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INTEGRATIVE APPROACH TO THE TEACHING IN FOREIGN
LANGUAGE CLASSES Rahmankulova H.S.
Rahmankulova Habiba Sodikovna - Senior Teacher, DEPARTMENT OF PRACTICAL AND THEORETICAL DISCIPLINES OF GERMAN, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the most recent decades have seen huge changes in our comprehension to how dialects are instructed and learnt. Experimental outcomes from phonetics, sociolinguistics, psycholinguistics and psychological brain research have better settled the perplexing idea of dialect learning. These outcomes have demonstrated that informative correspondence is an essential point in dialect learning, and that the level of progress accomplished in this procedure depends much on incorporated methodologies in educating. Particularly in current period foreign languages ought to be educated with suitable and compelling techniques which help students to enhance language abilities. The evidence to it is the distinctive patterns or models which reveal how an assortment of decision and alternatives have been taken after to accomplish better outcomes in outside dialect educating and learning and say that utilizing approaches and remarkable strategies rather than normal lessons is more across the board decision in Present Day Language Teaching. Keywords: integrative approach, Getxolingual, Plurilingual, artwork, simple integration, complex integration, dialect capability, integrated skills.
УДК 347.78.034
Introduction. A standout amongst the most significant points that we, educators, have been managing as of late is the issue of Teaching Languages in an integrated approach. Initially, I might want to state that various instructors and counsels are now buckling down planning materials and placing them into training with their understudies. A major exertion is being made so educators in all arrangements wind up mindful of how vital this is and on account of Getxolingual, a significant number of us began considering the likelihood of instructing the three or four dialects learned at our compositions - German, Spanish and English in a coordinated way. The Plurilingual Projects being completed at huge numbers of our compositions are an incredible help when utilizing this approach towards the educating of dialects. 1
Methodology. The expertise strand of the embroidered artwork prompts ideal language learning correspondence when the abilities are intertwined amid guideline. This is known as the coordinated aptitude approach or entire dialect approach. In the event that this weaving together does not happen, the strand comprises simply of discrete, isolated abilities. This is now and again known as the isolated expertise approach.
In the isolated aptitude approach, the authority of discrete dialect abilities, for example, perusing and talking is viewed as the way to effective learning, and dialect taking in is regularly separate from content learning [Mohan, 1986].2 Isolated expertise arranged courses "have dialect itself as the focal point of direction to the degree that over the top accentuation on principles and standards shows students a great deal about dialect to the detriment of showing dialect itself" [Brown, 2000, p. 218].3 Habitually, isolated aptitude German or English classes show direction as far as ability connected learning
1 Nunan, D. (1992). Research methods in language learning. New York, NY: Cambridge University Press.
2 Blanton, Linda L. (1992). A Holistic Approach to College ESL: Integrating language and content. ELT Journal 46(3) pp. 285-293. Oxford: Oxford University Press.
3 Brown, Douglas H. (2001). Teaching by Principles; an Interactive Approach to Language Pedagogy. New York: Longman
methodologies: perusing systems, listening procedures, talking techniques, and composing methodologies [Peregoy and Boyle, 2001].
The logic of incorporated aptitudes direction depends on the idea that in normal, everyday experience, oral and composed dialects are not kept independent and detached from each other. [Finocchiaro and Bonomo, 1973; Peregoy and Boyle, 2001].1
The language environment of the young child is one where language is not separated from learning about the way the world operates. Children do not learn about the parts of language as described in a grammar book. They are completely uninterested in the names of word classes and verb tenses. Rather, children acquire language as a holistic experience while playing with objects and people around them. One-year-olds enjoy dropping objects into containers and spilling them out again (auf and aus). Two-year-olds explore every object in their environment while asking was ist das? Eight-year-olds are captivated by the world of nature and enjoy learning information about animals and their habitats. These children often report on their learning using the language of a biological scientist. In this sphere, we can add two types of integration:
a) Simple integration: A receptive language skill serves as a model for a productive language skill.
b) Complex integration: a combination of activities involving different skills, linked thematically. Limitations of integration should not prevent teachers from using the integrative approach.2
Conclusion. Learning is a complex process affected by different factors. Sensory system is one of these factors, as proved above, our visual sensory is more receptive and memorable one, therefore, the effectiveness of the integrated materials are valuable and can be explained by the fact that information is stored easily and for a long time when it is received by visual sense. Using variety of integrated materials in the lessons, especially in elementary and intermediate learners' classes give the opportunity to keep learners motivated and to achieve efficiency by creating positive learning condition, as they are interesting and motivating.
References
1. Blanton Linda L. A Holistic Approach to College ESL: Integrating language and content. ELT Journal 46(3) pp. 285-293. Oxford: Oxford University Press., 1992.
2. Brown Douglas H. Teaching by Principles; an Interactive Approach to Language Pedagogy. New York: Longman, 2001.
3. Coyle D. Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 2007. 543-562.
4. Meziani Ahmed. The Skill of Integrating Language Skills. In Integrating Language Skills. A.Meziani (Ed.) (pp. 17-22). Proceedings of the seventh annual MATE conference in Marakech, Morocco, 1987.
5. Nunan D. Research methods in language learning. New York. NY: Cambridge University Press., 1992.
6. P'erez Vidal C. The integration of content and language in the classroom: A European approach to education (the second time around). In E. Dafouz and M. Guerrini (Eds.), CLIL across educational levels (pp. 3-16). Madrid, Spain: Richmond, 2009.
1 P'erez Vidal, C. (2009). The integration of content and language in the classroom
2 Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies
