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классах. Ж. «ИЯШ», 1989, № 5.
2. Барышников Н.В. О преемственности целей обучения иностранному языку в средней школе и в вузе. Ж. «ИЯШ», 1989, № 5.
3. Рогова Г. В. Методика обучения английскому языку. (На английском языке) Л., 1975.
© Malikova M., 2024
УДК 37
Mollayeva A.,
Instructor of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Myratdurdyyeva A., Atamammedova S.,
Students of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
METHODS OF TEACHING FOREIGN LANGUAGES Annotation
A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are usually based on a set of beliefs about the nature of language and learning. Foreign language pedagogy offers a rich tapestry of methodologies, each with its unique strengths and target skills.
Keywords:
teaching methods, language learning, teaching foreign languages.
Моллаева А.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Мыратдурдыева А., Атамаммедова С.,
Студенты
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ Аннотация
Метод обучения языку представляет собой единый набор процедур, которым учитель должен следовать в классе. Методы обычно основаны на ряде представлений о природе языка и обучения. Педагогика иностранного языка предлагает богатый набор методологий, каждая из которых имеет свои уникальные сильные стороны и целевые навыки.
Ключевые слова: методика обучения, изучение языка, обучение иностранным языкам.
Foreign language acquisition is a complex process, and educators have devised a multitude of methods to navigate this intricate path. This article delves into the most prominent methodologies employed in contemporary foreign language teaching, exploring their theoretical underpinnings, practical applications, and relative strengths and weaknesses.
Traditional Approaches.
Grammar-Translation Method. This time-tested approach emphasizes memorization of grammatical rules and translation exercises between the native and target language. While it fosters reading comprehension and vocabulary building, it can be criticized for neglecting spoken fluency and real-world communication.
Audio-Lingual Method. Developed in the mid-20th century, this method prioritizes spoken language through drills, dialogues, and pattern recognition. While effective for pronunciation and basic sentence structures, it can be repetitive and fail to address broader communicative goals.
Modern Communicative Frameworks.
Communicative Language Teaching (CLT): This dominant approach emphasizes the practical use of language in real-life situations. CLT activities encourage students to develop fluency, accuracy, and sociolinguistic competence (appropriate language use in different contexts).
Task-Based Language Teaching (TBLT). Building on CLT principles, TBLT focuses on completing meaningful tasks that necessitate language use. This learner-centered approach promotes problem-solving skills and fosters deeper engagement with the target language.
The Natural Approach. Inspired by how children acquire their first language, this method prioritizes comprehensible input (exposure to language slightly above the learner's current level) and minimizes explicit grammar instruction. The Natural Approach aims to create a language learning environment that mirrors natural language acquisition.
Selecting the Optimal Approach.
The most effective language teaching method is not a one-size-fits-all solution. Educators should consider factors such as learner age, learning goals, proficiency level, and desired outcomes when selecting a methodology. A blend of approaches, tailored to the specific needs of the learners and the curriculum, often yields the most successful results.
Future Directions.
The field of foreign language teaching is constantly evolving. Recent advancements in technology have opened doors for innovative language learning applications and platforms. Furthermore, growing emphasis on intercultural communication necessitates methodologies that foster not only linguistic skills but also cultural understanding.
Conclusion.
Foreign language pedagogy offers a rich tapestry of methodologies, each with its unique strengths and target skills. By understanding these diverse approaches and remaining informed about emerging trends, educators can empower their students to navigate the exciting world of language acquisition.
References:
1. Hall, Graham (2011). Exploring English Language Teaching: Language in Action. London, New York: Routledge.
2. Kumaravadivelu, B. (2006). Understanding Language Teaching. Hillsdale: Lawrence Erlbaum.
3. Anthony, E. M. (1963). «Approach, Method, and Technique». ELT Journal. XVII (2).
© Mollayeva A., Myratdurdyyeva A., Atamammedova S., 2024
