Language teaching methodology

AMALIY MASHG‘ULOTLAR MAZMUNI
3-MAVZU. FANNI O‘QITISH BO‘YICHA ILG‘OR PEDAGOGIK TAJRIBALAR VA ULARNI AMALDA QO‘LLASH
Advanced pedagogical practices in teaching English and their practical application
Speech activity in a foreign language is aimed at forming the student's personality, that is, mastering the cultural heritage created by the owner of the language being studied. In the process of listening and understanding, speaking, reading, and writing, the student enriches the social, cultural, linguistic, and emotional experiences previously acquired. Mutual understanding between the interlocutors (communicants) is the main criterion for knowing a foreign language.
The difference between a foreign language and other subjects in the educational system is manifested in the fact that it is both an educational goal and a means of education. Acquiring speech skills (listening, speaking, reading, and writing) in a foreign language is the goal of education, and the language being studied also acquires the status of a new and useful means of receiving and conveying information. The learner uses the language being studied not only as a communicator but also as a cognizant. When learning a language, the student is not busy with acquiring linguistic knowledge but with improving his or her speech and cultural skills (competence). A foreign language is taught on the basis of an integrative approach aimed at demonstrating communicative activity, focusing on the individual, and acquiring competence. The communicative-cumulative method is used in foreign language education. In Western foreign language didactics, this is called the direction of intercultural communication.
Communicating in a foreign language means building skills in four main types of speech activities. Four types of speech activities—listening comprehension, speaking, reading, and writing—are developed in an interconnected manner. This is done through exercises such as reading and writing, reading and listening, reading and speaking, listening and reading, listening and writing, and listening and speaking.
Listening comprehension. Listening comprehension means listening and understanding the speaker's speech directly or with the help of technical means. In other words, listening comprehension means perceiving the speech of others (live or mechanically recorded) and understanding its content. New language material is usually introduced to students through reading or listening. Listening comprehension also serves to master pronunciation and tone.
Listening comprehension is a three-stage activity in which the content of the speech is perceived, learned, and understood behind the general auditory perception (acoustic apperception), distinguishing the sound side of words (phonemics), and understanding the essence. The teacher's speech, audio-video recording, radio broadcast, sound slide film, movie (video) film (or its fragment), and television shows are recommended as the main sources of information acquisition through auditory perception and analysis.
The following three factors are considered for the implementation of listening comprehension: Factors related to the listener (the development of listening skills, his memory, and his understanding of the content of the text by listening carefully), conditions during listening (speech speed, volume, and form of language material, and the duration of the spoken speech), and finally, the linguistic aspects of the material used (whether it corresponds to the listener's language experience) are taken into account; that is, the text for listening comprehension is unfamiliar and contains language materials already acquired by the students.
Speaking. Speaking is one of the types of speech activity; it is the verbal expression of thoughts. Speaking is the use of lexical, grammatical, and phonetic phenomena of a certain language in order to express thoughts and feelings, and it is an important practical goal of learning a foreign language.
Speaking allows students to express their feelings, discuss their interests and life activities, and compare them with the opinions of others.
An idea can be expressed verbally in two forms: monologue (single speech) and dialogue (paired speech).
A monologue is a speech by one person in which consecutive sentences are logically connected. The tone and content of the speech are directed towards the set goal. The monologue has the following characteristics:
Content consistency is observed; expressed thoughts are gradually developed by means of basic sentences;
A certain degree of completeness in feedback is expressed in speech samples.
In a dialogue, two or more people alternately exchange information as listeners and speakers.
Dialog has the following main features:
compatibility of an integral dialogic unit with the speech situation;
Dialogue is not only a relationship but also the result of the exchange of sentences (replies) that prompt (stimulus) and answer (reaction);
use of abbreviations in the dialogue unit in their place;
that the conversation depends on the content.
Reading. Reading is a type of speech activity that is very important for students to acquire information, and it is a receptive speech activity that consists of the perception and understanding of written speech. When reading, information is received through the sense of sight. Reading is a type of speech activity aimed at obtaining information from a written text.
Mastering the information in the text is done by reading without making a sound, and conveying the information to others is done by reading it out loud. Even when reading aloud, internal speech (inner speech) occurs. Reading aloud is more complete than reading without reading aloud. Students graduating from a general secondary school should be able to read texts on uncomplicated socio-political, scientific, and popular topics, as well as fiction. The texts given for reading differ from each other, and their structure and description gradually become more complex.
Reading skills are developed on the basis of linguistic skills. Reading is such an activity that it consists of the visual representation of a speech unit, its speech-movement representation, and its content. Acquiring all three indicates the formation of reading skills. Texts given for reading serve to obtain information, communicate, and strengthen lexical-grammatical materials.
Writing. When learning a foreign language, writing means using the tools of the studied language (the use of graphemes and lexical and grammatical units in written form, that is, writing techniques) and expressing thoughts in written form.
Writing is the expression of an idea in writing, following the rules of grammar and spelling.
Writing information is usually done in two ways:
Write your opinion.
to express in writing the speech of another person who is speaking (reading).
In both cases, a written text (discourse) is created. The term writing technique refers to graphics (the sound-letter relationship and the function of letters to express meaning), calligraphy (husnikhat), and orthography (spelling).
Graphics are closely related to the concepts of reading and writing techniques.
Spelling is a collection of rules for writing words and sentences.
The concept of calligraphy includes a set of writing and drawing tools (letters, letter combinations, superscripts, and subscripts) that describe sounds and sound combinations in writing.
Calligraphy is taught on the basis of letters, letter combinations, and words; spelling is taught at the level of morphemes, words, and sentences; and written speech is taught on the basis of sentences, paragraphs (beginning of sentences), and interconnected text (discourse). Writing skills consist of spelling, composition (combining sentences for the purpose of written expression), and lexical and grammatical skills of writing.
Formative assessment for English
Formative assessment is the use of assessment to give the learner and the teacher information about how well something has been learnt so that they can decide what to do next. It normally occurs during a course. Reflection time
At the end of the lesson give learners time to reflect and decide what to focus on in the next lesson.
Setting goals
After feedback, encourage learners to set goals. Tell them they have identified what is good, what is not so good, and any gaps in their knowledge. Now they need to think about their goal and how they can reach it. Ask them to work individually and answer the questions:
What is your goal?
How will you achieve it?
Personal goals
Ask learners to set personal goals, for example: ‘Next week I will read a short story’.
Draw a face
At the end of an activity or lesson, ask learners to draw a face to show how confident they are about the topic. Smiley face = ready to move on, neutral face = fairly confident, sad face = not confident, need to review.
Summary sentence
Ask learners to write one sentence to summarize what they know about the topic at the start or end of a lesson. You could focus this by telling them to include e.g. what or why or how etc.
Pair share
At the end of a lesson learners share with their partner:
Three new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the future.