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thought... Well, I'll do it. The stone will cry. It will tell about my grief too. You've taken all we had: native land, family, name and honour. Nobody saw my tears. My heart cried. Now these tears will be seen. They will be tears of your life and my life. »
On the marble plate Omer cut out a flower petal, then one more and more. In the middle of the flower he cut out a human eye. A heavy man's tear was to drop down on the stone breast as if to scald it day and night without ceasing for ages. Omer also cut out a snail - a symbol of doubt which he knew was gnawing the Khan's soul: what had been the purpose of his life with its joy and sorrow, love and hatred and other human conflicting feelings?
To this very day the fountain stands in the Bakhchisarai Palace, and weeps, weeps day and night.
Список литературы /References
1. Василик М.А. Основы теории коммуникации / М.А. Василик. М.: Гардарики, 2003. 615 с.
2. Пассов Е.И. Коммуникативное иноязычное образование. Концепция развития индивидуальности в диалоге культур / Е. И. Пассов. Липецк: ЛГПИ, 2000. 437 с.
3. Рудякова Т.И. О языковой догадке при обучении рецептивным видам речевой деятельности (на материале английского языка) // Вестник науки и образования, 2019. № 4 (58). Часть 2. С. 50-52.
4. Щукин А.Н. Лингводидактический энциклопедический словарь. М: Астрель, 2007. 746 с.
5. Wajnryb R. Grammar dictation. Oxford: Oxford University Press., 1990. 144 с.
TOOLS AND TECHNIQUES OF EFFECTIVE ESL TEACHING Kurbanova D.B. Email: Kurbanova659@scientifictext.ru
Kurbanova Dildor Babanazarovna - Senior Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, TERMEZ STATE UNIVERSITY, TERMEZ, REPUBLIC OF UZBEKISTAN
Abstract: today we see the communities of the world are racing with each other in mastering the foreign languages. And it is certain that hyper attention is paid to the language which has international position and dominating role among others. So the prior focus is on learning English. Through the history it is known that many traditional methods of learning English emerged. However their usage and effectiveness are not dynamic. Therefore there was a necessity to implement new method of mastering the language skills. In this article the author talks about the recent method that is more beneficial than others and claims that this is the most effective method to obtain language skills. Keywords: ESL, natural, method, develop, direct, grammar-translation, audio-lingual, suggestopedia, total physical response (TPR), communicative language teaching (CLT), the silent way, task-based language learning.
ИНСТРУМЕНТЫ И МЕТОДЫ ЭФФЕКТИВНОГО ОБУЧЕНИЯ
ESL Курбанова Д.Б.
Курбанова Дилдор Бабаназаровна - старший преподаватель, кафедра иностранных языков между факультетами, филологический факультет, Термезский государственный университет, г. Термез, Республика Узбекистан
Аннотация: сегодня мы наблюдаем, что мировые сообщества стремятся освоить иностранные языки. И несомненно, что повышенное внимание уделяется языку, который имеет международное положение и доминирующую роль среди других. Таким образом, в первую очередь внимание уделяется изучению английского языка. Из истории известно, что появилось много традиционных методов изучения английского языка. Однако их использование и эффективность не являются динамичными. Поэтому возникла необходимость внедрения нового метода овладения языковыми навыками. В этой статье автор рассказывает о новом методе и утверждает, что это самый эффективный способ получения языковых навыков. Ключевые слова: ESL, естественный, метод, развитие, прямой, грамматический перевод, аудио-языковой, саджестопедия, полный физический ответ (TPR), обучение языку общения (CLT), молчаливый путь, изучение языка на основе задач.
УДК 81-13
The method of teaching English as a second native language (English as a Second Language) takes its roots from Germany and France. The method, which is often called the natural language learning method, was developed around 1900. This method of study was the answer to the traditional teaching methods, which mainly involved working with the translation of a text from a foreign language into the student's native language. One of the major shortcomings of the classical teaching methods was that the student, learning new words and grammatical forms, could not freely communicate with a native speaker. Thus, the traditional method relies on the written language, while the study of the language according to the system of one's native language relies on listening and speaking practice [1].
The second impetus for the development of the ESL methodology was a huge flow of immigration to the United States of America and the process of monopolizing the language - if in the early 20th century America represented a huge unique multilingual environment, then gradually "multilingualism" disappeared and English became the dominant language over others. Nevertheless, the immigration process continued - people from all over the world flocked to America. In order to teach "newly minted immigrants" to the language as soon as possible, the American linguists invented the English as a Second Language method - English for immigrants was to become not just a foreign language, but a second native language [1].
