ee} ae » A FOREIGN LANGU Ac ec OF TEACHING A FORE *VAGE i METHODS OF SCIENCE AND THEORY nce of learning a foreign language ye widens the outlook of a person, increase. f teaching and deepens the knowledge of the rning a foreign a a makes the people : : ¢ is a means O intercourse, a means of pos tee foreign language is an important meang a a, political, scientific and cultural communication i ok Wiis helps people to exchange new information necessary for the future social development, for the realization of written or oral ties (contacts) among people ; Nowadays foreign language plays great role in solving different and difficult problems, to exchange points of view, to establish new ties, to strengthen relations among countries. Our independent republic needs to instruct our pupils-our future ion this or that foreign language to have a clear idea in all branches of a science too J. The importa Foreign langua the effectiveness © mother tongue. Lea 2. Methods of foreign language teaching as a science Methods of foreign language is understood here as a body of scientifically tested theory concerning the teaching of foreign language in schools and other educational institutions. It is proved that (Sherba, Rakhmanov) methods of teaching a foreign language is a science. As we know every science has its own problems to be solved and its own ways of investigation. As a science foreign language teaching method also has its own problems and ways yeh ppt problems are: 'y we teach-aims of teaching a foreign What to teach- the content of teaching Saal Hi BS : oe s bese methods and techniques of teaching When to teachMethods of foreign language teaching is an applied science We distinguish general and special methods) When we say general method of teaching we mean that it deals with peneral problems of teaching foreign languages But special method deals with special methods of teaching a definite, certain or a separate subject, such as Finglish, German or any other foreign language or any other subject. As above mentioned methods of foreign language teaching as a science has its own ways of investigation. Such as 1. A critical study of the ways of foreign language teaching taught in our country or abroad 2. A thorough study and summing up of the experience of the best teachers in different types of schools 3. Experiments with the aim of confirming or refuting * 7 4. Testing (rejecting) the working hypothesis that may arise during investigation, Experimenting becomes more and more popular with methodologists. While experimenting methodologists have to deal with different data that is why arranging research work they use mathematics, statistics and probability (ehtimal) of theory to interpret experimental results, a) research in methods usually begins with observation of what is going on in classroom. For instance, -how a teacher and pupils react to each other (the division of labour in the classroom ) -how pupils read, understand ,speak or write - -what mistakes pupils make in speaking, reading and writing, -what difficulties they encounter while reading, hearing, speaking or writing. b) talks with a teacher and pupils give the researcher necessary information (hints). experimental teaching or teaching which differs in some Frespect from conventional teaching which is widely used in methodological researches, -in presenting some linguistic material~~ | -in the use of teaching aids, their Place a development of this or that language skill nd role ing -in checking pupils’ knowledge of linguistic Mater, + -in reviewing the material covered “eral -in involving pupils in independent ( Seat) work -in the amount of material for home reading ing treatment of it J Pupi, -in the arrangement of pupils’ work While develonin language skills 8 & d) experiment or specially arranged teachin : Ww Purpose of solving some methodological probleme it the for testing some hypotheses. S Useq To experiment with the new way of teaching one n experimental groups and control groups. The Comparison —» results shows the difference in pupils’ learning = The experiment requires the following procedures Pre-test in all the groups both control experimenting experimental class session (lessons) Post test The difference in results testifies the effectiveness of teaching and those taken for 2. RELATION OF FOREIGN LANGUAGE TEACHING METHOD TO OTHER SCIENCES AND DIDACTIC PRINCIPLES Methods of teaching a foreign language is closely connected with other sciences, Such as Pedagogy, psychology. Physiology, linguistics and some others. As we know pedagogy is the science concerned with the leaching and education of the younger generation Since methods also deals with a Problem of teaching and education It's most closely connected with pedagogics To study a a, language one must know Pedagogy. One branch of pedagos! 8called didactics. Didactics studies general ways of teaching in hools. Methods as compared to didactics studies the specific s of teaching a definite subject. Thus, it may be considered ial didactics. In the foreign language teaching as well as in teaching mathematics, history and other subjects taught in schools, general principles of didactics are applied and in their turn they influence and enrich didactics. For example The so called principle of visualization was first used (introduced) in teaching foreign languages, (See. Methods of teaching English by Rogova, 1983) But now it has become one of the fundamental principles of didactics and is used in teaching all school subjects without any exception. Programmed instruction was first applied in teaching mathematics Now through didactics it is used in ieaching many subjects, including foreign languages. In foreign language teaching the teacher forms and develops in pupils pronunciation habits, grammar, lexics and other habits Since habit is the result of repeated actions in the same line pupils can acquire habits by constant steady drill, repeated drill. Therefore the teacher should remember when organizing pupils learning that drill should be constant and accurate. This implies correct copy, clearly presented and easy imitation and reproduction, given under motivating condition which famous repetition will lead to skills. Since skills are the abilities to do something well and in language learning skills are pupils’ abilities to use language for communication needs, the teacher should form and develop such language skills as listening comprehension, speaking, reading and writing. We are not able to develop such habits and skills of our pupils effectively if we don’t know and take into consideration the psychology of habits and skills, the ways of forming them, the influence of formerly acquired habits on the formation of new ones and many other necessary factors that psychology can supply us with. At present we have much material in the field of psychology 9hich applied in teaching a foreign language haar of a foreign language depends ,,, ‘ extent on the pupils’ memory That is why a teache, muse i how he can help his pupils successfully memorize ang pa Oy memory the language material they learn ( OMe” methods is closely connected with psychology 1),, tue allows the methodologists to determine the 8 tal er psychological content of teaching in what to teach, wha hala and skills should be developed in pupils t0 acquire langins Proficiency also helps methods in selec" techniques for