Journal of Critical Reviews

ISSN- 2394-5125 Vol 7, Issue 5, 2020

Review Article

LANGUAGE TEACHING METHODS: THEORY AND PRACTICE

1Yuldashova Umida Bakhtiyor kizi, 1Bozorova Muborak Sharapovna,2Mansurova Nodira
Anvarovna, 2Ahmedova Zulayho Abdugaffor kizi, 2Shoazizova Aziza Shomurod qizi
1Senior ESP Lecturer, Department of Uzbek and Foreign Languages, Tashkent Institute of Finance, Tashkent, Uzbekistan.
2English Lecturer, Department of Uzbek and Foreign Languages, Tashkent Institute of Finance, Tashkent, Uzbekistan.
E-mail address: student_0714@mail.ru

Received: 05.01.2020 Revised: 07.02.2020 Accepted: 09.03.2020

Abstract
The article focuses on to improve university students English speech activities. Observations show that the types of speech
activities are studied separately during foreign language sessions. The reason for this isimpossible to cover all types of speech
competencies in a single lesson and lack of time.Teacher should develop a working relationship with his/her students, offering a
more intricate learning experience share in compare language and culture with them. The aim of this article, ESL teaching is in
many ways about building a relationship and in order to do so, teacher must know his/her students’ ESL goals, age, English level,
interests and background, plus to them, real practice of lesson topics. The most important aspect of ESL teaching is keeping ESL
material relevant to students. If they can relate to what teachers are presenting in their lesson, than they will remain interested in
what they ultimately share with students. Relevant lesson plans are essential in ESL and teacher can only develop an exceptional,
relevant lesson if teachers take the time to get to know students. Building friendships and an atmosphere of confidence in
classroom will make all that follows that much easier and 20 item questionnaire results are given as sample in this article. Some
students weakness points in learning language will discuss in discussion section. Every student’s opinion is different from to each
others about learning language in class and real life experience. There some difficulties to improve all skills of speech activity in the
same time. The data have been analyzed and at the end are given, opinion about relationship between language in class and
experience in daily life.

Key word: language, skills, speech activity, student, method, experience.

© 2019 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)
DOI: http://dx.doi.org/10.31838/jcr.07.05.157

INTRODUCTION communication. It is better to use a variety of teamwork and

Foreign language study is simply part of a very basic liberal
education. To educate is to lead out of confinement and
narrowness and darkness. Learning a foreign language and
getting soaked into an entirely new culture and worldview is
the surest way to become an open-minded, understanding,
tolerant individual, and that is absolutely priceless. Once you
are aware of the fact that we are all cultural beings, products of
our own environments, and that you recognize the cultural
base for your own attitudes and behavior, you are ready to
consider others in a more favorable light. Seeing the world
from a different perspective, and understanding where you
and others come from, is a fantastic, eye-opening experience.
It is well known that foreign languages are taught according to
different principles, methods and skills. First and foremost, the
learning methods are chosen based on their educational
objectives.As you know, when learning a foreign language,
there is a certain amount of knowledge at each step. Selected
knowledge is implemented in the form prescribed by the
syllabus. In the learning process, students acquire the skills of
speaking on the basis of this knowledge, there should be check
their writing skills, listening ability and of course reading also.
Education foreign language in universities, 'experience of
students' knowledge of foreign languages shows that several
methodological approaches to teaching speech activities in
foreign languages have been difficult in recent years;
individual approaches results showed to get equal knowlege
all 4 sections(listening, speaking, reading and writing) in
learning process based on student’s natural ability and skills of
teacher of course the theme, activities, ideas too.
In this case, we as a teacher should pay attention about result
of study, because at the end student must be ready for real life
communication.
According to Verbitsky, (1991) communication is a complex
process that involves very complex and insufficiently studied
features: the purpose of the speech, the students' experience of
the conversation, that is, the whole content of the
variations in the room to ensure that the communication
function is complete, to provide students with new
information to deliver the results and information of their oral
activities. When teaching students foreign languages, two
things should be considered:
- sufficient understanding of the specific realities of the
country where the students and professors are studying
the language;
- Interest in the specifics of foreigners' social behavior in
different situations.
In this article we should discuss recently results of
relationship between learning theory and experience,
possibility or impossibility of developing four activities of
speech, the role of teacher in both situations.
Theoretical background
Speech activities and language materials are taught in a
holistic manner. In almost every lesson (except for the first
session of the first year), the student listens, understands,
talks, reads and writes. Language is a “construction” material
of speech activity, in the form of a social phenomenon that
unites the vocabulary, grammar and pronunciation.
Vocabulary, grammar unit and pronunciation are regarded as
speaking, listening, reading, and writing / reading units. It is
advisable to focus on the activities of speech, the formation of
human speech, and the formation of speech in students. The
main task of the language is to communicate with people.
