Language teaching methodology

Linguistic competence Graphics and orthography:
I. All letters of the Uzbek alphabet based on the Latin script, sounds and letter proportions; the basic rules of reading and writing letters; to write upper and lowercase letters according to husnikhat; dividing into syllables, reading in syllables, knowing and applying the rules of syllable transfer.

Phonetics:

II. Being able to distinguish sounds and pronounce them correctly; to put the accents of the words correctly, to master the short pronunciation of the short "i" sound; know the rules of correct pronunciation of specific speech sounds; to be able to use and practice
the appropriate tone for the types of communicative sentences (statements, interrogatives, commands).

Vocabulary: 1. Active words related to the subject: object nouns, color adjectives, count

acquisition and practice of number, person, demonstrative and interrogative pronouns. Grammar:
III. Famous and kindred horses; personal, demonstrative, interrogative pronouns; words denoting color, shape and number, words denoting volume, time; to have an initial practical understanding of simple sentences with nouns, means of expressing negation, affirmation and command, using them in oral and written speech.
2. Principles of language education and competence approach in teaching the Uzbek language.
Language is a great thing that has built not only a person, but also a human society, caused its development, and connects different countries even today. mat is a powerful force. Therefore, great attention has always been paid to the issues of language learning and the development of the most effective intensive methods of language education, language teaching methods have been regularly improved.

In practice, the concepts of approach, principle, method are often used interchangeably with the concepts of methods and methods, that is, they are used both to define the

principle direction of teaching and in the sense of a teaching method. In language education, the principle direction of teaching is interpreted as a principle or approach, and a method is interpreted as a method, style. Methodist-scientist R. Yo’ldoshev believes that the method consists of a set of methods or methods that achieve the educational goal in the shortest time and in the shortest time.

An approach works with a system of methods, so a method is a smaller concept than an approach. In distinguishing between these concepts, ILBim approves the definition: "Method is a method of language teaching in a certain historical period, based on a priority idea that is consistent with educational goals and social conditions, to realize this idea. it is a generalized model of introduction of principles showing which way to go and with which methods". In the "Annotated Dictionary of the Uzbek Language" these concepts are explained as follows: "Method (Greek Methodist - research method, way)

1. Method of knowledge and research of natural and social phenomena.

2. Method, as style;

"Methodology (Greek methodic) - a set of methods, ways of doing, carrying out, doing something, teaching about teaching methods"
The word "methodical" means "method" and "methodology".
Methodology is the teaching of how to understand the source of research, how to approach its study, what methods to use, and how to create general theoretical, practical, logical or descriptive knowledge about the object of research.
The educational method or method is the joint activities of the teacher and students aimed at achieving a specific goal in the educational process, and means the ways of mastering the educational material theoretically and practically.
Teaching methods determine how the teacher and student work, how to organize and conduct the teaching process in the educational process. Today's teacher, entering each session, always faces the question of how to organize the lesson, which didactic material should be used in what way, and which methods will be effective in passing this topic.

A teacher's in-depth knowledge and intellectual potential within his specialty are not enough to achieve the educational goals envisaged in the lesson. The teacher should also think seriously about teaching methods based on his own experience and the experience of others.

Therefore, the form, methods and tools of education are of great importance in the full coverage of the content of educational activities. They create favorable conditions for revealing the student's potential, demonstrating knowledge, skills and abilities. In turn, students' age, psychological and physiological characteristics, level of knowledge, scope of their worldview and their activity are motivations for choosing effective, advanced, non-traditional forms, methods and tools of education and using them appropriately. . In this, of course, the role of the teacher is extremely large, because he
is responsible for the DTS, the curriculum program, as well as the specific topic specified in the textbooks and manuals, as well as the specific aspects of the subject, existing pedagogical conditions, o Based on the age, psychological characteristics of the students, their life needs and interest, he chooses educational methods and lesson forms. In this, the teacher's level of knowledge and skills, worldview, creativity, ability to assess the situation and act quickly in accordance with it have an important place.

Therefore, the methods are divided into their objective and subjective aspects, and in their objective aspects, all didactic rules, laws and regulations, principles and definitions, as well as permanent components of the totality of the content, specific to the forms of educational activity If the general aspects are reflected, the subjective aspects depend on the personality of the pedagogue and the specific characteristics of the learners.

From what has been said, it can be concluded that the educational method is a method of joint activity of the teacher and students aimed at solving the collective tasks
of the educational process, and the educational methodology is a specific
describes the system of scientifically based methods, rules and methods of teaching the subject.
During the last ten years, concepts such as "pedagogical technology", "modern pedagogical technology", "teaching technology" have been widely used in our speech. The concept of "educational technology" is a broader concept compared to the concept of "educational methodology", which means the general content of the process of achieving the educational goal. In this, the educational process is carried out step by step on the basis of a pre-planned integrated system, the development of a specific system of methods, methods and tools in order to achieve a specific goal, their
effective and efficient use, and high-level management of the educational process are expressed When working in cooperation, first of all, special attention should be paid to the
location of the participants. It is desirable to give participants the opportunity to "sit face to face". When working in pairs or groups, students should sit face to face, i.e. facing each other. , it becomes easier for them to argue and make decisions, the skills of hearing and listening to each other are formed). This situation is called "I'm in a game", the participants around the circular table freely exchange ideas and enter into a discussion on the problem, and an equal attitude is established. This situation is also very convenient for a discussion in the style of a game. allows the leader' or teacher to communicate with all students and ensure active participation of all students.

The so-called "I'm in a discussion" situation is organized around a square table,

which is convenient for discussion. Participants have the opportunity to express their opinion freely. Usually, such debates in the classroom are such placement of students in debates, using the "Guest-speaker" method and "Read it", "Continue", "Mystery word", "O Encourages all students to actively participate in the process of holding "Yin-Tapishmaq" and "Pantomime" games.

The state called "I'm in collaboration" is convenient for use in large groups. Participants of the discussion are divided into four or five people, sit around separate tables, and each group makes its own decision. This is the case when students are divided into small groups to use the methods of games with separate assignments ("Vocabulary", "Live story", "Crossword", "Rebus" or "Cluster", "Syndicate"). is convenient.

The success of the educational process depends not only on its form, but also on the effectiveness of the methods used. The methods consist of several main groups, each of which is divided into subgroups and separate methods included in them. Organization of educational activities, transmission, acceptance, comprehension, and memorization of educational information, ensuring practical application of acquired knowledge, practical

Educational methods can be divided into the following groups according to the formation of skills and competences:

- verbal (transmitting educational information through words and receiving it by hearing methods or oral methods - story, lecture, conversation, etc.);
- methods of visual transmission and reception of educational information (demonstration methods - visual, demonstration, etc.);
However, as noted in some researches, in the past years, attention was paid only to the formation of competences related to science. That is, in the course of education, an effort was made to cover all the ins and outs of knowledge related to a specific field, science. In particular, during language teaching, students-students mainly learned about language, but not enough attention was paid to communicating in this language, practical application of the acquired knowledge in society.