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1ТАЪЛИМ МУАММОЛАРИ
PROBLEMS OF USING APPROACH AND METHODS IN TEACHING ENGLISH IN
NON-PHILOLOGY EDUCATION
Botirova Palina Khakimjonovna NamECI, E-mail: [email protected], Phone: +99891 293 42 57
Abstract: This article is dedicated problems of using approaches and methods of language teaching. In language teaching, skills should not be developed in isolation; language is also a social phenomenon and should be taught in relation to real-world situations and conditions. It is important to be able to use the methods in teaching English. This requires language teachers to research and work on themselves.
Аннотация: Данная статья посвящена проблемам использования подходов и методов обучения языку. При обучении языку навыки не следует развивать изолированно; язык также является социальным явлением, и его следует изучать в связи с реальными ситуациями и условиями. Важно уметь использовать методы в обучении английскому языку. Это требует от учителей языка исследований и работы над собой.
Annotatsiya: Ushbu maqola, talabalarda til o''rgatishning yondashuv va usullaridan foydalanish muammolariga bag'ishlanadi. Til o'rgatishda qobiliyat alohida yoki ajratilgan shaklda rivojlantirilmasligi kerak, aksincha, til ham ijtimoiy hodisa bo'lib, uni real dunyo holatlari va sharoitlari bilan bog'liq holda o'rgatish kerak.Til o'rgatishda to'g'ri yondashish va samarali metodlarni qo'llay olish muhim ahamiyat kasb etadi. Bu esa til o'rgatuvchilardan izlanishlar va o'z ustida ishlashni taqozo etadi.
Keywords: ESP students, approach, competence, sociolinguistic competences, reading
skills
Ключевые слова: студенты ESP, подход, компетентность, социолингвистические компетенции, навыки чтения.
Kalit so'zlar: nofilologik talabalar, yondashuv, kompetensiya, sotsiolingvistik kompetensiyalar, o'qish qobiliyatlari Introduction
Teaching and learning foreign languages in Uzbekistan has become very essential and global process since the first days of the Independence of our country. It pays much attention to the increasing of educational level of people, their intellectual knowledge. Nowadays, English is worth not just knows, but it is worth really knowing. [1] There is a great importance role to understand modern English in order to make a conversation people who live in foreign countries. Many directions are being implemented to improve the reformation of foreign language in our country.[2]
The purpose of teaching should be directed towards the improvement of the students' knowledge competence and the ability how to accomplish communicative goal. In the way of professional career every teacher has his or her own beliefs about the teaching and learning process as well as concrete examples of the ways in which they enact these beliefs in the classroom. To my mind, a teaching statement may include the following: [3]
* Your conception of how learning occurs;
* A description of how your teaching facilitates student learning;
* A reflection of why you teach the way you do;
* The goals you have for yourself and for your students;
* How your teaching enacts your beliefs and goals;
* What, for you, constitutes evidence of student learning;
* The ways in which you create an inclusive learning environment;
* Your interests in new techniques, activities, and types of learning.
