a language”. And it is Himes who owns the famous quote "there are rules of use, without which the rules of grammar are useless." [24,269] Hymes did not develop a specific definition of the concept of "communicative competence", but subsequent authors, in particular, M.Kanale, associated this concept with teaching a foreign language.
Based on the explanation above the researcher concludes that Communicative competence is based on the idea that the aim of learning second language is to gain communicative competency. In this approach learner have to knowledge of the rules of use of language to generate language appropriately for certain situations. We should have also the knowledge of the use of techniques to communicate effectively. This approach draws attention toward on the use of language in everyday life.
In communicative competence of language teaching classroom interaction became an important feature of second language pedagogy. It can occur between the teacher and learners, and/or between learners themselves, either collectively or individually. According to Angelo (1993), classroom interaction comprises teacher-learner and learner-learner interaction, which is one of ten principles of effective comprises teacher-learner and learner-learner interaction, which is one of ten principles of effective organize their knowledge, provide timely feedback, demand quality, balance high expectations with student support enhance motivation to learn encourage faculty- student and student-student interaction and communication, and help students to productively manage their time. Learners will get moreand communication, and help students to productively manage their time. Learners will get morehas pointed out that two types of classroom interaction present different opportunities for negotiation, so each type needs to be evaluated within its particular context.
In the classroom, the teacher often asks questions to learners and learners answer the questions and vice versa, or the teacher participates in learning activities. These forms are called teacher-learner interaction. Generally, such interactions take place between the teacher and the class and/or small groups in the class and/or individuals. In the traditional classroom, the teacher only sits or stands behind a desk, and spends a large amount of time giving lectures and directions whereas students‟ role are sitting, listening and taking notes passively. The focus of interaction was predominant between the teacher and learners. This one usually initiated and controlled by the teacher. The teachers‟ central role is to dominate in terms of the talking time and of the running of the process. The teacher controls the topic for classroom talk, and determines when start and stop talking in the classroom. At the beginning of the lesson, the teacher reviews what has already been done, introduces new content, explains problematic concepts and then clarifies complex requests and activities during the lesson. At the end of the lesson, the teacher sums up the new content studied and gives feedback. The teacher is central to the classroom interaction while students are passive listeners. At times, students are required to participate only by answering questions which their teacher already knows the answers. They also have no time to ask questions and always rely on the teacher’s instructions and cannot solve problems independently. According to Chaudron, teacher talk takes up the largest proportion of classroom talk.
Based on the explanation above the researcher conclude that communicative approach in classroom is the student must performance and need much practice so students should be centered. The teacher must step back and observe, sometimes acting as a referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning.
There is no single definition of the communicative approach. This is due to the fact that different linguists and teachers define it in their own way. After all, over the long history of the existence of the approach, it has undergone many changes, improvements and has become, rather, a set of different methods and techniques, united by a single concept. David Noonan in his work " Task - based language teaching : From theory to classroom practice " [30,26] compares the communicative approach with a large family, whose members do not always coexist in the world. They have quarrels, if not wars. But none of them still denies their belonging to the family and does not refuse a common surname.
As already mentioned, the main idea of the communicative approach is the communicative orientation of learning. Language is primarily a means of communication. Therefore, the study of obsolete constructions, complex, rarely used grammatical topics, specific vocabulary fades into the background. If a student is constantly involved in real communicative situations in the learning process, he can easily apply his knowledge in practice, guided by external and internal motives (buying plane tickets, ordering food in a restaurant, wanting to get to know each other). Often, foreign language courses in their advertising campaigns use the slogans “learn to speak in one day”, “English in a month”, etc. And there is some truth in this. Since in colloquial speech we use clichéd phrases, and their development, if presented correctly, will not be difficult. However, it is worth noting that the communicative approach is still an interconnected training in all forms of oral and, of course, written communication.
It is also worth noting the exceptional role of the teacher in the process of communicative learning. Unlike a traditional school, where the entire lesson is based on the personality of the teacher, here the main participants in the educational process are the students. The teacher only directs, competently sets tasks and controls the learning process. Many children in schools lose confidence in themselves because they are constantly corrected, they develop a complex, and they become afraid to speak, especially for elementary school students. In the case of the communicative approach, a sharp and constant interruption of the student's statement is unacceptable. But this does not mean that mistakes are made. They are discussed after or during the utterance, but in such a way as not to violate its integrity.
The well-known methodologist Natalya Dmitrievna Galskova believes that “the teacher acts not only as a moderator, creating incentives that encourage the student to master the content of the training, but also as an assistant and organizer of communication in the target language and with its (language) help. The educational process is not built from the point of view of the priorities of the educational material: the student as the subject of the educational process is the starting point. [4, 82] To implement this provision, it is necessary to introduce didactic and methodological technologies into practice, “the purpose of which (at all stages of education) is not to accumulate knowledge and skills, but to constantly enrich the experience of creativity, the formation of a mechanism for self-organization and self-realization of the personality of each student ". [19.64−77]
Almost any student's statement, even at the most elementary level, must be in English. Therefore, from the first lessons, the teacher speaks English with the children, paying special attention to the classroom . language ”, that is, phrases that are used from lesson to lesson. " Stand Up ", " Sit down ", " Thank you you ", "Excuse me », etc. Any explanation takes place in the language being studied, with a large number of visual materials and gestures. This is how children get rid of the habit of translation and learn the language naturally. But it is also not advisable to completely exclude L1 from the lessons. It is important to maintain a balance and not go to extremes. However, the predominance of English over L1 should be approximately 60% to 40% with a gradual increase in the difference towards a foreign language. [28.64]
Continuing to talk about the features of the approach, it is important to say about the mandatory authentic nature of the training materials used. You need to understand that initially the communicative approach to teaching English was developed in the UK and the USA, and it was understood that students, leaving the classroom, had a lot of opportunities for real practice. In countries where English is not an official language, it is quite difficult to find application for one's knowledge. We have to create artificial learning conditions. And this can only be done on the basis of authentic materials. Almost any modern British teaching materials (for example, Super Minds , English World , Friends and Family , etc.) is designed so that it can be used by teachers and children from any country. In such complexes, universal topics are selected; in books for teachers, teaching instructions are often given, taking into account the phonetic characteristics of students of different language groups. Also, any teaching materials includes audio and, sometimes, video accompaniment, which just helps to create an artificial situation of communication. But all this will not have a result without following the principle of situationality. In the classroom, the teacher simulates situations close to real life, discusses current topics with students, works out daily situations “at home”, “at school”, “in a cafe”, etc. But for these tasks to be effective, children must have some practical goal. And to create such a goal in communicative exercises, so-called information gaps are used ( information gaps ). [23,70] A traditional assignment might look like this: one student asks " Excuse me , where is the theatre ? ", and the other answers by looking at the map that is printed in the task itself. In fact, this is not a real communicative situation. And the information gap implies that only one of the participants in the dialogue has the necessary information. That is, the second one is really interested to know where this theater is located. Thus, the situation is as close as possible to the real one.
Another feature of the communicative approach is the student-centered orientation of learning. In any situation, the student expresses his opinion on topics relevant to him, talks about himself, about his interests. And this happens through work in pairs and groups. This form of organization of educational activities helps students to open up and show their creative abilities and leadership qualities, which only contribute to the development of a foreign language.
Despite the fact that the communicative approach arose almost half a century ago, it was especially widespread and developed in the 21st century. And every day, thousands of educators around the world are working to improve it. In our work, we talk about only a small part of the possibilities that this approach gives, because we consider it from the point of view of teaching grammar, which is only one aspect of language learning.