The Ministry of Higher and secondary education of the Republic of Uzbekistan

CHAPTER 1 DIFFERENT TYPES OF PREDICATES IN ENGLISH SYNTAX

1.1 Nominal predicates

Nominal predicates is a teaching method, which focuses on how to deal with the relationship between mental potential and learning ability and it is very appropriate to use in teaching speaking for young language learners (Xue, 2005). This method was introduced by a Bulgarian psychologist and educator, George Lazanov in 1975. Maleki (2005) believed that we are able of learning much more than we think, provided we use our brain power and inner capacities. In addition, DePorter (2008) assumed that human brain could process great quantities of material if given the right condition for learning in a state of relaxation and claimed that most students use only 5 to 10 percent of their mental capacity. Lazanov created suggestopedia for learning that capitalized on relaxed states of mind for maximum retention material.Suggestopedia is an effective comprehensible input based method with a combination of desuggestion and suggestion to achieve super learning. The most important objective of suggestopedia is to motivate more of students’ mental potential to learn and which obtained by suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or blocking memories. Suggestion then means loading the memory banks with desired and facilitating memories.A instructor composing a test sentence on the board, and after that labeling the words as things, verbs and descriptive words whereas clarifying how they relate to each other, is utilizing grammar-translation strategy to educate dialect.¹ The approach is more often than not championed in reading material where the distinctive parts of discourse have their possess chapters and, at the conclusion of each chapter, hone works out abound. The “translation” part of “grammar-translation” is encapsulated within the vocabulary records that grant the reciprocals of words within the target dialect. Interpretation works out where understudies are inquired to interpret words, expressions and sentences are regularly utilized. The grammar-translation strategy is particularly capable at creating composing and perusing aptitudes, which is exceptionally imperative in managing with Latin and Greek—dead dialects, but for which a riches of protected writing flourishes. But when it comes to viable, present day, talked dialects, it hasn’t come about in understudies with communicative capacity to carry an curiously discussion within the target dialect. So presently comes the coordinate strategy, a renouncement of its predecessor. As we should before long see, language structure, which is at the center of the grammar-translation strategy, isn’t indeed explicitly instructed in this approach. There are no language structure works out, no committing of rules to memory, no lessons on how to compose the plural frame of a thing or how to conjugate a verb. That’s why it’s too known as the “anti-grammatical method.” And whereas the grammar-translation is instructed utilizing the students’ to begin with dialect, the coordinate strategy employments as it were the target dialect. Envision! In a Spanish course that employments this strategy, you’d as it were utilize Spanish to instruct your understudies the language. The coordinate strategy is additionally known as common strategy because it looks to the method of to begin with dialect procurement to set the setting and procedures for moment dialect procurement. When we learned our mother tongue, we didn’t go through linguistic use lessons and interpretation drills. It was created as a response to the linguistic use interpretation strategy and is outlined to require the learner into the space of the target dialect within the most normal manner. The primary objective is to confer a idealize command of a outside dialect.The most center being to create the learner think within the targeted dialect within the same way as the learning of his/her mother-tongue within the most common way. In conventional language-learning, student cooperation was found to be lessened as the instructing is seen to be long and monotonous.

Direct strategy in educating a dialect is straightforwardly setting up an prompt and sound visual affiliation between encounter and expression, words and expressions, expressions and implications, rules and exhibitions through the teachers' body and mental abilities, without any offer assistance of the learners' mother tongue.If you’ve ever heard the Direct Method being taught, you may have rightly mistaken it for some sort of military drill, which is not far off as it was first established in France and Germany in the early 1900’s to assist soldiers to communicate in a second language quickly.The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn.Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.Today popular forms of the Direct Method are Callan and Berlitz.
Just like its name suggests, this method of teaching English is grammar heavy and relies a lot on translation. This is the traditional or ‘classical’ way of learning a language and it’s still commonly used when learning some languages. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences. This is particularly common for those students who wish to study literature at a deeper level.The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviorist theory that things are able to be learned by constant reinforcement. However, just like in the army when someone behaves badly (or in this case bad use of English), the learner receives negative feedback and the contrary happens when a student demonstrates good use of English.This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be.”
This is a behaviorist theory and related to pseudoscience. This method relies heavily on students’ belief about the method’s effectiveness. This theory is intended to offer learners various choices, which in turn helps them become more responsible for their learning.It relies a lot on the atmosphere and the physical surroundings of the class. It’s essential that all learners feel equally comfortable and confident. When teachers are training to use the Suggestopedia method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2.Concert Session 3.Elaboration.Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.Communicative Language Teaching (CLT)The idea behind this approach is to help learners communicate more.²