Throughout his or her life, a person will continue to grow his
speech. The psychological and methodological literature
contains a number of concepts and numerous scientific articles
on the formation and development of human speech. This
issue has been widely covered in the works of I.R.
Galperin(1977,1985), N.I.Jinkin(1958,1965),
A.A.Leontiev(2001), I.A.Zimnaya (2003) and other prominent
scholars. Among them A.A. Leontyev(2001) and
Zimnya’s(2003) works are worth pointing out.Because in their
works the stages of speech formation are analyzed from the

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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE
scientific point of view, they are linked to the foreign language
teaching method and serve as the basis for a foreign language
teaching method. To prepare a future specialist, to ensure that
he or she is fully qualified, first of all, it is necessary to study
him/her as an individual and to identify all creative and
intellectual abilities. This requires first studying the
psychology of the person. Then it becomes more effective to
associate it with pedagogy. The focus of the present day is very
strong, and the goal of each educator is to prepare students for
new thinking, creative approach, and preparation for life.
Naturally, this requires a teacher to work hard on himself and
to be able to integrate science into the psychology of the
student. This process is not so simple. While the aim of
teaching foreign languages in the early years was to create
understanding in that language system, the gradual acquisition
of grammar knowledge, the main requirement in high-tertiary
education was to develop speech skills. enabling this, which is
evident by the dramatic increase in students' need for speech.
Language learning is mainly based on vision, listening and
understanding.
Methodological approaches
In studying the language, there were a lot scientists who work
with teaching methods, let’s we see some of their
investigations.
Francois Gouin divided the vocabulary of a foreign language
into three broad categories: words that express objective,
subjective and expressive concepts. The first group includes
the concept of objective world, e.g. life, society, nature; in the
other words expressing the concepts of the human spirit: to
understand, to want; the third category combines the first and
the second concepts: beauty, friendship, and so on. To all three
supplemental everyday material - words that express the
concepts such as greeting, weather talk. These words are
taught in the series (the current methodological concept is
roughly equivalent to the "speech situation"). Teaching
vocabulary in series is another methodical breakthrough by
F.Gouin's(1880) scientific work (L'art d'enseigner et d'etudier
le languag Paris, 1880) and a textbook (Erstes Ubungsbuch fiir
das Deutsche) has been studied in the history of
methodology. M.Walter(1912) was the German
methodologist, who teached foreign languages as part of the
natural methods, incorporates the foregoing and distinguished
them from the lexical material. M. Walter(1912) converted the
lessons into such a spectacle.Later, Arontstein (1922,1926), a
German methodist, in his methodological study book, he listed
the following techniques for explaining the meaning of the
vocabulary:
1) displaying an object or its image (picture), displaying an
action;
2) to describe in a synonym, anonymously, or in a foreign
language;
3) Present an unfamiliar word in words or sentences (close to
the F.Gouin series).
M. Walter recommended numerous exercises for vocabulary
reinforcement and focuses on grouping words in the exercise:
e.g. Finding anonymized and synonyms, choosing a single
vocabulary, and collecting keywords.
As most of the principles of the “natural method” do not differ
significantly from the “correct method”, their detailed analysis
is given below. The “right method” is based on the “natural
method”. The interconnectedness of the word and
grammatical meaning in a foreign language without the
presence of the native language has led to the fact that the
word is a methodical term. The methodology involved
psychologists, linguists and foreign language teachers and
methodologists. Learning the “correct method” of teaching a
foreign language is as practical as the “natural method”. The
original course of action was the concept of verbal
communication, and later reading began to be embedded
within this concept. In the second half of the century, the
development of commerce, colonialism and technology among
countries led to changes in policy among countries. Of course,
Journal of critical reviews
learning a foreign language will not affect this. The need for
practical language acquisition has increased. Previously,
foreign language was a fun activity for the nobility, and now
the average population is beginning to enjoy the language. In
the 1980s, foreign language teaching reform began. Instead of
“ correct method” “translation method” had been launched. In
the late 19th and early 20th centuries, the English linguist H.
Sweet(1899) addressed a number of his works on foreign
language teaching.
In 1899, for example, he published his book “The Practical
Language Learning (in English)”. Created by several textbooks,
H.Sweet appeared as a practical and theoretical proponent of
foreign language learning. The first is oral speech, reading,
speaking and writing, ie practice, the second purpose is to
study language history and etymology.
The methodological judgements H. Sweet summarized as
follows:
1. Foreign language is taught in phonetics.
2. 2. Living literary language is the basis.
3. It is a unity of words, not words.
4. The relationship between text and sentence, sentence
and word bound. It is emphasized that the word should
not be taught apart from the text.
