Theme: the problems of teaching phonetocs stylistic devices to b2 level students

Theme: THE PROBLEMS OF TEACHING PHONETOCS STYLISTIC DEVICES TO B2 LEVEL STUDENTS

Contents

Introduction. Chapter I Theoretical foundation of direct method. 1.1 Creation of direct method as the most effective teaching method. 1.2 The aims and special characteristics of using direct method in teaching English to A2 level students. 1.3 Secific techniques and strategies of the direct method. Chapter II. The role of direct method in teaching English 2.1. The usage of direct method in teaching process. 2.2. Adventages and disadventages of using direct method. Aims of Direct Method. Conclusion. Internet site.

Introduction

In order to improve the training and provide better knowledge of foreign languages we have to accelerate the realization of the National Programmer of Personnel Training in the country. As in many other aspects of life the situation changed in a language policy. That requires creation of new textbooks, dictionaries, manuals. In order to fulfill this goals one must know every field of linguistics. In my opinion the theme of the work is very actual because there is not any manual which compare the lexical stylistic devices of the Uzbek and the English language.

The decree of the first president of the republic of Uzbekistan on measures for further enhancement of the system of teaching of foreign languages ¹ enlarges our possibilities to introduce and implement the advanced foreign language teaching methods. That is why our young independent country needs more skilled personnel, well-educated specialists.
In order to educate “Harmoniously developed generation” educators should use all the opportunities which are given by the government. Our country is one of developing countries of the world and connecting with other most developed counties of the world.
In accordance with the Decree of the President of the Republic of Uzbekistan dated May 13 in Tashkent, ² The document also aims to develop intercultural relations of Uzbekistan, to study Uzbek language and literature, its historical roots and transmit the masterpieces of Uzbek language to the European countries,³ deep study of the prospects for development in the context of globalization, the Uzbek language and literature at all stages of the education system, the quality of education and training, as well as the growing needs of the public.
In my research I have investigated history of the direct method. ⁴The aim of the method is given clearly and also specific characteristics. Benefits of using methods during teaching process are significant. Teachers just should know what kind of techniques and strategies should be used while conducting their lesson to teach a language in easer way by using direct method. Moreover, information about advantages and disadvantages of using the method is covered in my work.
Wet says,⁵ “Language is expression of ideas by means of which speech sounds are combined into words, words are combined into sentences and combination of sentences gives answers to ideas and thoughts”.
English has always been rated high in Pakistan. In the past, it was treated as a compulsory subject from class 6 upwards in the public school system. It is being offered as a compulsory subject in English medium schools and is increasingly used as a medium of instruction. The private schools offer English as a subject in nursery classes.
It means that students of public schools start studying English at the age of 11 years old, whereas the students of English medium schools start studying English at the age of 4 years old. Teaching English is important for the following reasons:
a. English is a means for understanding the foreign education.
b. English is the language of higher education.
c. English is the source of scientific and technological advancement.
d. It is the medium for international commerce, trade and communication ⁶
Keeping in view the status of English, the government of Pakistan has made a decision to introduce English as a compulsory subject from the first level. The main objective of this study was to determine the role of direct teaching in the academic achievement of English students at the secondary level.