I.2 Adjectival predicates

Semantic classifications of the English verbis in reality an umbrella term – a broad approach rather than a specific teaching methodology, and has now become the accepted ‘standard’ in English language teaching.Communicative Language Teaching is a natural follow-on from the reaction during the 70s against previous methods which over-focused on teaching grammatical structures and template sentences, and which gave little or no importance to how language is actually used practically.The Communicative approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.The most common educational model applied in the context of the Communicative Method is the Functional-Notional approach, which emphasizes the organisation of the syllabus.This breaks down the use of language into 5 functional categories that can be more easily analyzed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression).These 5 broad functions are then delivered by the teacher in the classroom using the ‘3 Ps’ teaching model, which stand for Presentation, Practice and Production.The communicative method aims at establishing a direct bond between experience and expression. According to the direct method, the students should think directly in English. Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance. This method intends for students to learn how to communicate in the target language. This method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue.The coordinate strategy looks to the forms of to begin with dialect procurement and applies them a moment time to moment dialect securing. When we to begin with learned English, we didn’t have interpretations to urge us through the day. Mommy and daddy talked to us in basic English and we gradually obtained it. Beyond any doubt, there were times when we made botches. But through trial and blunder, we grabbed our way to familiarity. We not as it were talk English, we too think and dream in English. If that’s how your understudies procured their to begin with dialect, at that point there’s no reason why the same component wouldn’t work in moment dialect acquisition Speaking is supreme.Within the coordinate strategy, tuning in and talking abilities are given to begin with priority. This would appear self-evident within the field of dialect learning, but typically in stark differentiate to the grammar-translation strategy where, since of the center on phonetic structures, perusing and composing aptitudes are basically developed. Not to jeer at writing and perusing aptitudes, but the time to center difficult on them ought to come afterward within the dialect securing handle. With the grammar-translation strategy, you've got understudies who know around the dialect and can interpret a sentence precisely, knowing the distinctive linguistic rules.³ Shockingly, they wouldn’t have sufficient communicative abilities to discover their way through a speed date. With the coordinate strategy, rather than learning approximately the dialect, understudies utilize the language to send and get communication. In the instructing procedures that we'll conversation approximately without further ado, you'll take note that understudies are effectively locked in within the distinctive classroom exercises. They’re not fair inactively sitting whereas taking down overflowing notes.
In case that’s how your understudies obtained their to begin with dialect, at that point there’s no reason why the same component wouldn’t work in moment dialect procurement.They’re empowered to conversation, no matter how incompletely. The more talking time the understudies get, the superior. They associated with you, the educator, they interact with individual understudies. Rather than looking at illustrations of sentences composed on the chalkboard, they get to feel it roll off their tongues and listen themselves talk in a dialect they’ll before long be familiar in. By putting the proper accentuation on comprehension and conversational aptitudes, understudies are given striking firsthand involvement with the dialect. They aren’t fair learning approximately the dialect, they’re really utilizing it to send a message, perform a assignment or inquire a question. With the coordinate strategy, dialect is really not an scholastic endeavor, because it has been for the grammar-translation strategy. Dialect could be a way to communicate. The coordinate strategy looks to the forms of to begin with dialect procurement and applies them a moment time to moment dialect procurement. When we to begin with learned English, we didn’t have interpretations to induce us through the day. Mommy and daddy talked to us in basic English and we gradually obtained it. Beyond any doubt, there were times when we made botches. But through trial and blunder, we grabbed our way to familiarity. We not as it were talk English, we too think and dream in English. In case that’s how your understudies obtained their to begin with dialect, at that point there’s no reason why the same component wouldn’t work in moment dialect procurement. Talking is incomparable Within the coordinate strategy, tuning in and talking abilities are given to begin with priority. This would appear self-evident within the field of dialect learning, but usually in stark differentiate to the grammar-translation strategy where, since of the center on etymological structures, perusing and composing aptitudes are basically created. Not to jeer at writing and perusing abilities, but the time to center hard on them ought to come afterward within the dialect securing prepare. With the grammar-translation strategy, you have got understudies who know approximately the dialect and can interpret a sentence precisely, knowing the distinctive linguistic rules. Unfortunately, they wouldn’t have enough communicative skills to find their way through a speed date. With the direct method, instead of learning about the language, students use the language to send and receive communication. In the teaching techniques that we will talk about shortly, you will notice that students are actively engaged in the different classroom activities. They’re not just passively sitting while taking down copious notes.In the direct method, students do a lot of talking, gesturing, acting and interacting. They’re encouraged to talk, no matter how imperfectly. The more talking time the students get, the better. They interact with you, the teacher, they interact with fellow students. Rather than looking at cases of sentences composed on the slate, they get to feel it roll off their tongues and listen themselves talk in a dialect they’ll before long be fluent in. By putting the proper accentuation on comprehension and conversational aptitudes, understudies are given striking firsthand involvement with the dialect. They aren’t fair learning approximately the dialect, they’re really utilizing it to send a message, perform a assignment or inquire a question. With the direct method, dialect is truly not an scholarly endeavor, because it has been for the grammar-translation strategy. Dialect may be a way to communicate. No interpretation: Concepts are instructed by implies of objects or by characteristic settings through the mental and physical aptitudes of the educator only. Oral preparing makes a difference in perusing and composing tuning in and talking simultaneously. Grammar is instructed in a roundabout way through the suggestion of the circumstance creation.


