Ургенчского филиала Ташкентского университета

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«Молодой учёный» . № 29.3 (133.3)  . Декабрь 2016 г.
ration of types of speech activity and the language material, 
the effective time of the use of technical means of training, 
etc. Engineering psychology examines the interaction of man 
and machine. Its data are used to develop methods of appli-
cation of technical, training and programming. Experimental 
psychology enriches the methodology of studies relating to 
patterns of arbitrary and involuntary memory, memory, per-
ception, performance analyzers, etc.
Methods of teaching foreign languages takes into account 
the physiology of higher nervous activity about input and 
output systems of the brain that speech. The data of phys-
iology are directly related to the problem of forming of skills 
and abilities.
Psycholinguistics the branch of linguistics that studies 
the processes of speech from the standpoint of compliance 
with the content of the narrative communicative intent.
Currently, the technique has increasingly relied on data in 
the life Sciences. Scientific data Informatics allow us to de-
termine the amount of information in the message, the func-
tional load one or the other language material in some form 
of speech activity and to understand the reasons for the loss 
of information in speech communication.
Some of the provisions of Cybernetics can be used to 
manage the process of teaching foreign languages. Learning 
a foreign language should be built as a coherent system, 
whose elements function efficiently in the presence of con-
stant feedback [5] of effectiveness of teaching reading in a for-
eign language literature of various styles and genres.
Thus, without a carefully designed linguistic framework 
cannot be created neither any solid methods of teaching a 
foreign language. The issues convincingly emphasize the im-
portance of theory for modern teaching, reveal the essence of 
the technique and its main categories and also highlight the 
linkages between the methodology and related Sciences that 
provides a more rapid development methodology as a theory 
of learning and as a science.
Literature:
1. Balbi, R. (1996). User´s Guide for Trainers of Teachers in the Primary School Sector. A Common European Framework 
of reference for Language Learning and Teaching. Strasbourg: Council of Europe.
2. Ellis, R. (1984). Understanding Second Language Acquisition. Oxford: OUP.
3. Larsen-Freeman, D. and Long, M.H. (1990). An introduction to second language acquisition research. London and 
New York: Longman.
4. Richards, J.C. and D. Nunan. (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.
5. Sheils, J. (1993). Communication in the Modern Language Classroom. Strasbourg: Council of Europe.