The ministry of higher education, science and innovations of the republic of uzbekistan

CHAPTER 1. THEORETICAL FOUNDATIONS OF TEACHING ENGLISH IN THE MIDDLE AGES.
1.1. The Essence Of The Process Of Teaching English In The Middle
Learning is a purposeful, organized process of interaction between a teacher and a student, during which the assimilation of knowledge, skills and abilities takes place. In training, the goals and content of the learning process should be realized. [2; 137]
Learning is a two-way process, where teaching and learning merge together. The leading and organizing role belongs to the teacher - the teacher. He also carries out one side of the learning process - teaching. The second side of this process is teaching, it is realized in the activities of students.
The organization of the learning process was repeatedly considered in his works by L.S. Vygodsky, A.A. Leontiev, I.L. Bim and others.
Teaching language as a universal means of communication, believes A.A. Leontiev, assumes the knowledge of the language as a functional system, that is, a system of linguistic means, in their "working state, in the activity for which they exist alone".[16;125]
In the methodology of teaching a foreign language, there are the following learning objectives: practical (pragmatic, communicative), educational, developmental, general education.
The practical purpose of learning . Learning a foreign language gives the student the opportunity to master new means of perception and expression of thoughts about objects, phenomena, their connections and relationships. These means appear to him in oral and written forms. Mastering these forms of communication should be part of the practical goal of studying the subject "Foreign Language".
At the middle stage of studying a foreign language, it is planned to develop and improve speech skills in listening and speaking through the accumulation of active vocabulary and means of grammatical formulation of statements due to the complication of topics and speech situations, expanding the areas of communication. The requirements for reading aloud and to oneself are increasing.
At the middle stage, oral and written speech occupy an approximately equal place in the educational process with some predominance in reading. The accumulation of active vocabulary and grammar is carried out through oral speech in the course of the development and improvement of speech skills in the lexical design of statements and listening to foreign speech. Much work must be done on reading. Writing plays a service role at this stage and is closely related to reading and speaking.The concrete embodiment of the practical goal of learning a foreign language in secondary school takes place in the classroom in the form of solving operational, tactical tasks and after school hours in the independent work of students when performing various tasks.Educational purpose of education. Learning a foreign language helps moral education, the purpose of which is to educate the individual. During training, the most important moral qualities of a person are brought up: patriotism, internationalism, humanism.
The organization of students' actions with educational material, their positive attitude towards independent work is determined by the teacher, his knowledge of students, professional skills, understanding of the educational function that a foreign language can perform as a subject. The lessons bring up a sense of collectivism, the assimilation by students of the elementary rules of etiquette in communication, as well as the education in them of the ability to listen carefully to the interlocutor, politely respond to requests, questions of the interlocutor, his remarks, and engage in communication. Thus, the study of a foreign language forms an important side of the personality - the ability to communicate.
In teaching a foreign language, labor education is also carried out, intellectual labor skills are formed (work with a textbook, the ability to work with a language laboratory, sound recording, the ability to use dictionaries, grammar references, the ability to exercise self-control and self-correction).The study of FL has an aesthetic impact. At the middle and senior stages, children are attracted by modern songs, dances of the peoples whose language they are learning. Aesthetic education can be carried out by introducing schoolchildren to outstanding representatives of culture, using reproductions from magazines for this.Thus, the main goal of education is the formation of a socially active personality.Educational purpose of learning. The correct use of language means provides an opportunity to understand each other, to perceive and convey thoughts during communication. The study of a foreign language improves the general language culture of expressing thoughts, both in a foreign and native language, provided that the training is well-placed, which has a beneficial effect on the development of the mental and speech abilities of students in the study of other humanitarian and natural subjects. It develops the logical thinking of students, because. language acquisition itself is associated with such operations as analysis, synthesis, comparison, and inference. Learning a foreign language broadens the horizons of students, improves their general culture.In the educational function of a foreign language, the role of the teacher is great. He himself must love the language he teaches and be able to kindle love for him in students.Developmental learning goal. For more effective implementation of the development of students in the course of teaching a foreign language, it is necessary to give a special developmental focus and include students "... in such activities that develop their sensorimotor perceptions, motor, intellectual, volitional, emotional and motivational spheres."[13; 87] Development is connected not only with thinking, but also with other areas of personality. Teaching techniques are being developed that allow "involving" all areas of the personality: intellectual, emotional, motivational when communicating in a foreign language.A comprehensive solution to the problems of educating a socially active personality largely depends on what level of skills and abilities modern methods can provide. One of these methods includes four groups of skills and abilities:
1) Educational and organizational. They are formed in the educational process when using different modes of work: teacher-class, teacher-student, student-student; in the independent work of students in oral speech, in reading and writing, using a test method of control, the implementation of self-control and self-correction.