With the outbreak of World War II armies needed to become orally proficient in the languages of their allies and enemies as quickly as possible. This teaching technique was initially called the Army Method, and was the first to be based on linguistic theory and behavioral psychology.Based on Skinner’s Behaviorism theory, it assumed that a human being can be trained using a system of reinforcement. Correct behaviour receives positive feedback, while errors receive negative feedback.This approach to learning is similar to the Direct Method, in that the lesson takes place entirely in the target language.The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue.The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher’s point of view, and the learner always knows what to expect.Some of the most famous supporters of this method were Giorgio Shenker, who promoted guided self learning with the Shenker method in Italy, and Robin Callan, who created the Callan method.The method’s insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning. As the study of linguistics developed, it was discovered that language was not acquired through a process of habit formation, and that errors were not necessarily bad.It was also claimed that the methodology did not deliver an improvement in communicative ability that lasted over the long term."As it were the target dialect is used” That’s the primary thing you examined in any coordinate strategy lesson plan. While a few do favor to have a few room to toss a small mother tongue here and there, like in educating lexicon, coordinate strategy perfectionists would never express a single sound outside the target language. Even within the to begin with few sessions of the course when individuals of the lesson will be supreme tenderfoots and all the words that are coming out of your mouth will sound like Greek to them, you wish to stay the target dialect when doing your introductions. That's , do everything possible—demonstrating, dramatizing, gesturing—to send your message utilizing as it were the target language. The thought is that going through interpretations as it were lowlands down learning. Understudies ought to be trained to think within the target dialect. Going through interpretations conditions them to think to begin with in their to begin with dialect, some time recently changing over the data to the target dialect. Your understudies ought to be prepared to see the world through the focal point of the target dialect. In a Spanish lesson for illustration, when a understudy sees a ruddy natural product hanging from a tree, she ought to quickly be considering, “la manzana,” not “that’s an apple, hmmm… let’s see, apple is manzana in Spanish. That’s la manzana!” .There ought to be a coordinate association between the locate of the natural product and la manzana. And it’s your work as the educator to create this coordinate association.Redundancy is key within the coordinate strategy in the event that understudies are to draw the proper conclusions. The cases simply allow ought to be basic, unambiguous and interesting. Let’s say you need to instruct the lesson the shapes, say circle. You have got numerous diverse ways to dramatize this concept. Other than the self-evident, which is drawing a circle on the board, you'll be able bring diverse objects that display the shape. How around a hula circle, rings, coins, CDs, buttons, cookie, plate, frisbee or award? How approximately bringing in pictures of the sun, a rotunda, the London Eye and a pizza? Take note how troublesome it is to stand up to seeing the association between what you’re bringing and the concept of “circle?” The more curiously the things you offer to the course, the more grounded and more important those mental associations will be. When understudies have pizzas and pies gazing back at them, it’s exceptionally difficult not to induce the point.⁴
You can do a comprehension check by displaying an protest of a diverse shape and inquiring the course in case it’s a circle or not. Visual support A mantra of the coordinate strategy is “demonstrate, don’t translate.” Once you do illustration multiplication to drive domestic a point, you'd likely be hitting diverse learning modalities, diverse faculties. And the foremost critical tangible component to hit—and hit once more and again—is the visual sense. There are numerous ways you'll be able do this. A straightforward motion can make your point striking and clarify your aim. For illustration, you'll utilize a near clench hand to mean quality. Execute it over and over and your ESL understudies will know what you cruel once you say, “This table is built strong.” The thing is, there’s a entire dialect based on signs and signals alone. This could as it were cruel that with sufficient well-timed activities, a entirety modern dialect can be taught. You can also do genuine body exhibits rather than just using your arms. You'll jump, punch, move, indeed swim. You'll overstate body dialect to supply setting prompts for your message. Instructing approximately airplanes? Dramatize it by zooming around course, jumping from one air terminal to another. As recommended prior, you'll be able bring labeled pictures or indeed the genuine objects to assist dramatize the substance of your lessons. Of course, the coordinate strategy requires that the educator be arranged. Nothing beats a instructor who knows their stuff. Tuning in activities Remember after you were a kid and your mother and father utilized to examined you sleep time stories? You likely didn’t get it each word of it. You too likely did not know that it was really moreover a extraordinary phonetic lesson—especially in the event that one of your guardians knew how to modulate their voice and frequently went over the edge telling the story. Do the exceptionally same thing along with your understudies. Examined them a story.Ideally the kind with cool pictures. In case you'll be able some way or another utilize a projector to have the pictures on the divider, so much the way better. Select a