Аннотация: Автор раскрывает суть понятий в контексте всеобразовательных целей принципов преподавания английского языка как иностранного. Это также дано значение в классе в этой статье.
Ключевые слова: Коммуникативная компетентность; принцип; сознательный подход; автоматизм; осмысленное обучение; предвосхищение вознаграждения; внутренняя мотивация.
Филологические науки
УДК - 81-132
Ишанкулов Шерзод Усманович
Учитель кафедры иностранных языков
Каршинский Инженерно-Экономический Институт
Ishonqulov Sherzod Usmonovich
The teacher of Foreign Language department
Karshi Engineering Economic Institute
ПРИНЦИПЫ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА КАК ИНОСТРАННОГО
THE PRINCIPLES OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
Аннотация: Автор раскрывает суть понятий в контексте всеобразовательных целей принципов преподавания английского языка как иностранного. Это также дано значение в классе в этой статье.
Ключевые слова: Коммуникативная компетентность; принцип; сознательный подход; автоматизм; осмысленное обучение; предвосхищение вознаграждения; внутренняя мотивация.
Summary: The author opens an essence of the concepts in the context of the all-educational purposes of the principles of teaching English as a Foreign Language. It is also given classroom implications in this article.
Key words: Communicative competence; principle; conscious approach; automaticity; meaningful learning; anticipation of reward; intrinsic motivation.
The aim of teaching English at school is to teach students how to use English for communicative needs. One of the main methodological principles is the Principle of Communicative Competence. It means that students should be involved in oral and written communication throughout the whole course of learning English. Communicative goals are best achieved by giving great attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and not just parallel structures. Some classroom implications of this principle are evident. Teachers try to keep every technique that they do as authentic as possible. Use language that students will actually encounter in the real world. Remember that someday your students will no longer be in your classroom. Make sure you are preparing them to be independent learners and manipulators or users of English “out there”.
The Principle of an Integrated Approach Students do not assimilate sounds, grammar units, lexical items as discrete components of the language, but they acquire them in sentence-patterns, and pattern-dialogues related to certain situations. Students should use their skills as interdependent parts of their language experience.
The Principle of Conscious Approach Students understand both the form and the content of the material they are to learn. Students are also aware of how they should treat the material while performing various exercises. Such an approach to language learning usually contrasts with “mechanical” learning through repetitive drill.
The Principle of Activity This principle implies that mastering English is only possible if the student is an active participant in the process of learning. From psychology we know that activity arises under certain conditions. First of all, the learner should feel a need to learn the subject (in our case is a foreign language). The main sources of activity are motivation, desire and interest.
The Principle of Visualization - Visualization may be defined as a specially organized demonstration of linguistic material of the target language. Since pupils learn a foreign language in artificial conditions and not in real life, as in the case when children acquire their mother tongue, visualization should be extensively used in foreign language teaching. Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout the whole course of foreign language teaching.
The Principle of Systematic Teaching Every work that is not done purely mechanically requires systematic approach to work implementation. The teaching of English must be systematic and very carefully planned. This means that the whole course and each lesson must be conducted according to a well-thought program or outline of the lesson.
The Principle of Accessibility This principle implies the subject-matter of the instruction must correspond to the age and mental abilities of the learners; be neither too difficult not too easy for them (the material should be slightly above student’s level); and be neither too much nor too little
Automaticity Now we will take a look at a set of principles which is called “cognitive” because the principles relate mainly to mental and intellectual functions. Evidence of the success with which children learn foreign languages is difficult to dispute, especially when children are living in the country where this language is spoken. We attribute children’s success to their tendency to acquire language subconsciously, which is without analyzing the forms of language. They learn the language without thinking about it. This childlike processing is sometimes called automatic processing. So, in order to manage the incredible complexity of language, learners must move away from processing language unit by unit and piece by piece, to an automatic processing in which language forms must be on the periphery of attention.
Overanalyzing language by thinking too much about its forms and rules hinder the graduation to automaticity.
What does this principle say to you as a teacher? Here are some possibilities.
Meaningful Learning Meaningful learning will lead towards better long-term retention than rote learning. In the past, rote learning occupied much time of the class hour. Students were drilled and drilled in an attempt to learn language forms. Now we know that drilling easily lends itself to rote learning. Teachers should avoid the following pitfalls of rote learning: too much grammar explanation; too many abstract principles and theories; too much drilling and memorization; activities whose purposes are not clear; activities that do not contribute to accomplishing the goals of the lesson; techniques that are very mechanical or tricky.
The Anticipation of Reward According to this principle, human beings are universally driven to act or behave by the anticipation of some sort of reward that will ensue because of the behavior. Really, there is virtually nothing that we do that is not inspired and driven by a sense of purpose or goal. The anticipation of reward is the most powerful factor in directing one’s behavior. Some classroom implications of this principle for teachers are as follows:
The Intrinsic Motivation Principle Simply stated, this principle is that the most powerful rewards are those that are intrinsically motivated within the learner. Teachers can perform a great service to learners and to the learning process by considering what the intrinsic motives of their students are and by carefully designing classroom tasks. The students will perform the task because it is interesting, useful, or challenging, and not because they anticipate some rewards from the teacher.
Strategic Investment In the past the language teaching profession largely concerned itself with the “delivery” of language to the student. Teaching methods, textbooks, or grammar rules were considered as the primary factors in successful teaching. Nowadays, teachers are focusing more intently on the role of the learner in the process. The “methods” that the learner uses are as important as the teacher’s methods – or more so. Thus, this principle is – the successful mastery of the foreign language will be due to a learner’s own personal “investment” of time, effort, and attention to the language.
Some classroom applications of this principle indicate teachers must give ample verbal and non-verbal assurances to students, sequence techniques from easier to more difficult, and sustain self-confidence where it already exists and build it where it does not.
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