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142THE USE OF GRAMMAR-TRANSLATION METHOD IN TEACHING FOREIGN LANGUAGE FOR ADULTS
Bozorova L.B.
Bozorova Lobar Bazarbaevna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article the author states about the methods which lost its importance then gained in contemporary life. Today mostly teachers of school and other education establishments are too prone to implement this method into their practice. The author claims that this method is the most effective one among others in teaching foreign language for adults.
Keywords: TPR, classical method, grammar, literary passage, deductive.
This method is believed to be suitable for teaching adults. Because of the sense of humour and mobility TPR is a method which doesn't have to suit all of the adults; many of them, especially the older ones, will insist on using grammar-translation methods or at least cognitive methods [1].
This is not new method of teaching English, it was firstly called the "classical method". This name has specially originated from teaching the classical languages like Greek or Latin. This method has been used by teachers for a long period of time [2]. It's intended to teach vocabulary the grammar structures of the target language which will be worthy and useful in reading and understanding English texts. The only way to gain this is reading and translating texts from the target language into mother tongue and the other way round.
The following techniques are only the part of the whole range of these associations with the grammar-translation method. Nevertheless, these ones are described by Larsen-Freeman [2] as useful in this method.
Translation of the literary passage
Learners get a reading passage and they are asked to interpret it from the target language into their source language. The reading text can be an extract taken from the target language literature or it can even be a passage carefully written by the teacher; if it is written by the teacher the suitable grammar and lexeme have to be included in it. Learners are not inclined to translate it in a written way they can translate the passage orally. Idioms should not be translated literally they have to be in a way that shows that learners understand their meaning;
Reading comprehension questions
After reading and understanding of the reading passage learners are asked to answer questions, written in the target language, based on the given text. There are three groups of questions: in the first group of questions learners are asked to answer them using the information contained in the particular text. In the second group learners have to answer questions which are not directly placed in the text. Finally, the third group of questions, force learners to combine their own experience with the reading text.
Synonyms and antonyms
The set of words are given to the learners and they are asked to find antonyms or synonyms, depending on what the set of words contains, in the given text. Learners can be also asked to define the set of words using their understanding of the text, it means to use context to get to know the meaning of the words.
Fill in the blanks
Some words in sentences are missed. They can appear in brackets. Learners have to insert correct grammar structure or write some parts of speech like prepositions, adverbs or adjectives. All the items in brackets do not have to be in the target language.
Memorization
Learners' obligation is to remember all the possible lists they get from their teacher. Lists can contain vocabulary, which is given in the target language and its equivalents in the native language of the learners, or grammatical paradigms (i.e. verb conjugations).
Composition
To write about a topic using the target language is followed by this process. Learners are given particular topic by the teacher. Topic should be suitable to the lesson. Learners can sometimes be asked to write the précis of the reading passage from the lesson instead of writing a composition [2].
Overall, some teaching methods of the English language are appropriate for particular age groups. Learners differ from each other and have special needs. The needs should always be provided sensibly in order to encourage learners and do not repulse them. In selecting the suitable method - teachers are opted to take care of that the learners enjoy learning and do not associate it with something boring.
References
1. Richards Jack and Rogers Theodore, 2001. 2-nd edition. Approaches and methods in language.
2. Larsen-Freeman Diane, 2000. Techniques and principles in language teaching. 2-nd edition. Oxford: Oxford university Press (Teaching Techniques in English as a Second Language seroes). 189 p.
3. Bozorova L.B. Sovremennye informatsionnye tehnologii v protsesse formirovaniya leksicheskih navykov na urokah angliyskogo yazyka «Nauka, obrazovanie i kultura». № 4 (19), 2017.
4. Bazarova L.B. Learning foreign language through reading «Nauka i obrazovanie segodnya». № 5 (16), 2017. S. 40.
PROGRESS IN LANGUAGE TEACHING VIA PICTURE STORIES
Kuziev Sh.A.
Kuziev Shavkat Abdumuratovich - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the fact that pictures rather than texts make greater impact on perception of new or foreign language. Author explains this by giving separate options toward language teaching phenomenon. She claims that visually learnt better. Because while learner reads or listens something to make imagination of it, visually they see the image and there is no need to think about other details. Keywords: teacher, photographs, classroom, stimulus, concept, topic.
Every teacher of second language can find valuable resource in pictures: drawing, photographs, posters, slides, cartoons, magazine advertisements, diagrams, graphs, table of chart and maps. Wright says that it is not sufficient for learners to have a competent ability in a language, if they cannot develop a conversation or discussion. In this sense, language teachers have a role as communicators and, indeed, as teachers in the broadest sense. It is important to have as wide range of resources as possible in the classroom so that can have a rich base and inspiration for this development [1]. And the resources must include pictures. Shores mention the benefits of picture as follows: "Pictures can activate expression, develop understanding, add spice, and colour to verbal lesson, and provides opportunities, for