2) Educational and intellectual. They develop through the organization of work with educational material with its appropriate presentation. Teaching these skills and abilities is carried out when teaching logic in the construction of foreign language statements, when reading, in the course of solving speech problems.
3) Educational and informational. Formed while working on oral speech and reading.
4) Educational and communicative. Due to the very nature of the subject "Foreign language". Speaking and reading are both the means and the goal of language learning. Mastering a foreign language involves the formation of the ability to build statements of various types.
The teacher needs not only to know what he should teach, but also why the components of the learning content should be taught. Based on the current level of methodological theory of teaching foreign languages ​​and its use of the achievements of related sciences, an attempt was made to determine the content of teaching this subject at school. It includes three components:
1) linguistic component , which combines language and speech material.
2) the psychological component , which includes the formed skills and abilities that provide students with the use of the language being studied for communicative purposes.
3) methodological component associated with the mastery of teaching methods.
1. The linguistic component of the content of education.When determining the content of training, the question naturally arises - what to teach? language or speech? According to G.V. Rogova, learning should begin with teaching speech, that is, first teaching understanding and reproduction, as well as the production of elementary speech utterances, determined by communication situations, which are possible in the conditions of learning a foreign language at school.The study of language as a linguistic phenomenon may provide knowledge of the language system, but it does not lead to the use of this system for the purpose of communication.Teaching ready-made phrases also cannot ensure mastery of the language being studied, because language proficiency is possible when the assimilation of speech material leads to the formation of a language system in the student, when he can build statements in accordance with the rules inherent in this language both in terms of grammatical design and word usage in the act of communication.In teaching English at school, the language system should be taught through speech in the process of organized, purposeful communication. The linguistic component includes:
1) language material: strictly selected phonetic, grammatical, lexical minimum;2) speech material: samples of speech utterances of different lengths, situationally and thematically conditioned.Linguistics helps the methodology to determine the linguistic component of the content of teaching a foreign language in high school. It includes linguistic and speech material, together it is able to provide the linguistic and extralinguistic content of teaching this subject, the situational context in which speech arises.
2. The psychological component of the content of education.
Determining the content of teaching a foreign language is impossible without referring to psychology - the science of the patterns of mental reflection of reality in the human mind, which studies the mental properties, mental activity and state of the individual, depending on the conditions in which they manifest themselves. Speech is one of the human activities.As a result of speech activity, speech mechanisms are formed that provide perception during listening and reading and the production (generation) of speech statements (speaking, writing). When teaching a foreign language, educational (cognitive) activities are formed, during which the student learns the language, speech mechanisms are formed in him, and communication activities, during which he uses the language.
Speech action acts as an object of learning in the activity approach and in communicative orientation. In psychology, a speech action is defined as a process of interaction of its components (participants in communication; communicative intention and purpose; subject content: topics, situations; linguistic means (extralinguistic and paralinguistic means)), aimed at generating an utterance in a specific communication situation.Speech actions are possible when the knowledge of the language material at each point of the educational process is brought to the level of skills and abilities. S.L. Rubinstein defines skills as automated components of a consciously performed activity, formed through exercises and training. [22; 87]The physiological basis of skills according to I.P. Pavlov is a dynamic stereotype. [26; 55]A.A. Leontiev noted that in order to communicate insufficiently formed speech skills, speech skills are necessary. Skills involve creativity. It is associated with thinking, imagination, emotions. [9;175]
E.I. Passov made an attempt to "breed" skills and abilities. By skills, he understands "relatively independent actions in the system of consciousness, which have become one of the conditions for the performance of this activity." They are associated with the formation of pronunciation, grammatical, lexical, graphic, spelling skills, reading and writing skills. Skill is "a conscious activity based on a system of subconsciously functioning actions and aimed at solving communicative problems." It is associated with listening comprehension, speaking, reading and writing. [17; 102]So, psychology allows us to determine the second component of the content of teaching a foreign language at school - this is the formation of skills and abilities to use the language being studied for communicative purposes.
3. Methodological component of the content of education.The methodological component is teaching students rational methods of teaching, learning a new language for them and developing the skills to practically use it for the purposes of communication (oral and written).The allocation of this component was undertaken because without equipping students with rational teaching methods, without developing the ability to use the means of learning a foreign language, a textbook, a grammar guide, a dictionary, a dictionary, as well as TSO and without educating a culture of mental work, as well as a clear planning of independent systematic work to master a foreign language is not possible even at the level of the requirements formulated by the program, since students must learn that their success in mastering the English language will be determined by how they will study it themselves, work in the classroom and outside of school hours.
Thus, the selected components of the content of education should be implemented in the entire course of teaching a foreign language in high school.