5. Grammar analysis and grammar analysis transfer is
recommended.
6. Grammar rules are given in the text.
7. Association for the Study of Language (reflection)
connection). (Eg many languages events that will be
used.)
One of the most significant differences between reformers and
H. Sweet was that he placed emphasis on reading the text.
There is a new concept of modernity. The “right method” has
changed, developed and updated. In the first half of the
twentieth century, the “correct method” was developed in two
ways: “reproductive method” H. Palmer(1922),and “receptive
method” M. West.(1929) To teach a traditional grammar of
language, teach it in speech patterns Ch. Frieze, Robert
Lado(1952,1962) experimented. Updated The “right method”
required the use of techniques in the learning process. Modern
linguistics and psychology are being introduced to new
methods. Great The English Methodist H. Palmer(1930) has
been actively involved in teaching English as a foreign
language. This scientist, with his high-level academic writing,
textbooks and manuals, has left an indelible mark on world
foreign language teaching methods. (His methodological legacy
is evaluated, not political.)
H. Palmer aimed to acquire English (as a foreign language)
fluently: by listening to speech, speaking, reading and writing
skills.
The term “oral method” is associated with H. Palmer.(1943) H.
Palmer recommended the following:
1. Classification of language difficulties (spelling, spelling,
etymological, semantic, syntactic difficulties).
2. 2. Teaching oral speech in two ways: listening and
understanding.
3. Building a passive vocabulary and then actively using it in
reproductive speech.
4. When explaining the meaning of your speech,
interpretation in a foreign language, using the context of
the text.
5. Memorize a piece of speech.
6. Select vocabulary according to certain criteria.
7. Select text for a theme, set a dictionary-minimum, and
determine types of reading. Contents of Foreign
Language Learning by H. Palmer(1931)a specific
scientific approach is required. Teaching the language for
literary prose and speech. Live talk starts with reading.
Developed methodological requirements for texts.
Lexicological unit for the first time in methodology
The Ergon Matter is an internal substitute discovered by H.
Palmer stresses the importance of using tables. (H.
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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE
Palmer.1924)tables have not lost their significance so far.
Table each sentence is followed by # four columns in different
He sees
She takes
Who reads
My friend writes
If one ergon is replaced, a new sentence is created: He sees a
letter. He takes a letter. He reads a letter etc...H. Palmer studied
and practiced the principles of lexical unit selection. She
recommends a foreign language in a receptive and
reproductive manner. Some of H. Palmer's(1924)
methodological principles are as follows:
1. Active and passive language learning.
2. Learning language without conscious and conscious
participation.
3. Limiting difficulties.
In learning the language, M. West(1934) supported H.
Palmer's(1931) methodological theory and adhered to the
idea of mastering a foreign language in a manner similar to his
own. provided a through study of the methodology of the
teaching methodology of the school. M. West(1934) offered
two types of reading: the first, the student reads the words and
the reader carefully reads them, sometimes called verbal
reading. The reader will look for a particular idea in the text,
that is, read for information. M. West(1934) described the
second type of reading as fluent reading, information retrieval.
In his methodology, M. West(1929,1952, 1960) also throughly
analyzed textbook requirements. (The authors of modern
textbooks still use them.) M. West's method is popular around
the world and has a large audience. In the USA Ch. H.
Handschin(1940) developed and made some changes to the
principles of M. West in a new system of learning called "The
New Method of Reading." Ex. Ch Handsshin(1940)
distinguished between active and passive grammar.
Methodological considerations Ch. Handsshin published in his
scientific work (eg Modem Language Teaching, N. Y, 1940)
When it came to education content, Ch. Flagstad (2001) was
aesthetic rather than a foreign language. and (in the sense of
sophistication). He recommended texts such as love, marriage,
food, clothing, birth, upbringing, poverty, wealth, disease. On
the participation of the native language, Ch.. Flagstad(2001)
disagreed with the opinion of the proponents of the correct
method (do not include the native language) and advised on
how to use the method, such as the translation of the word
recognizes that the tool. Ernst Otto(1925)Professor of
Linguistics in the book "Methods and Didactics of New Foreign
Language Teaching" (published in German in 1925).
E.Otto(1925) outlined his methodological approach. The aim
of foreign language learning is to assimilate the culture of the
people (for example, the Germans) (the nationalist spirit is
evident).
One of the most common methodological failures is the
inability to comprehend the difference between native and
foreign language learning. (Applies to the “right method”
representatives.) “The ultimate goal of the unit is to read the
text” (as case in modern methods). Ph. Aronstein, German
methodist and philologist in his monograph,consisted of two
books (German, 1922, 1926), commented on the general
issues of foreign language and English teaching. Defended
common educational and objectives.
It emphasizes the need for consciousness, including
comparability, in the teaching of multilingual systems.