From the mentioned features above I can say that in teaching process we consciously or unconsciously follow the characteristic elements of cognitive principles, affective principles and linguistic principles. For example, during my online classes I address affective principles. [4] They are very helpful as having a helpful notion for the students who are learning language as a foreign language. As human beings learn to use a second language, they also develop a new mode of thinking, feeling, and acting a second language. The new language ego, intertwined with the second language, can easily create within the learner a sense of fragility, defensiveness and a rising of inhibitions. Learners need to be treated with affective tender loving care, not feel humiliated.[5]
Here the self-confidence is also one of the important principles in language teaching and learning. Learner's belief that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task. [6] Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to become 'gamblers' in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty. One thing should be mentioned, is that we cannot teach someone who does not feel that they really need it or teach them completely against their will as on obligation.[7]
We should understand that we can make the best of it, when we are able to keep our students in interest, when we can develop something like "inner energy" within them to enhance language skills and competences.[8]
The communicative approach to language teaching believes that in order to learn a language, one has to practice using it to communicate meaning to others. Language learners are supposed to acquire language through practicing language in real-life situations, listening and reading authentic materials, seeing films and talk shows that are in the target language. [9] According to the communicative approach of language teaching, language is meaningful only in context. This is one of the emphases of the communicative approach. Role playing is an important communicative activity. It allows the students to practice the target language in a safe environment where mistakes are no big deal. They will get a feel for what it is like wielding the language in different situations and contexts.[10]
Methods
I use diagnostic testing methods during my lessons that allow me to quantify the concepts I want to teach. At the beginning of my course,[11] I used diagnostic evaluation. Diagnostic evaluation may be collections of written questions, multiple choices, short questions testing the existing knowledge base of the students or current thoughts on a subject to be learned in the course. Each instructor, from my point of view, creates their own evaluations or selects the most relevant ones from those available.[12]
The point here is, every attempt to communicate should be encouraged from the very beginning and motivated by teachers. In this very case, I would highlight another important peculiarities of communicative approach - learning language by trial and errors, never interrupt them when they speak and recite something, on the contrary I inspire them in such situations. As a follow-up activity you can let your students work in pairs and the host student prepares five questions and writes them on a piece of paper. This question list will be given ahead of time to the celebrity student so they can prepare an answer for them. In addition, you can probably have
impromptu questions from the 'audience'. Process the activity after the pairs have presented ask them, for example, if they have any questions about asking questions in the target language.[13]
As we have seen above this activity students do simulation of class talk show with teacher's guidance. Having the learner's play the role of famous characters will help them be more confident and can courage them to take more risks in their target language interactions. This activity involves all the learners in class actively in a real-life discourse. [14] As I have been observing my students for years, I can say that many students are afraid of their speech errors or making mistakes, or simply don't feel confident enough to interact and that factor prevent them from speaking, or trying. Thus, I always say that making mistakes is better than not even trying. I try to create friendly atmosphere where students can make as much mistakes as they make but to learn and to try. Through correcting and explaining their errors, I will develop them to be reasonable in their speech and focus on the meaning of their speech. This is the next feature of communicative approach that says- "language is created by individuals often through trial and errors". All in all, using communicative approach for teaching students can bring better and desired results in language learning.[15]
Discussion
Of course, the ideas promoted by the specialists of the respective field of study are focused on personal learning and observation, particularly with the influence of short-term and long-term teacher development courses organized in an
innovative centre. As for me, evaluation is definitely a questionable subject in the teaching process, and it is a necessary task for us not an optional one. [16] When teachers are rightfully concerned, the method of evaluation can be structured properly; however, they have become too concerned with evaluating student information. We should instead turn the switch and refocus on what really matters: learning for students. This will be achieved as we learn to use evaluation forms as a means to assist our students. Learning and evaluation by students go hand in hand when performed naturally.[17]
