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MODERN METHODS OF TEACHING FOREIGN LANGUAGES AND
TECHNIQUES OF TEACHING IN A SHORT TIME
Kosimova
Dilobar
Tursunalievna,
Alibayeva Munisa Rustamaliyevna
Academic Lyceum of Tashkent State
University of Economics, teachers of
English
E-mail:
Abstract:
This article is about different methods in teaching foreign languages. For the
last 20 years connections have been becoming inevitable among nations, states, organizations
and countries which create a huge need for knowing another language or more multilingualism.
People need to use international languages in areas such as trade, tourism, international
relations between governments, technology, science and media. Here we show how to use
methods of teaching from different countries. Some countries such as China and Japan prefer to
teach at least one foreign language at primary and secondary school level. Teachers of all
countries try to use different methods in teaching language they proper.
Keywords:
Method, foreign language, skill, multilingualism, teaching, level, principles,
techniques, learning styles, education technology, science and media. technology, science and
media.
People need to learn a second language because of globalization. For the last
20 years connections have been becoming inevitable among nations, states,
organizations and countries which create a huge need for knowing another
language or more multilingualism. People need to use international languages in
areas such as trade, tourism, international relations between governments,
technology, science and media. Therefore, many countries such as Japan, and
China frame education policies to teach at least one foreign language at primary
and secondary school level.
Language education may take place as a general school subject or in a
specialized school. There are many methods of teaching languages. Some have
fallen into relative obscurity and others are widely used: still others have a small
following but offer useful insights.
A teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration,
recitation, or combinations of these. The choice of an appropriate teaching method
depends largely on the information or skill that is being taught, it may also be
influenced by the aptitude and enthusiasm of the students. For effective teaching to
take place, a good method must be adopted by a teacher. A teacher has many
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options when choosing a style by which to teach. The teacher may write lesson
plans of their own, borrow plans from other teachers, search online or within books
for lesson plans. When deciding what teaching method to use a teacher needs to
consider students" background knowledge, environment, and learning goals.
Teachers are aware that students learn in different ways, but almost all children
will respond well to praise. Students have different ways of absorbing information
and demonstrating their knowledge. Teachers often use techniques which cater to
multiple learning styles to help students retain information and strengthen
understanding. A variety of strategies and methods are used to ensure that all
students have equal opportunities to learn.
The effectiveness of teaching method varies from person to person and also
from activity to activity. Teaching by making students do, read, listen all have the
transfer of information as their goal, but the information is transferred in very
different ways in each ease. Each has its benefits. In my own opinion, teaching by
letting students do is the method that works best for me. Teaching b\ making
students do works because it gives a learner first-hand experience. Other methods
are more passive; you are either listening to a conversation or trying to pay
attention to words on a page. However, teaching by making students do means
actually participating in the activity. Can you imagine teaching how to play a
musical instrument from a book? As the saying goes, practice makes perfect.
Frankly, I can't think of a way that better ensures one has truly learned than by
seeing and doing.
In contrast, reading makes learning less easy to visualize. Not only has that,
learning b\ reading often required extra research, such as looking up unfamiliar
words. Also, you might not be a good reader, or you might be teaching in a second
language. If so ,you might find it hard to concentrate or become frustrated by the
slow pace. So while reading is fun and useful for many people, for others it may
not be the best way.
Teaching by listening can be enjoyable. Lively debate is interesting, and
interesting things are usually easier to learn about.
Plus, unlike reading, you can ask questions to check whether students
understand or not what you mean. However, as with reading, it is all too easy to
become a passive listener and not truly learn anything. If students get bored they
might even fall asleep while they are listening. When students are actively
participating in something, they are more likely to stay alert.
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Having students work in groups is another way a teacher can direct a lesson.
Collaborating allows students to talk with each other and listen to all points of
view in the discussion. It helps students to think in a less personally based way.
When this lesson plan is carried out the teacher may be trying to asses the lesson
by looking at the students" ability to work as team, leadership skills, or
presentation abilities. It is one of the direct instructional methods. A different kind
of group work is the discussion. After some preparation and with clearly defined
roles as well as interesting topics, discussions may well take up most of the lesson,
with the teacher only giving short feedback at the end or even in the following
lesson. Discussions can take a variety of forms, e.g. fish bowl discussions.
Collaborating is great in that it allows to actively participating in the learning
process. These students who learn best this way by being able to relate to the
lesson in that they are physically taking part of it in some way. Group projects and
discussions are a great way to welcome this type of learning.
Learning by teaching (German: LDL) is a widespread method in German),
developing by Jean-Pol Martin. The students take the teacher's role and teach their
pairs.
