Utilizing innovative technologies in teaching foreign languages

Utilizing innovative technologies in
teaching foreign languages


Ziyadullayeva Dildora G’ulomjanovna
Junior-teacher of the Foreign Language and Literature Department of Gulistan State University
[e-mail]
Annotation: In this article the methods of teaching the concept, essence, features and methodology of methods and techniques used in teaching foreign languages in this article will be analyzed.
Key words: foreign language, methodology, reading, listening, speaking, grammar, theory,language materials.

The methodology of teaching foreign languages has been defined as a collection of instructional strategies starting in the second part of the previous century. Techniques for learning about language resources, instructional methods, and similar topics arose. There was a dualistic way of understanding this phrase in this sense. Some are related to the phrase "method clarifications must be included" before taking into account methodological instructions. In domestic methodological literature, the term has two meanings: method as a methodological direction and method as a method - a set of teaching methods. The duality of the meaning of this term is associated with the following cases. Initially, the first meaning of this term came from methodological literature: natural method, direct method, etc. The term meant a set of special teaching principles, that is, a special training system characterized by basic guidelines. It should be noted that in this sense, the method is distinguished by a complex of principles, since in different methodological systems, individual principles can coincide. The consideration of methodological directions has existed for two centuries and the oldest style, which has not been used since the beginning of the twentieth century, begins with grammatiktarjima. Representatives of this trend are foreign in middle education institutions the study of the language is not only a systematic study of grammar of the mind achieved by general, which is associated with the development of gymnastics and logical thinking, it was believed that it had educational significance. Based on the study of grammar the formation of thinking came from Latin, and the study of its grammar was considered the best means of developing logical thinking. The basic principles of teaching this style were as follows.

1. 
   The course was based on a grammatical system, which determined the choice of material, including the choice of vocabulary, the construction of the course as a whole. This the position was justified by the fact that the study of grammar allows the development of a general educational problem - thinking.
   
2. 
   The main material underlying teaching was texts that reflected the original language for written speech, according to teachers of the time.
   
3. 
   The dictionary was considered only as illustrative material for the study of grammar. Since it is believed that words in different languages differ from each other only in sound and graphics, and not in meaning, compatibility and difference, they are called extra-contextual memorization has been suggested as a separated unit.
   
4. 
   Analysis and synthesis were recognized as the leading processes of logical thinking. In this regard, in the educational process, great attention was paid to the analysis of the text from the point of view of grammar, memorization of rules and, on this basis, the construction of foreign language sentences. Sometimes this method was called analytical-synthetic.
   
5. 
   The main means of semanticizing linguistic material was translation (from a foreign language to a native language and from a native language to a foreign language).
   

Let's take a look at the learning process using this method. As mentioned above, the training is based on selected texts to reflect the grammatical material being studied. Analyze and translate text took an important place in the process. Some Methodists, such as G.Ollendorf, argue that the content side of the translations should be funny and disgusting to readers, so they believed they should focus on the grammatical side of sentences. With such a" method " it is not difficult to realize that even knowledge of elementary languages is impossible. At the end of the 18th century, another type of translation method appears-the text translation method. Representatives of this trend also considered that the main goal of education is general education. However, they did so based on the study of original artwork understood as the general mental development of students. The Basic Rules of this style were reduced to the following principles:

1. 
   Education is based on the original foreign text, which contains all the linguistic phenomena necessary to understand any text.
   
2. 
   Assimilation of linguistic material is carried out as a result of text analysis, mechanical memorization and translation, as a rule, literally.
   
3. 
   The main learning process is associated with analysis - the main method of logical thinking.
   

It follows from these rules that the text is the center of all work in the language-a position that later existed in the methodology for a long time. It should be noted that, despite certain shortcomings, a number of techniques developed by the text-translation method entered the arsenal of subsequent methodological directions. Thus, working on the text like reading (or explaining) reading served as the basis for the formation of species. The technique includes the practice of reverse translation. Both methods considered above have commonalities and are related to translation, since the main means of semanticization and assimilation of linguistic material is translation. Both methods are characterized by separating the form from the composition. Hence, in the grammar-translation method, all attention is focused on grammar, and the content and vocabulary of the texts are ignored. In the text translation method, all attention is paid to the content and characteristics of the texts, grammar is studied irregularly and rules are given from time to time. The basic principles of M.Berlitz style training were:

1. 
   The purpose of the training is the development of oral speech.
   
2. 
   The perception of linguistic material should be carried out directly. Words of a foreign language should be associated with an object or action, and grammar should be studied intuitively, since a similar process is carried out by the child's mother characteristic of his mastery of speech.
   
3. 
   Mastering the material should be based on imitation and similarities. Therefore, it is superfluous to compare with the native language and rules.
   