Aronstein was one of the first advocates for the active division
of language material and the division of speech into receptive
and reproductive activities. P.Hagboldt(1925,1935) started
her teaching career as a german teacher at the M. Berlis School
in Belgium. He moved to America, worked in high school and
college, spent the last ten years of his creative and pedagogical
career at the University of Chicago. Prof. Hegboldt summarized
his foreign language teaching experience in the following
Journal of critical reviews
columns:
a(n) letter.
the card.
this name.
that address.
theoretical works: How to Study Modern Languages in High
School. Chicago, 1925; How toStudy Modern Languages in
High School. Chicago, 1925;How to Study Modern Languages
in College. Chicago, 1925;Language Learning. The University of
Chicago Press. Chicago,Illinois, 1935; The Teaching of German.
Chicago, 1940.He wrote a number of German manuals.
The great Belgian Methodist Francois Closset(1965) had his
own foreign language teaching experience “Didactique des
langues vivantes” (4th ed. Paris-Brussels, 1965). In his view,
foreign language teaching had three purposes: practical - oral,
reading and learningto develop vocabulary and basic grammar
concepts for the development of writing skills; educational -
child development; General education - language is being
studiedgetting acquainted with the life and culture of the
country. These objectives are met in a variety of ways,
depending on country he developed details of the gradual
(yearly) performance of these tasks. According to F. Closset's
study(1965), 3000 words, which were commonly used in the
language, make up 95% of the content of the text. was in favor
of extinction. He rejected the “right method” and declares
himself a supporter of the “mixed method”. The “mixed
method” is sometimes active, sometimes called a rational
method. According to F. Closset(1965) the following guidelines
should be followed in teaching foreign languages:
1. Support the aspirations.
2. Creating an atmosphere of faith and goodwill.
3. Encourage the individual initiative.
4. Prefer to be smart rather than to imitate.
5. To serve the interests of readers when selecting topics and
guides.
One of the great conclusions of F. Closset's teaching system is
about language theory. In his view, the language cannot be
fully learned without the inductive (or conscious) presence or
imitation of it. Together, the language abstract is only
auxiliary. There are a lot of ways in which F. Closset's methods
of teaching language materials (vocabulary, grammar,
pronunciation) and activities are consistent with our
sixties'(1960) methodology. Adolf Bohlen(1963), the author of
research on teaching English to Germans, he tried to base the
'polite form' (eine gemilderte Form). When examining the
objectives of the unit, it sets four objectives for learning a
foreign language:
1) practical acquisition;
2) Become familiar with the spirit of the people through
language;
3) cultural studies;
4) Education.
The analysis of the principles of the unit indicated that they
are in line with the “correct method”:
1) The most difficult lexical and grammatical phenomena are
explained and controlled by the native language;
2) new material is studied verbally;
3) is used in the context of the words;
4) grammatical induction (first of all the language material,
then the rule), etc.
Methodist A. Bohlen's requirements to this day are as follows:
Increasing the number of weekly class hours, reducing the
number of students in the classroom, and teaching languages
sending abroad to increase. A. Bohlen was the first in the
history of methodology to take three stages of learning foreign
languages - elementary, intermediate and advanced. He tried
to prove his point. It is easier to understand when the listener
(auditor) and speaker (speaker) are aligned. This, in turn, is a
matter of language experience.
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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE
There have been a number of studies around the world of
teaching and organizing English language teaching, and these
experiments are still ongoing. Scientists have conducted a
series of language teaching activities that focus only on general
language teaching or on the chosen path. For example,
Reyes.A.(2004,2007) in his research, tried to teach students
the same process of articulation in the language, based on the
name of one compatible to all, or economic
termBartaloméL.I.’s (1994) humanist pedagogy he said that
the ability to learn was not normalized and that this is
impossible. It seemed to him to change the student's culture,
language, history and dignity. He believed that taking into
account the nature of the movement would yield more results
than the idea that one should choose one direction. So there is
a series of questions about students need to focus on in
developing their English and creative skills, or what
techniques a teacher should use in order to achieve a common
understanding. Kumashiro (2000) stated that the teacher
should simply keep track of the process and keep it under
control until the students realize that they should not try to
learn something under the pressure of the teacher (page 39).