story containing basic sentences. Pace yourself. The goal of narrating here isn’t to induce to the final page. The story is your vehicle to expose your understudies to more of the dialect. So in case you wish to repeatedly read the sentences several times some time recently continuing to the following page, at that point do so.You don’t have to be perused verbatim, you'll do brief asides. The objective in these exercises is truly not to get it everything. It’s to get it what’s going on. What’s the story almost? What are these two individuals talking almost? In case they get it the message, at that point they’ve fair experienced the target dialect as it’s utilized to communicate a particular message.Verbal works out and tasks The coordinate strategy could be a speech-centered instructing approach and accepts that there’s nothing like having your understudies conversation within the target dialect. Make it a clear goal to form your understudies conversation in class as early within the course as possible—in the primary lesson, truly. Get any pardon you have got to form them open their mouths and utilize the target dialect. For case, lock in them intuitiveness regularly by inquiring questions, empowering them to answer as it were within the target dialect. You'll inquire the lesson as a entirety or arbitrary understudies individually. “Jerry, how was your weekend?” “Class, did you see the news this morning? Any reactions?” “Can anybody let me know their most prominent fear?”. Sure, they’ll perhaps reply you within the most fundamental frame of the target dialect that they can gather, indeed nearly incongruously murmuring. But you know that’s all portion of the method. Let them associated with each other. For case, part them up into sets and let them do question-and-answer discoursed. One of the understudies will inquire all the questions, the other will do the replying.
They can inquire any address that they need, and the reply given must be as legitimate as conceivable. The objective here isn’t to inquire linguistically idealize questions and grant syntactically idealize answers. It’s to encounter what it’s like to send and get messages within the target dialect. After five questions and five answers, make them switch positions and do another five rounds of Q&A. Also deliver them openings to conversation before the course. You'll be able expand the past action by making them display it in course. Provide the sets a chance to hone a small and put them on deck. Like I said, every time you discover an opportunity to form your understudies articulate the sounds of the target dialect, get it. Indeed a straightforward perusing errand where you call on each understudy to examined out loud diverse parts of content before the course would go a long way in giving them firsthand involvement with the language The coordinate strategy looks to the forms of to begin with dialect securing and applies them a moment time to moment dialect acquisition. When we to begin with learned English, we didn’t have interpretations to induce us through the day. Mommy and daddy talked to us in basic English and we gradually obtained it. Beyond any doubt, there were times when we made botches. But through trial and blunder, we grabbed our way to familiarity. We not as it were talk English, we moreover think and dream in English.Stretch free and strong environment Providing your understudies with a stress-free and strong environment may be a standard for all the other instructing approaches, but nowhere is it more critical than within the coordinate method. Imagine being a understudy, sitting in your first dialect course, and promptly the educator is tending to you within the dialect that you’re gathered to be learning—even in spite of the fact that you haven’t learned a word however. Everything that comes out of her mouth sounds all Greek to you. Definitely, her motions and tones offer assistance some way or another, but you can’t be truly beyond any doubt what she means. Even so, you begin picking up many sounds and tones, many words here and there simply think have a certain meaning. The classroom situation is exceptionally liquid and you fair don’t know when the instructor will call on you and make you stand before the course. You can’t just sit at the back of the classroom and fly beneath the radar until the course finishes. Imagine that. As great as typically for getting understudies to be attentive, think fundamentally and retain the dialect actually, it might be a small intimidating. As a educator, it’s your to begin with obligation to create each part of the course get it that botches aren’t deadly. They don’t have social repercussions. Botches are part of language learning and you have got to allow understudies sufficient certainty to take part in course, notwithstanding of uncertainty. Let them know that you’re there for back. One of the ways you'll do this is often by making beyond any doubt that once you call on somebody and toss them a address, you never take off without giving the proper reply. For case, you'll be able inquire, “Tim, what color is this?” Tim sees that you’re indicating to a yellow banana, but doesn’t know how to reply. What do you are? doing You nourish him the reply and after that let him tell it to you. What on the off chance that Tim wanders on another reply, like “red,” how do you respond? You allow Tim bounty of opportunity to self-correct and direct him to the reply. You'll rehash his reply with a addressing tone at that point grant him alternatives by saying, “Is it ruddy, or is it yellow? “If he mispronounces “yellow,” nourish the right articulation to him and let him toss it back to you. In brief, no one in your class gets inquired a question without being able to deliver the right answer.
Make understudies feel merely won’t take off them hanging, you won’t humiliate them in course and they’ll be dynamic and willing members within the learning process. And that’s what the coordinate strategy is all about—a one of a kind strategy with brilliant ethics of its possess.