Innovation of the republic of uzbekistan samarkand state institute of foreign language
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CHAPTER II. CONCLUSION
In all, in today's world of technological developments, the Computer-Assisted Language Learning (CALL) has a great effect on improving the students' mastery of pronunciation (see Hayati, 2005). Therefore, a very important remedial way to stop the effect of those indirect factors which lessen the speed of language learning is to provide the schools with facilities (not necessarily those which call for a large amount of budget). Each high school, for the sake of economy, can and must have at least a tape-recorder and/or a computer to work with in teaching a second language. On the other hand, there are varieties of communicative procedures and techniques suggested by many methodologists which are applicable in certain enviornments; they are at least worthy of experiment. Techniques such as “problem-solving”, “role-playing”, “dramatization”, and the like could be of great help to make the students practice the communicative aspect of language (see Cook, 1997; Crouch, 1989; Gil, 2002; Hayati, 2006; Krish, 2001; Larsen-Freeman, 1986; Marilyne, 1999; Mills, 1987; Nunan, 1988; Richards & Rodgers, 2001; Rifkin, 2003; Stringer, 1987; Tarone and Liu, 1995; Tompkins 1998). From among these methods and techniques, the teachers should search for the ones by which the language can most easily be presented. Otherwise, the English classes will be nothing but a waste of time. REFERENCES August, D. & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington, D.C.: National Academy Press. Baltra, A. (1992). On breaking with tradition: The significance of Terrell’s natural approach. The Canadian Modern Language Review, 48 (3), 565-587. Berliner, D.C., & Biddle, B.J. (1995). The manufactured crisis: Myths, fraud, and the attack on America’s public schools. Reading, MA: Addison-Wesley. Bosco F. J., and R. J. DiPietro (1970). Instructional Strategies: their psychological and linguistic bases. International Review of Applied Linguistics 8:1-7. Cummins, J. (1994). Primary language instruction and the education of language minority students. In C.F. Leyba (Ed.), Schooling and language minority students: A theoretical framework (2nd Ed.) (pp. 3-47). California State University, Los Angeles: CA: Evaluation, Dissemination, and Assessment Center. Evans, H., & Towner, J. (1975). Sustained silent reading: Does it increase skills? Reading Teacher, 29 , 155-156. Gregg, K. (1984). Krashen’s monitor and Occam’s razor. Applied Linguistics 5(2): 79-100. Goldin, M. G., (1977). Who Wouldn’t Want to Use the Natural Approach? Modern Language Journal 61: 337-9. Jacobson, R. & Faltis, C. (1990). Language Distribution Issues in Bilingual Schooling. Philadelphia, PA: Multilingual Matters. Koch, A.S. & Terrell, T.D. (1991). Affective reactions of foreign language students to natural approach activities and teaching techniques. In E.K. Horwitz & J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp.109-126). Englewood Cliffs, NJ: Prentice Hall. Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates. Krashen, S. (1985). Inquiries & insights: Selected essays. Englewood Cliffs, NJ: Alemany Press. Krashen, S.D. & Terrell, T.D. (1982). The Natural Approach: Language Acquisition in the Classroom. Englewood Cliffs, NJ: Prentice Hall. Krashen, S. (1979). A Response to McLaughlin, “The Monitor Model: Some Methodological Considerations”. Language Learning 29(1): 151-67. McLaughlin, B. (1978). The monitor model: Some methodological considerations. Language Learning, 28 (2), 309-332. Newmark, L., and Reible, D. A. (1968). Necessity and sufficiency in language learning. International Review of Applied Linguistics 6(2): 145-64. Oliver, M. (1976). The effect of high intensity practice on reading achievement. Reading Improvement 13, 226-228. Oliver, M. (1973). The effect of high intensity practice on reading comprehension. Reading Improvement, 10, 16-18. Ruiz, R. (1988). Orientations in language planning. In S. McKay & S. Wong (Eds.), Language diversity: problem or resource? (pp.158-171). New York: Newbury House. Terrell, T.D. (1986). Acquisition in the natural approach: The binding/access framework. The Modern Language Journal, 70 (3), 213-225. Terrell, T. D., (1977). A natural approach to second language acquisition and learning. Modern Language Journal 61: 325-36. Download 78.85 Kb. Do'stlaringiz bilan baham: 
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