He makes a controversial idea that a teacher should not just
avoid a difficult situation, but simply know how to move.
teacher cannot comprehend a student's abilities, successes and
failures without teaching them. Bizzell.P.(2000) in her
research, (2002) stated that to rely on only grammar or
linguistics to learn language is wrong, because to integrate it
perfectly, it must be tied with the culture or the demands of
that particular society or group. The views of Lippi-Green.R.,
(2012, p. 3) continue to the above. In his view, language is not
only a means of communication for two or more people, but
also a way of exchanging information, which is the most
integral and permanent way of sharing all information in daily
life expression. Melissa Lee (2017), teacher of Indiana
university in Pensylvania wrote in her Phd dissertation,
“student-centered englishes pedagogy:a case study
exploration of a new orientationfor u.s. composition”(2017)
she had tried to explain in detail the problems that arise in the
process of speaking and writing in English during the language
communication and what to look for in solving them. While
writing about her experiences, she notes that several students
in her work tend to ignore linguistic, pronunciation problems,
or grammar problems that arise during the language study,
and then become addicted. It presents enough problems in the
ordinary course of communication, and details in detail the
non-English language and the linguistic flaws in the speakers
of this language and the search for a solution that led him to
write this work. For example, the word "mine" is used by many
students (especially from overseas, other non-English
speaking countries) in the mine, and the word "mines" does
not exist in standard English at all.
The teacher writes about his experiences, not just saying, but
helping them to understand such mistakes and teaching them
both in grammar and writing in order to form an
understanding of pure English. To do this, she studies the
language of the world and develops a program for them. The
problems and theories presented a number of examples of
how practice should be inextricably linked to pedagogy. The
main objective is to highlight the principles of Student-
Centered Englishes Pedagogy. 1) Language Awareness as
Affecting Social Connections, (2) Language Awareness as
Promoting Personal Growth, (3) Language Awareness as
Promoting and Critical Thinking, (4) Language Awareness as
Promoting Cultural Sensitivity, and (5) Language Awareness
Collected information on the practices of Catalyst for Social
Change. Observations of the above principles in this research
work will be comprehensive - that is, teaching methods,
selecting topics for the curriculum, and developing students'
professional skills, which will help not only students of
different nationalities studying in American educational
institutions but also English. for those who are learning the
language and who need to be considered early in their
communication skills.
In the 1960s and 1970s Hutchinson and Waters (1987),
argued that linguistic and grammatical concepts should be
Journal of critical reviews
taught based on the chosen specialty, for example, when a
student is studying engineering, he or she doesn’t need
biological terminology. They then communicate in their field of
language and apply what they have learned so it is important
to adapt the language to a specific direction. Dudley Evans and
St John (1998) argued that the student should be centre of
situation and his / her ability to learn, grammar, and all the
exercises involved in the process of learning English as a
second language. But just learning the language in a certain
way is not a profound and perfect process. Because studying
the terminology of the profession, the student does not get a
specialty. He must face different situations in life, interact with
other people on different social issues, meet friends in need,
eat in the family, customize the context in the purchase
process.
As you can see, views of scientists are very diffirent from each
other. the process of teaching students only in their field is not
very useful. In Riggenbach's (1991) view, English teaching
should be viewed not only as subject but also pay attention to
a wide range of social, cultural and other aspects. In this case,
the teacher should adapt the process of teaching the language
not only from their own ideas but from the needs of the
student. Munby (1978) put forward a number of new ideas in
his “Target Situation Analysis” model. His model was very
useful for learners of English as a second language,
encompassing the use of English in unexpected processes for a
deeper understanding of the process. The source model aims
to systematically teach language. This model is divided into 2
parts, which include the initial and the following, and then, in
the initial process, it used the meaning to relate events to the
next.
This served as a clear language instructor for a group of
language learners. But after a certain period of time, he began
to notice shortcomings. It was recognized that it was not
selected for a specific purpose. According to Flowerdew and
Peacock (2001) what they actually require, taking into account
what they already know- and their wants- what they
themselves wish toleam; target situation analysis may
discover that learners need tobe able to read academic
textbooks, but learners, on the otherhand, may feel that
grammatical accuracy is what they need, orwant to improve
their social English, (p. 178) next example is Woodward-Kron
(2002), in reply to which Dudley answered that his work was
mainly focused on English language learners.One such
example is Woodward-Kron (2002), whose work was mainly
focused on English-language learners, and Dudley Evans and St
John proposed an eight-part model whose work was a logical
extension of the Manby model. They have demonstrated the
importance of the use of vocabulary and personal vocabulary
and the relevance of one's vocabulary and professionalism to
address the disadvantages of a particular language and the
difficulties of a particular group.
This model has long been the result of language as a
generalized form of language skills and needs. It is based on
Angelo and Cross'(1993)s ability to reach a classroom
teacher's role in higher education, and their role and
importance in this regard, and the lesson is often set aside and
that the teacher does not go beyond that. In addition, the
student showed how to relate the subject to the process,
linking it with the process, and finding ways to address new
problems.