The purpose of the ESL method is to develop and consolidate the skills of speaking in English at rapid pace at the expense of constant speech training. Moreover, teachers focus on grammatical Sentence Patterns - sustainable constructs. This means that students do not learn grammar through the usual school cramming, but change certain parts of the sentence in ready-made grammatical structures. For example, in the sentence I go to school, the word "school" can be changed to theater, shop, hotel, etc., which will fundamentally change the meaning of the whole sentence [3].
Today, the modern technique of English as a Second Language differs from its original foundations. Factors such as globalization, opportunities to travel and interrelations with foreign colleagues increase the need to learn English as an international language - in this connection "simple learning" is no longer enough. There is a need to possess a wide vocabulary, modern slang and be able to correspond with foreign colleagues - therefore the language center "Lingvo Studio" has developed a new unique ESL program that meets modern standards and the needs of society, while preserving the basic principle of the method of learning the language as your own [2].
The peculiarity of this methodology lies in the forms of work with grammatical and lexical material. As a result of the joint work of American linguists and the Prague linguistic circle, 80 basic grammatical structures were distinguished, which make up the entire grammar of the English language and are distributed in levels from Elementary to Advanced. During the training, students become automatical in using the data of grammatical models and develop a steady skill of speaking in English within the limits of the topics studied. The vocabulary is also studied in a special way - according to the principle of mastering new words
like in the native language. At each lesson, students memorize about 40 new words and expressions, and are already free to use them in everyday speech. Since the ESL course is a practical course in English, 80% of all study time is devoted to speaking. It is these advantages that distinguish our methodology from the traditional classical and communicative methods. English as a Second Language (English as a second language) is the name of a technique that allows a person to learn English in the way he taught his mother tongue, and learn English as fluently and beautifully, and without thinking like his own language. This is an international program developed jointly by American and Czech specialists. This technique can only be used by centers that have signed a license to use this method. The technique consists of concrete steps, the use of which allows us to achieve excellent results for our students in a short time. The history of the method refers to Prague. In the 90s there were a very large demand for learning English in the Czech Republic. Unfortunately, Czech people could not learn to speak English. As a result of the study, it was revealed that all the methods used in schools, institutes and courses were not effective and did not lead to the fact that a person could really quickly learn to speak English, and people had a severe disorder that they had been learning the language for many years but in practice they could not speak on it. Search for the most effective methodology the staff of this center looked at what methodology and guessed that could be as successful as possible and found out that the way we learned our native language is the most effective, because 100% of children speak their native language no matter how this language is complex. (By the way, the Czechs consider their language the most difficult.) Thus, they analyzed the very method of learning and revealed which exactly allowed children to learn their native language. Of course, we can say that children have a free memory and are surrounded by their native language. But at the same time, there were still methodological things that could be transferred to the study of the native language. And so ESL technology (English as a Second Language - English as a second (native) language) appeared [2].
The English as a Second Language method is communicative. All classes are practical. At each lesson, our students in conversational practice reinforce their theory. At the same time, attention is paid to reading, writing, and listening comprehension (listening). All languages of the world consist of certain constructions. In some languages there are many of them (as in Russian), and in some few. The linguists who developed the ESL methodology 17 years ago analyzed the structure of the English language and identified 80 sentence-building constructs. These 80 constructions contain all English grammar. Knowing them, a person can easily and correctly use English both verbally and in writing. ESL teaching can be effective with the use of the following methods:
The direct method, grammar-translation, audio-lingual, the structural approach, suggestopedia, total physical response (TPR), communicative language teaching (CLT), the silent way, community language learning, immersion, task-based language learning, the natural approach and the lexical syllabus [4].
References / Список литературы
1. Johansson S., 1989. Frequency Analysis of English Vocabulary and Grammar Vol 1. Oxford: Clarendon Press.
2. Johns J.L., 1976. Updating the Dolch Basic Sight Vocabulary. Reading Horizons. 16.2 p. 104.
3. Karimova Z.A. Psychological aspects of teaching foreign language to kids, Проблемы педагогики. № 3 (35), 2018.
4. Bozorova L.B. Sovremenno'e informatsionno'e texnologii v protsesse formirovaniya leksicheskix navo'kov na urokax angliyskogo yazo'ka. «Nauka, obrazovanie i kultura». № 4 (19), 2017.
