Methods of teaching foreign languages

Nazarova Feruza

Jizzakh state pedagogical university

Abstract: This article describes different methods of teaching foreign

languages. Also, it describes the issue of organizing the educational process by
using modern technologies, effective forms, and methods of education in teaching
English in schools.

Key words: Education technology, method, grammar-translation, audio-

lingual, media, skill, learning styles.

Learning a second language is a long and complex undertaking. Your

whole person is affected as you struggle to reach beyond the confines of your first
language and into a new language, a new culture, a new way of thinking, feeling,
and acting, total commitment, total involvement, a total physical, intellectual, and
emotional response are necessary to successfully send and receive messages in a
second language. Language learning is not a set of easy steps that can be
programmed to learn.. Unfortunately for those who are studying foreign languages,
there are not enough teaching methods. By using various effective methods, the
language can be easily learned for a while.

A methodology is a collection of teaching procedures that accord with and

apply a particular approach. A wide variety of approaches and methodologies has
been used for language teaching in the last century, and many continue to be used
today( Richards and Rodgers,2001).Grammar-translation, audio-lingualism were
probably the dominant models of the early and middle twentieth century, and are
still widely used.

There are several methods in language teaching.

 The Direct Method.

 Grammar-Translation. ...

 Audio-Lingual. ...

 Total Physical Response (TPR) ...

 Communicative Language Teaching (CLT) ....

  The Direct Method is named direct because meaning should be
connected directly with the target language without translation into the native
language.In this method, The learner is not allowed to use his or her original
language. Direct method was largely based on a reaction against grammar-
translation. It emphasizes oral communication more and bans the use of the
language 1 in the classroom, everything should be taught through the target
language.

Grammar-translation involves,as its name implies,explanation of grammar

rules and translation of texts from and to the target language.It focuses on the
written form of the language and more formal registers and does not include very
much oral and communicative work.

Total Physical Response

 Audio-lingualism is based on the idea that language is a set of habits and
involves a lot of teacher-led drilling, learning by heart and repetition. It is most
important to learn the spoken form of the language, and most classroom procedures
are speech–based. Like grammar-translation, its main aim is accuracy rather than
fluency, and it focuses on grammar rather than vocabulary.

The communicative approach gained increasing support from the late 1970s
.It is based on the assumption that language is communication and that we learn it
best through naturalistic acquisition processes.The classroom is more learner-
centred,and the conveying of meaning is seen as more important than
accuracy.There are a number of methodologies based on this.perhaps the most
widely used and written about ones today are task-based instruction and
Clil(content and language integrated learning.)
 Today, many pedagogical sources and streams of recent decades have been
appropriately captured in the term "Communicative Language Teaching" (CLT),
now a catchphrase for language teachers. CLT is an eclectic mix of the
contributions of previous methods to what the teacher can present in the actual use
of the second language in the classroom. Patterns, definitions, and other knowledge
about language is such that we teach our students to communicate authentically,
spontaneously, and meaningfully in a second language.

References

Byram,M.(1997) Teaching and Assessing intercultural Communicative

competence,Clevedon Multilingual Matters.

Richards and Rodgers,2001)

Penny Ur - A Course in English Language Teaching 2012 (3).pdf

Jonassen, D. (2011). Learning to solve problems: A handbook for designing

problem-solving learning environments. Routledge.

Brown_h_douglas_principles_of_language_learning_and_teaching.pdf San
Francisco state university

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do

students learn? Educational Psychology Review, 16(3), 235-266.

Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The

effectiveness of problem-based instruction: A comparative study of instructional
methods and student characteristics. Interdisciplinary Journal of Problem-based
Learning, 1(2), 49-69.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design
knowledge base: Theory, research, and practice. Routledge