The historical analysis of the teachers' experience shows that
the foreign language has been taught in accordance with the
proper methodology. In 1888, a draft curriculum for foreign
languages was developed. It focuses on the development of
oral speech and the task of teaching reading. In the late 19th
and early 20th centuries, along with the proper use of foreign
language teaching methods, there were also common
educational objectives. Comparison of foreign language and
native language has an educational meaning. Some experts
have argued that reading literature improves students' general
knowledge.
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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE
METHODOLOGY
The data presented in this article from empirical investigation
with bachelors of university. Nowadays we are working to
improve students problems with speech activity and try to
solve it. We did some experiments. The purpose of this study is
practice and theory, to find similarities and differences
between them. To analyse of students opinion, we had faced
with different points of views, different problems with
skills(reading, speaking, listening, writing). But especially,
70% of them have difficulties with speaking. They have
problems with to explain their minds. The importance of
language in daily, students have got problems relationship
between theory in class and daily experience. According to
result of questionare they paid attention to certificate points.
One of the sample from real life experience is language
certificates, because on the above given information about
speech activities and their equal developing. Exams and
certificates can be sample for checking mixture of theory and
practice. In this part of article, we try to analyse opinion of
higher education students.Students think that they must learn
language. All 4 parts of speech activities play importance role
in real life. At last they wrote for extra notes, experience is key
of success, because every theory need experience or usage in
daily life. Without experience, they cannot be grow. To get
freedom also important for them.
“I want to get high score from IELTS, TOEFL, CEFR
because…”
Nowadays, as a foreign language teacher we are facing with
students who wants to practice with English in extra courses
and 90% of them try to improve their language more deeply,
to get certificates for example IELTS, TOEFL or CEFR. They are
going to extra cources and spending their free time for
preparation. Especially they have got problems with reading,
writing listening or speaking. They want to improve their lack.
As teacher you feel pleasure with this action but naturally,
there are some questions; Why, language so important for
students?, are there any benefits from learning so deeply? we
collected all answers.
Research participants: students (freshmen and graduate
courses) 16 students, they had chosen as volunteers to answer
to questionnaries. The questionnaire used in this study was
developed by me. Questionnaire consists of number of items
for each construct were as follows:
How long have you been learning language (from beginning till
today):
Which skills have you find difficulties (reading, writing,
speaking, listening):
Does teacher play an important role in learning language (they
should write their attitude in written version):
which methods does your teacher use during your lesson?
What do you think, does every theory need practice or only
necessaries?
In your mind how can teach all speech activities; can you give
example?
Why do you need language level certificate? (does it take any
important role in your life). And etc
We paid more attention to answers but “In your mind how can
teach all speech activities; can you give example?” students
replied about certificates. Of course, their knowledge in
language aren’t poor. They spent form 3 till 6 years practicing
with language.12 of them have got language level certificates. 6
students of freshmen answered to this question “yes” with
pleasure because they entered the university with help of their
certificates(it gives them chance to get high score in language
section of exam), to compare another student it, means if you
have got your level certificate you may feel free in foreign
language section, other 10 students are graduate students of
university, they also replied “yes” or “of course”.During the
research, we paid attention that 4 students of them had
Journal of critical reviews
certificates but their level is poor and get improve their level
certificate and aim is to enter prestigious universities of the
world and their own country. Even according to their level
one, they may be win scholarship or grands and it can be great
motivation for them. 2 students answered that, they need
language level certificate to fire high salary job. Other 4
students who hasn’t got certificate and trying to get said “I
want to get because I saw my another friends acheievements,
it is really great!” or “I want to fire prestigious job and I need
language”, all answers are diffirent but aim is the same to
achieve goal.
Next problem is to solve, how to improve all aspects of speech
activities cause, we haven’t same talent to improve the ability,
and the most important of this action what is the role of
teacher in here? Only to give theory or do they engage theory
with experience? Every theory needs for practice or only
necessaries, which method are useful to learn language more
effective?,we try to find answer such kind of questions.
As you read, we took anonymous questionaries from
participants, students mentioned and wrote even for the first
time, student influence from teacher, he/she should show the
way right direction and in accordance with students’ opinion,
the role of friends and family also plays and important role to
learn language with interest. But one of the very important fact
here, every coin has two sides. Some of students don’t satisfy
program of teaching unfortunately. There all types of students
in the classroom to get same information but result is diffirent.
That why, clever students get more broad knowledge. Because
they don’t satisfy ways of teaching their classroom teachers.
Students said that time is also problem. Language lessons is
only one or two pairs in week but it’s is not enough them. They
want to get more hours for practicing.They think, university
language lesson must include only topics and vocabulary
(especially speaking) according to their future career, because
language for daily routine they learn from middle school, that’s
why to discuss the same topics is spend time for wasting.
DISCUSSION
Life cannot be imagined today without foreign languages. With
the acceleration of globalization, learning foreign languages is
becoming increasingly popular. Nowadays it is just a
requirement to become a good specialist in any field.
