В настоящее время объектом активного изучения лингводидактики стало

 
2. Comparison of traditional and innovative methods 
 
Firstly we answer the question: “What is traditional 
methodology?” To answer this question we should address to 
different sources on the FL methodology. 
1. A very typical feature of traditional methodology, “teacher-
dominated interaction”, the teaching is deeply teacher-centered 
(Broughton et al., 1994).
2. “Traditional view of education, where teachers serve as the 
source of knowledge while learners serve as passive receivers” 
(Kuzu, 2007). 
3. “Traditional teaching [is imagined to work as] the 
knowledge being poured from one receptacle into an empty one.” 
This widespread attitude is based on a precondition that “being in a 
class in the presence of a teacher and ‘listening attentively’ is [...] 
enough to ensure that learning will take place” (Scrivener, 2005).
4. Traditional methodology – “learning was very much seen as 
under the control of the teacher” (Richards, 2008). 
5. Traditional methodology does not present the language as a 
means of communication. Rather, this approach to teaching 
conceives “language [as] a body of esteemed information to be 
learned, with an emphasis on intellectual rigor” (White, 1988).
To sum up, the traditional methodology puts the responsibility 
for teaching and learning mainly on the teacher and it is believed 
that if students are present in the lesson and listen to the teacher’s 
explanations and examples, they will be able to use the knowledge. 

---

20 
Traditional language teaching is based on a traditional approach to 
the target language teaching and learning, which regards the 
language as a body of grammatical rules and an enormous number 
of words that are combined according to the rules. Traditional 
methodology thus focuses on grammatical structures and isolated 
items of vocabulary.
Unlike traditional methodology, modern methodology is much 
more student-centered. According to Jim Scrivener (2005), the 
teacher’s main role is to “help learning to happen,” which includes 
“involving” students in what is going on “by enabling them to work 
at their own speed, by not giving long explanations, by encouraging 
them to participate, talk, interact, do things, etc.” Moreover J. 
Broughton adds that “the language student is best motivated by 
practice in which he senses the language is truly communicative, 
that it is appropriate to its context, that his teacher’s skills are 
moving him forward to a fuller competence in a foreign language” 
(Broughton, 1994). Briefly put, the students are the most active 
element in this process. The teacher is here not to explain, but to 
encourage and help students to explore, try out, make learning 
interesting, etc. That’s why a great emphasis nowadays is put on 
negotiation of meaning and the communicative competence as 
“being able to use the language for meaningful communication” 
(Richards, 2008). Instead of memorizing grammatical rules and 
isolated vocabulary, modern methodology prefers to present 
contextualized language and to develop skills.
Taking into consideration the educators’ statements we point out 
the following advantages and disadvantages of traditional methods 
which still have been used in practice of ELT in Uzbekistan (see 
Table 2).