4. 
   Opening the meaning of words, grammar should be carried out using visualization (objects, actions, pictures).
   
5. 
   The main form of work is dialogue.
   
6. 
   All the material of the language is taken by the ear in advance (mastering pronunciation), then it is developed orally (with different authors in different ways in terms of duration), and after a long time, starting with individual words read.
   
7. 
   All training is built according to these principles. Thus, M. In Berlitz's textbook, the first pages of the book are mostly for school audiences individual objects are filled with drawings with depicted plaques.
   

Such an oral opening involving the introduction of new material in the paragraphs below was justified by the author on the grounds that the student must first hear the original pronunciation and the pattern to be imitated. The semanticization of the dictionary was carried out using visualization, facial expressions played an important role. In cases where the specified tools could not help, the teacher switched to semantization using context. Question and answer exercises were widely used as exercises. Literacy is built in a curious way. Initially, previously learned words were read without breaking into parts, and only after a few lessons was it explained to read individual letters and phrases. In other words, learning how to read words, questions and answers happened as if it were from the "voice" of the teacher. Thus, the main focus was on dialogical speech. The viability of M. Berlitz schools is such that the ability to conduct dialogue was achieved on the basis of small material, that is, it was required in connection with the struggle for commodity markets. Unlike M. Berlitz, F.Guen was a teacher and, by his own admission, employed a variety of techniques. In general, he concluded that it was ineffective. In a chronological sequence with toys of their behavior as the children learn their native language while observing the children found out that it leads along with. Therefore, the main place in the F.Gouin system is occupied by the position that it is natural to teach language in a chronological sequence based on a person's actions, emotions. This is to the second position of his system brought-both grammar and vocabulary of the teaching department, around which training is built a sentence that also combines wealth. F.Guen initially began to distinguish three group concepts in vocabulary: objective, subjective, and figurative. In accordance with these groups, rows are built on the basis of the breakdown of movement. Let's do it we explain with a specific example of" writing a letter": I take a piece of paper. I take out the pen. I remove the cap from the ink bottle. I dipped my pen in an ink bottle and the like, it's a series offered up to 75 series in a textbook of sentences. The process of work in such a sequence continued as follows. First, the teacher at the same time performs actions and comments to them. Students then repeat each sentence after the teacher. After that, the teacher utters separate phrases, students perform actions. Then a strong reader will say sentences, while others will perform actions. Oral work ends with the naming of actions (by all students) and their implementation. After this practice students write in sequential notebooks. After such training on the basis of semi-mechanical imitation, students use limited materials they mastered mainly oral speech. Otherwise, F.Guyen M.Adhered to methodological principles such as Berlitz. M.Walter was a prominent representative of the natural method. He was also a F.Linking teaching a foreign language,like Gouin, with the active activities of students, he attached great importance to the emotional side of the perception of the world around him. Accordingly, he tried to bring the teaching closer to introducing students to the language to be translated. Thus, teaching German in Scotland, he equipped his audience in the form of a German beer hall. If at the initial stage the language while mastering the material was based on the movements and their footnotes, in the advanced stages, students performed scenes, portraying some characters. Thus, M.Voltaire F in the correlation between mimicry and imitation of activities and actions. His methodological technique is interesting-painting recommended to work with. So, in his opinion, when describing a picture, it is worth paying attention to the parts of the object, their characters (size, shape, color), actions with this object and, finally, its application. It is worth noting that M.Voltaire was the first to systematize exercises in groups as a means of memorizing words. So, he proposes to Group words according to the principle of synonyms and antonyms, according to the thematic principle, according to related words did. After a brief examination of the foundations of the natural method, it should be noted that, although it did not have sufficient scientific basis and its authors were ordinary teachers, it made a huge contribution to the methodology of what remains there to this day. First of all, it should be noted that representatives of the natural method proposed a system of continuous semanticization of vocabulary:

1. 
   show the object, its image, show movement using facial expressions;
   
2. 
   opening the meaning of words using synonyms, antonyms or definitions;
   
3. 
   revealing meaning using context.
   

All these methods of semanticization survived many methodological directions and entered our methodology. Of course, modern methodology M.Voltaire uses the various types of grouping proposed by him as one of the possible methods of systematizing the dictionary, first of all, on a thematic basis. It found its place in modern styles and in the interpretation of movements, especially at the initial stage, as well as in the performance of scenes. All this makes it possible to confirm that the heritage of the natural method is not lost. The methodological principles of teaching direct methodology are:

1. 
   The basis of teaching is oral speech, since any language is sound in its essence, and the leading place is occupied by the vocal and kinesthetic sensations (sensations of the speech apparatus), which psychology has proven.
   
2. 
   Exclude native language and translation. This position was based on studies that native language words do not coincide with the words of the studied meaning, express different concepts and the like, since each nation has its own worldview, a system of concepts reflected in the language.
   
3. 
   Based on the position of Gestalt psychology, this is not the sum of the whole, and its components and linguistic position in the polysemy of words, representatives of the direct method recommended learning words only in context.