Language teaching is most successful when it focuses on the
useful outcomes of language learning.for example, on what
exam grades mean in terms of specific skills and abilities
rather than simply the grades themselves. A language teaching
context has its own specific aims and objectives, of course.
Language provides a context for learning that can help
learners to orient themselves and set goals. It is a basis for
individualizing learning, as for each learner there is anoptimal
level at which they should be working It allows teaching to
focus on the strengths andweaknesses which are helping or
hindering learners.
It enables a shared understanding of levels, facilitating the
setting of realistic learning targets for a group, and relating
outcomes to what learners can do next successfully perform a
particular job, or pursue university studies using the
language,and so on.Of course it doesn’t secret to everybody, all
people want to build bright future. Some cases, language
certificates help them as basement. English is foreign language
in country, that’s why to continue study in abroad or build up
career people should know another extra language, English is
(Lingua Franca) one of the world language and in education
system it has own role. From elementary school till higher
education, students continue learning and practicing English.
In our country CEFR has become very important in the framing
of language policy and the design of curricula and
textbooksaccording to Ministry of higher education decisionIn
practice the CEFR can provide a straightforward tool for
enhancing. As applicant, owner of certificate, (especially B2
level or IELTS) can take high score in language section (if there
is foreign language in their chosen speciality). Really it is great
chance for them! Or to get high score from IELTS will provides
to continue study in foreign countries.
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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE
But answers show this fact, it is demand of people. To know
language and practice with it, helps to get successfully perform
a particular job, or pursue university studies. In this case, for
the first students should understand it properly and act
according to step by step. Because learning language it is not
easy process, you need patience, memory and bright outlook
to compare similarities and differencies. Of course inside and
outside motivation takes the first place.
Learning a foreign language is not as difficult as it seems to us.
The key is to choose the easiest way to learn a foreign
language. The old methods used in most educational
institutions are outdated, and today language learning is more
dependent on the learner than on the teacher.
Motivation
The most important thing to learn a language is motivation, as
in every area of life. Ask yourself why you should learn this
language at all times, and remember your goal of learning the
language in any situation you may have had. The most
important thing is that when you learn a language, it is easy to
understand that everything is simple and not too difficult.
Once you have gained confidence in learning a language, you
can begin learning the language.
Every day practice
Currently, many language courses offer one to two hours a
week, and a day-to-day linguist who does not spend time on
other days usually forgets the topics in the previous lesson
until the next lesson and learns that language. considerably
slows down the process. Therefore, when learning any foreign
language, you need to learn it daily, and every day, repetition
is much faster. Therefore, if you want to learn a language well,
you have to make a daily commitment; “I spend half an hour or
an hour learning English every day, in any case!” Only then will
your ability to remember the language increase dramatically.
The types of abilities
Linguists divide language learning into four major parts:
- Reading is the ability to read a foreign language
- Listening is the comprehension of a foreign language text
- Writing is ability to write in a foreign language
- The ability to speak in a foreign language.
To achieve these four things, it is important to master three
things: grammar, vocabulary, and pronunciation. This means
that learning a foreign language is much more difficult without
mastering these three things.
Now, here are some of the ways in which you can learn these
three things:
Grammar
Many students who are learning a foreign language often have
a hard time talking about grammar. The most difficult part of
learning a language, whether we want it or not, is in grammar.
That's why it's important to learn grammar. Don't be scared,
it's easy to learn.
In our case, grammar lessons are taught and remembered by
thousands of rules that are not practiced even by native
speakers. This is the biggest problem in our education. Forget
about what it means to memorize the rule and learn only what
is needed in grammar.
The easiest way to learn any language is to follow it. Also, pay
attention to this. Therefore, learning grammar used in all
three parts of the sentence is enough to learn the language.
The purpose of learning any language is to speak it. So just
learn the grammar topics that you need to talk about everyday.
That's why it is easier for you to learn grammar by about 80%.
As you learn grammar, divide it into weeks for you to select
the most appropriate language topics. Take one week for each
topic and study each week for a closer look. As a result, in
three months you will have enough grammar to speak a
foreign language, and as you can see, it's not as complicated as
you think.
Journal of critical reviews
The second successful method of memorizing is explained by
the famous American scientist and author of the book “Four
Hours Week”. Tim Ferriss (2007,2009) is fluent in seven
foreign languages, explaining the secret of learning a language:
"It takes 3 months to understand 90 percent of any foreign
language, but it takes 3 years to understand 95 percent." This
means that learning a language well will take a long time. So,
according to Pareto theory(The Pareto principle, also known
as the 80/20 rule, is a theory maintaining that 80 percent of
the output from a given situation or system is determined by
20 percent of the input.The principle doesn’t stipulate that all
situations will demonstrate that precise ratio – it refers to a
typical distribution. More generally, the principle can be
interpreted to say that a minority of inputs results in the
majority of outputs).