This method is very effective when done correctly. Having students teach
sections of the class as a group or as individuals is a great way to get the students
to really study out the topic and understand it so as to leach it to their pairs. By
having them participate in the teaching process it also builds self confidence, self-
efficacy, and strengthens students speaking and communication skills. Students
will not only learn their given topic, but also they will gain experience that could
be very valuable for life.
A lesson plan may be carried out in several ways: questioning, explaining,
modeling, collaborating, and demonstrating.
Explaining, this form is similar to lecturing. Lecturing is teaching by giving a
discourse on a specific subject that is open to the public, usually given in the
classroom. This can also be associated with modeling. Modeling is used as a visual
aid to learning. Students can visualize an object or problem, then use reasoning and
hypothesizing to determine an answer.
In your lecture you have the opportunity to tackle two types of learning. Not
only can explaining (lecture) help the auditory learner through the speech of the
teacher, but if the teacher is to include visuals in the form of overheads or slide
shows, his/her lecture can have duality. Although a student might only profit
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substantially from one form of teaching, all students profit some from the different
types of learning.
Demonstrations are done to provide an opportunity to learn new exploration
and visual learning tasks from a different perspective. A teacher may use
experimentations to demonstrate ideas in a science class. A demonstration may be
used in the circumstances of proving conclusively a fact, as by reasoning or
showing evidence. The uses of storytelling and examples have long since become
standard practice in the realm of textual explanation. But while a more narrative
style of information presentation is clearly a preferred practice in writing, judging
by its prolificacy, this practice sometimes becomes one of the more ignored aspects
of lecture. Lectures, especially in a collegiate environment, often become a setting
more geared towards factorial presentation than a setting for narrative or cognitive
learning. The use ol' examples and storytelling likely allows for better
understanding but also greater individual ability to relate to the information
presented.
Furthermore, storytelling in information presentation may also reinforce
memory retention because it provides connections between factorial presentation
and real-world examples, personable experience, thus, putting things into a clearer
perspective and allowing for increased neural representation in the brain. Visuals
that are bright in color offer a way to students to put into perspective the numbers
or stats that are being used. If the student cannot only hear but see what's being
taught, it is more likely they will believe and fully grasp what is being taught. It
allows another way for the student to relate to the material.
Code switching, that is changing between languages at some point in a
sentence or utterance, is a commonly used communication strategy among
language learners and bilinguals. While traditional methods of formal instruction
often discourage code switching, students, especially those placed in a language
immersion situation, often use. If viewed as a learning strategy wherein the student
uses the target language as much as possible but reverts to their native language for
any element of an utterance that they are unable to produce in the target language.
Then it has the advantages that it encourages fluency development and motivation
and a sense of accomplishment by enabling the student to discuss topics of interest
to him or her early in the learning process - before requisite vocabulary has been
memorized. It is particularly effective for students whose native language is
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English, due to the high probability of a simple English word or short phrase being
understood by the conversational partner.
Blended learning combines face-to-face teaching with distance education,
frequently electronic, either computer-based or web-based. It has been a major
growth point in the ELT (English Language Teaching) industry over the last ten
years.
Some people, though, use the phrase "Blended learning"" to refer to learning
taking place while the focus is on other activities. For example, playing a card
game that requires calling for cards may allow blended learning of numbers(1-10).
When talking about language skills, the four basic ones are: listening,
speaking, reading, and writing. However, other, more socially-based skills have
been identified more recently such as summarizing, describing, narrating etc. In
addition, more general learning skills such as study skills and learning how one
learns have been applied to language classrooms.
In the 1970s and 1980s the four basic learning skills were generally taught in
isolation in a very rigid order, such as listening before speaking. However, since
then, it has been recognized that we generally use more than one skill at a time,
leading to more integrated exercises. Speaking is a skill that often is
underrepresented in the traditional classroom. This could be due to the tact that it is
considered a lessacademic skill than writing, is transient and improvised (this
harder to assess and teach through role imitation).
More recent textbooks stress the importance of students working with other
students in pairs and groups, sometimes the entire class. Pair and group work give
opportunities for more students to participate more actively. However, supervision
of pairs and groups is important to make sure everyone participates as equally as
possible. Such activities also provide opportunities for peer teaching where weaker
learners can lid support from stronger classmates.
Bilingual education has become a trend. No matter we like it or not future
educational undertakings will become more international, and exchanges between
schools throughout the world will increase. Given this, speaking a common
language is important and. To this purpose, bilingual teaching is an inevitable way.
In a short, giving an effective lesson teacher must be sure to include all skills:
listening, reading, writing, speaking and grammar in his her lesson when he/she
chooses teaching method. Consequently, it gives its result.
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