Before starting classes, it is considered to be the correct way of teaching to perform some kind of diagnostic tests. Not being aware of the context experience of learners and the strengths and limitations of the learners delivering the guidance should not influence what is taught. And it also relies on the comprehension of teachers of their values and techniques. It is necessary to understand the purpose of a certain [18] formative evaluation tool (what information is needed), the manner in which the evaluation is carried out what procedure is used) and, ultimately, the steps to be taken afterwards (how the gathered information is then used to make changes in teaching and learning). [19] Different ways of conducting placement and diagnostic tests exist. Checking, discussions such as getting to know students by asking numerous questions such as what are your future plans?, what is your style of clothing?" We test their vocabulary, grammar and pronunciation by offering certain questions. Testing also helps to identify the level of the students, but it should not be as impulsive as questions planned beforehand. "Another way of placement evaluation is to give all students one and the same subject as: "talk about the benefits or drawbacks of online/distance learning; talk about quarantine; tell us about your favorite sitcom and others.[20]
More specifically, these resources concentrate on a detailed interpretation of the written and spoken text and cover spoken, retelling language, retelling comprehension and communication in oral language. For instance, to evaluate
the awareness of the students about things I have taught, I use oral language conversation. We could have a small discussion with the students, where I am an interlocutor and the students are participants. An person or a group can complete this examination and it takes from 10 to 20 minutes to administer. Some students take part as an audience or an observer of a debate in an individual conversation.[21]
Results
Syllabus and curriculum are the two main instructions in the teaching process, but I think they are contentious issues in today's teaching. [22] If I look at my syllabus of the subject which I lead, it confuses me a little. Because there are some themes which are repeated again in the second year of students' study like Sport in our life, Computer science, Native land and so on. It is not so irritable owing to the fact that the students will be able to revise the themes, but there are other themes which do not match with my students', for example needs, level of knowledge or others. Sometimes there are so many suggested themes that an academic year is not enough to pass all of them. And these above mentioned reasons put a limit to teach productively.[23]
As it was mentioned and is still going to be discussed our syllabi, curriculum does not coincide regularly. The reason for its syllabi as well as is not done according to the student's interest, taken results and wildlings as well. [24] They are designed by specialists and are implemented by teachers and learners so that it calls implementation view. In my perspective view it is little bit confusing and complicated by learners. Because all of them are ready - made beforehand. The study situation within levels of students are not all the time taken. This causes the main reason for avoiding curriculum and syllabi. Thus, this is not authentic. They exactly stay between grammar translation and audio-lingual method.
The aim of the syllabus of second year students on English language teaching is to enlarge the range of students' specific vocabulary, grammar,reading and develop students' ability to recognize and use learned words in communication along with enhancing students' use of appropriate grammar. [25]
There is the topic of Synonyms in the content of year second in teaching English. And from the cognitive point of view we give instructions to our students about the use of them and types of synonyms and they learn them by memorizing and doing exercises that are based on them.[26]
If our students can use the studied data correctly as making sentences, analyzing their usage in the context then they will achieve performance goal in language learning.[27] Conclusion
The affective goal of the lesson is to help students to feel more confident and motivated to use the information with their peers during the lesson and also outside the classroom. According to Richards objectives have the following three characteristics: precise, feasible, and they describe a learning outcome. Objectives are more specific steps the learners will do to achieve the goal, but they must be realistic and measurable. We have discussed how to develop goals for a lesson and now we will speak about developing goals for a course using backwards design.[29]
In Backward design goals are not the same as standards . Often standards are not appropriate for learners and thus, become unrealistic and unachievable. To solve this problem, we may use another way of setting the goals for our learners -what we want to have at the end of a course. [29]
ТАЪЛИМ МУАММОЛАРИ
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TEXNIK FANLARNI O'QITISHDA PEDAGOGIK TEXNOLOGIYANI QO'LLASH VA
UNING SAMARADORLIGI
SH.P. Turdiyev Toshkent davlat transport universiteti, magistrant
A.X. Karimov
Toshkent davlat transport universiteti, magistrant, +998944626062
Annotatsiya: Bugungi kunda avtomobil yo'llari muhandisligi fanlarini o'qitishda ko'pgina pedagogik texnologiyalardan foydalanib kelinmoqda. Bu orqali murakkab bo'lgan texnik fanlarni talabalarga tushunarliroq va esda qolarliroq bo'lishi ko'zda tutiladi. Maqolada yangi zamonaviy pedagogik texnologiyalarni qo'llash, "evrestik ta'lim" texnologiyasini "Avtomobil yo'llarini loyihalash" faniga tadbiq etish va bu orqali o'quvchilar faolligini oshirish, rag'batlantirish, talabalarni darsga qamrab olish va dars sifatini yaxshilash ko'zda tutilgan.
Аннотация: Сегодня в обучении дорожному строительству используется множество педагогических технологий. Она призвана сделать сложные технические предметы более понятными и запоминающимися для учащихся. В статье описано использование новых современных педагогических технологий, применение «эвристической» образовательной технологии к предмету «Проектирование автомобильных дорог» и через это призвано