Now I will explain it in simple language. When learning a
dictionary, you must learn only the most commonly used
words in the language. According to statistics, the 200 most
frequently used English words are about half of all English
correspondence. This also means memorizing the most
frequently used words in the dictionary when memorizing a
dictionary. Then, it is enough to just add the words in the field
that you need. Youcan download a list of the most frequently
used words in a foreign language you are studying. This means
that the vocabulary alone needs to set the priorities for the
learner and learn exactly what is needed. Even so, try to write
ten words with each of the words in the list, not to mention the
word "as snow," and each time you make a statement, the
words begin to be memorized technically. Your horse's wealth
will be enriched so that in 90% of cases the foreign language is
used only about 1000 commonly used words, and the rest is
enough for everyone to study their field. With over 1,000
words in the field of economics and related to economics,
people can freely speak English in their field without any
difficulty.
Pronunciation
Each language has its own pronunciation. According to
linguists, there are more than 150 sounds, and each language
typically uses about 30 sounds. As a result, there is a huge
difference in the pronunciation of languages. For example,
English nose sounds are not at all in our language. Unlike the
Uzbek and English languages, Russian does not have an 'o'
sound, which is usually the easiest way to improve your
pronunciation after learning to read a language. If you search
internet sources you will find hundreds of audio courses in
English, if not thousands, of listening to them on your player or
phone, and your speech will improve. When you play a song in
a foreign language, it can be used for other purposes, find the
text of your favorite song in a foreign language and translate it
into your own language with a dictionary. You will fully
comprehend the meaning of the song, while enriching your
vocabulary, which will forever be remembered with your
favorite song.
In addition to these three, one of the most important things to
learn in the language is to get into the language environment.
If you try to use as much foreign language material as possible,
your language level will gradually improve. For example, put
everything in a foreign language, from the applications of your
mobile phone to the operating system of your computer. Get
information from the internet only in a foreign language and
try as much as possible in a foreign language when you watch
TV or listen to the radio. Use social networksmany news sites
in English. Subscribe to forums and chats in a foreign language
and actively participate in them.
Methods for explaining learning materials
The subject matter taught by the teacher is to teach the
concepts, laws and regulations that characterize the content of
events and events. This method is more commonly used in
teaching mathematics, physics, chemistry, native language,
foreign language and the like. A teacher can prove the validity
of a particular subject's laws and regulations by presenting
facts, examples, and arguments, as well as issues and
examples.
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 LANGUAGE TEACHING METHODS: THEORY AND PRACTICE

It is impossible to achieve the desired goal without ensuring wrong idea for prospective professionals to only have
the active participation of students in the process. It is knowledge in their field and rely on the program alone. These
especially important to ensure that students participate in the days, colleges and schools all over the world offer offer course
discussion and generalize the material presented. solely instructed in English, making it simpler for universal
understudies to select in think about programs abroad. When
Reproductive, heuristic method you apply at a university you may most likely require an
Reproductive methods are primarily used to ensure that English-language certificate, which demonsrates you have got
students remember the learning material faster and more sufficient information to take part in classes and get it the
accurately, and are easier to identify typical deficiencies in reading material and other consider materials. To pass an
knowledge. Reproductive methods are particularly effective English test and get certififcate, you’ll got contribute a part of
when the content of the learning material is informative and time and exertion.
complex and requires new knowledge. The reproductive
nature of thinking implies that the educational information Depending on your current English level. That’s why you ought
communicated by a teacher or other source is more active and to begin planning and honing ass before long as conceivable
remembered. Stories, presentations, presentations, and and take the English exam early on, so you won’t miss the
practical works can also be built on a reproductive basis. college application deadlines.
Reproductive practice differs from the fact that during this Of course, it is natural to have difficulty learning a foreign
work, students can often be placed in a heuristic or partially language. Teachers should keep track of where students are
exploratory manner, in order to increase their activity struggling and help students find ways to address them. The
according to the sample, either recently or recently. Students difficulty of mastering the language materials hinders the
will be given an opportunity to reflect on some of the material ability to master skills in all types of speech activities.
that is being studied during the new theme description. The
teacher makes short short questions and tries to find answers Methodical recommendations are given as a guide.
to them in the presence of students. The heuristic method also
In fact, it is up to the teacher to partially review the amount
helps determine the level of students' knowledge.
and quality of classroom activities due to differences in
Consequently, heuristic methods allow students to partially
student performance. The teacher's change is not about adding
participate in the understanding of a new topic.
new units of language material, but about changing the way
language is presented.
Methods of scientific research
This method is not so common in the education system as it
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