Of the republic of uzbekistan tashkent state pedagogical university named after nizami

Conclusion
The research was developed by us allowing us to come significant theoretical summaries that can assist to solve the problem of expressing agreement and disagreement, methodological foundation of phrases and the methods of teaching agreement and disagreement.
The first chapter of our research paper is devoted to theoretical foundations of the research topic. Particularly, great attention in this chapter is paid to the consideration to the history study of linguistic expression of agreement and disagreement of the English language. A lot of opinions in modern linguistics on the definition of agreement and disagreement were analyzed.
Agreement and disagreement frequently happen in common life rather than in certain special situation whose meanings are much less dependent to variation.
According to our investigation, there are several types of expressing agreement and disagreement . Insertions of exposed disagreement had a disruptive effect upon the dialogues, producing confusion and clarification requests due to their unexpected and incongruous nature. Conversely, exposed agreement, even though also inserted randomly, did not disrupt the dialogue in the same way and were never explicitly addressed by a participant. The Disagreement condition produced significantly more instances of exposed agreement, which is most easily interpreted in terms of politeness, face and redressive action; with additional exposed disagreement being introduced into the dialogues, it seems that participants respond with cooperation and attempt to redress the potential affronts to face posed by the inserted fragments. As predicted there were more self-edits in the Disagreement condition, suggesting that participants were having to work harder to respond to the potentially face threatening insertions. Our results most strongly support the Politeness hypothesis and confirm that exposed disagreement is problematic and disruptive in dialogue.
The third chapter is devoted to practical usage of agreement and disagreement in teaching at school. On the practical part of the research, we relied on the task-based and lexical approaches to teach agreement and disagreement. Teaching agreement and disagreement should consist of the following components: accessibility and accuracy, motivation, communication and expressiveness. And the following principles: the principle of the age of pupils in the class, the principle of the procedural aspects of education, implying all types of human activities in their intercommunication, the principal of the different levels of pupils.
Experimental study was also taken place in this chapter. In the process of experiment, we used a great variety of exercises. The purpose of these exercises is to methodically support the process of teaching agreement and disagreement in English classes. We used different types of exercises such as matching, filling the, exercise related to idiomatic expressions and exercise related to collocations. The results of experiment showed that using exercises advanced during the research in the English language classes. In the end of our research, we got good results of using chosen exercises. Pupils could enhance their vocabulary, and were able to make a conversation without any difficulties with the help of accomplishing tasks and learning the meaning of a word in the different sentences. They learnt to identify the meaning of a word which has different meanings through the context.