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УДК 8
Бадырова Дж. Б.,
преподаватель
Институт Инженерно-технических и транспортных коммуникаций Туркменистана
Гафурова М. А., старший преподаватель
Институт Инженерно-технических и транспортных коммуникаций Туркменистана
Реджепова Г., старший преподаватель Туркменский государственный университет имени Махтумкули
COMPLEX AND DYNAMIC METHODS OF TEACHING LANGUAGE
Abstract
Language teaching methods have evolved significantly over the years, driven by linguistic theory, educational psychology, and technological advancements. This article examines the various methods of teaching language, focusing on their historical context, theoretical underpinnings, and practical applications. The aim is to provide educators and researchers with a comprehensive understanding of the diverse approaches to language instruction, enabling them to select and adapt methods that best suit their students' needs.
Introduction: Language teaching is a complex and dynamic field that has seen a myriad of approaches and methods over the centuries. From traditional grammar-translation methods to modern communicative approaches, each method reflects the evolving understanding of how languages are learned and the goals of language instruction. The purpose of this article is to analyze different methods of language teaching, comparing their effectiveness, strengths, and limitations. By doing so, we aim to offer insights into best practices for language educators.
Historical Overview of Language Teaching Methods
Grammar-Translation Method: Originating in the 19th century, the grammar-translation method was initially used to teach classical languages such as Latin and Greek. This method focuses on the translation of texts, learning grammatical rules, and memorization of vocabulary. While it develops reading and writing skills.
Direct Method: Emerging in the late 19th and early 20th centuries, the Direct Method sought to address the shortcomings of the Grammar-Translation Method. It emphasizes immersion in the target language, with instruction conducted entirely in that language. The focus is on oral communication, with grammar taught inductively. Despite its advantages in developing speaking and listening skills, the Direct Method can be challenging to implement, especially with large groups or beginner students.
Audio-Lingual Methods: Developed during World War II to quickly train military personnel in foreign languages, the Audio-Lingual Method is based on behaviorist theories of learning. It emphasizes repetition, drills, and the formation of language habits. While effective in developing pronunciation and fluency in controlled situations, this method has been criticized for its lack of focus on communicative competence and real-life language use.
Communicative Language Teaching (CLT): Emerging in the 1970s, CLT represents a shift towards a more holistic approach to language teaching, focusing on communicative competence rather than just grammatical accuracy. CLT emphasizes interaction, real-life communication, and the use of authentic materials. This method has proven effective in developing functional language skills, but its success depends on the teacher's ability to create meaningful communicative opportunities.
Task-Based Language Teaching (TBLT): TBLT is a further development of CLT, focusing on the use of
language tasks as the central unit of instr Supporting uction. These tasks mirror real-life situations, requiring learners to use language to achieve specific outcomes. TBLT promotes active learning and problem, but it may require significant preparation and adaptability from the teacher. Theoretical Frameworks Language Teaching Methods Behaviorism
Early methods like the Audio-Lingual Method were influenced by behaviorist theories, which view language learning as a process of habit formation through stimulus-response associations. Repetition and reinforcement are key principles in behaviorist approaches.
Constructivism: Constructivist theories, as proposed by Vygotsky and Piaget, view language learning as a socially mediated process. Interaction and collaboration are essential for language development, which underpins methods like CLT and TBLT.
Practical Applications and Challenges
Classroom Implementation: The choice of method depends on various factors, including the learners' age, proficiency level, cultural background, and learning objectives. For example, younger learners might benefit from the immersive nature of the Direct Method, while adult learners may prefer the structured approach of the Grammar-Translation Method.
Technology in Language Teaching: The integration of technology has revolutionized language teaching. Methods like CLT and TBLT can be enhanced through the use of digital tools, such as language learning apps, online platforms, and multimedia resources. However, educators must be cautious to ensure that technology complements rather than replaces meaningful language interaction. Conclusion
The field of language teaching is diverse and continually evolving. No single method is universally superior; rather, the effectiveness of a method depends on the context in which it is applied. Educators should be flexible in their approach, combining elements from various methods to create a balanced and effective language learning experience. References:
1. Richards, J.C., & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
2. Brown, H.D. (2007). Principles of Language Learning and Teaching. Pearson Education.
3. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.
© EagbipoBa fl^. E., Ta^ypoBa M. A., PegwenoBa r., 2024
УДК 8
Байрамгулыева М.Д.,
преподаватель
Туркменский государственный архитектурно-строительный институт COMPARATIVE ANALYSIS OF EDUCATIONAL TERMINOLOGY BETWEEN ENGLISH AND TURKMEN
Abstract
This paper explores the differences and similarities in educational terminology between English and Turkmen. It aims to identify the linguistic and cultural factors that influence the translation and usage of