teaching and learning. for example, how to ies, in a most effective way, under what condition pupils can in words, phrases, sentence-patterns more effectively, oF how * ensure pupils memorizing new words in an easier way Sincg progress in learning is made by the addition of new knowledge the teacher should be aware of what way knowledge may be imparted in teaching certain group of pupils, wha jcal factors should be taken into account when yee knowledge to pupils. of foreign language teaching has a definite relation to physiology of the higher nervous system. Pavlov’ s theones of conditioned reflexes of the sound signalling system and of dynamic stereotype are examples. Each of these interrelated theories bears a direct relation 1 the teaching of a foreign language. According to physiology habsts are conditioned reflexes and a conditioned reflex | a action performed automatically in response to a definite Stimulus as @ result of a previous frequent repetitions of the same action If we thoroughly study the theory of conditioned reflexes *© Shall see that it explains and confirms the necessity for freque™ fepetitions ‘pi ial pupils study as one of the means of i showed that man's bh nervous activities-speaking and thin! king are the function special of organic structures within the nervous system. 7 system is developed only in man (human being) It enables th 10brain to respond to inner stimuli as it responds to outer stimuli (reaksiya) or signals perceived through the sense organs (hiss uzylor) Consequently, one of the forms of human behavior is a language behavior ic. speech response and different communication situations, ‘Therefore in teaching a foreign language we must bear in mind that pupils should acquire the language, they study as a behavior, as something that helps people to communicate with each other in various real situations of intercourse, Hence a foreign language should be taught through such situations Methods of foreign language teaching is closely connected with linguistics since linguistics deals with the problems which are of great importance Methods successfully uses the results of linguistic investigation in the selection and arrangement of language material for teaching, It is known that structural linguistics has had a great impact on language learning Teaching materials have been prepared by linguists and methodologists of the structural school. Many prominent linguists have not only developed the theory of linguistics but also tried to apply it to language teaching. lethods of teaching a foreign language is based on the fundamental principles of didactics. They are as follows: scientific approach on teaching school subjects, accessibility, durability, activity, visualization and individual approach in language instruction Every school subject realizes these principles in its own way The didactic principles used in teaching a certain subject become methodological principles for teaching this subject Scientific approach in foreign language teaching implies careful determination of what and how to teach to achieve the aims set by syllabus, Since there are at least four aims which should be achieved in foreign language teaching (practical, educational, cultural, developing aims) and leading role belongs to the practical or communication throughout theoT whole course of learning the foreign language: This prin.;,,, realined by modern teaching aids and teaching materia), ion 1% in schools. Pupils are taught to use the target languag, |." aime of communication, ie for listening COMPFeheng,. speaking reading There —_ gpecch activities to be developed in Pupity They are bearing, speaking. reading and writing In Cie | develop a language activity Whether it is speaking armrciees are needed which should be adequate to ths tees Tt means pupils’ skills in auding should be develo, through exercises in listening comprehension, they leary ;, speak by speaking, to read by reading as M West said Reading and writing are developed on the materia) orally. In foreign language teaching the principle of is observed. The next principle is closely the selection of the material and 4s language on the part of the pupils ils learn the target language for communicative the material should be arranged in a most suitable way the purpose In modern methodology various approaches the arrangement of the material for teaching purpose cheorved by the approach to language teaching. ‘The principle of durability. : the it implies the ability of a pupil to keep in his memory linguistic and language material he learns of ready access felt -by constant supervision of tanh skills on the pant of the teacher pupils‘habits andcacher by th Modern methodology pays much attention to this principle The principle of conscious approach This approach and language learning implies comprehension of linguistic material by comparison. This or that material should be compared either through the language or with the native tongue, So the main factor for consciousness is comparison Only conscious approach to learning the foreign Janguage promotes the assimilation of the subject If pupils know the material consciously they will use them both in oral and written speech THEORY Language : practice iclabniey Proficiency Here the vertical arrow stands for knowledge or theory. The horizontal arrow represents the process of mastering the language The acquisition (assimilation) of knowledge (theory) can not provide the mastery of the language Only language practice supported by theory can develop language habits and skills in a desirable direction and lead to the mastering of a foreign language. As we said a conscious approach of foreign language teaching implies the use of the learner's native tongue. Learning material must always be contrasted or compared In teaching and learning the foreign language and mother tongue are closely connected and influence each other. The pupils’ mother tongue often interferes with the target language From this point of view comparison is very useful in order to learn the language consciously. It is the best way to overcome interference. Conscious approach in foreign 13q ching implies pupil's comprehension, language tae *. material they study : siple of activity ; ens is very important Since learning q Ge iangu ‘ : should result tn mastering the target language whien “P sh provided the pupil is an active participant jx th pes He is involved the language activity throughou, ~ chon whole course of instruc : The main sourses of activity are motivation, desirg j interest and all of these depend on the methods and techniques cl chooses ney enc desire ve a foreign language is observe, among pupils of the 5-th form In ron forms there is a tendency to the loss of interest jy language learning. This shows that there is somet hing wrong in teaching the subject. The teacher fails to sustain and develop the desire to Jearn which pupils have when they start the course Methods and techniques are to be changed according to forms But the same methods are always used in all stages ‘That is why pupils lose their interest to the subject Practice and special observation prove that pupils’ interest depends on their progress in language learning, If pupils make good progress in hearing, speaking, reading and writing they become active and interested in learning the foreign language 3. AIMS, CONTENT OF TEACHING A FOREIGN LANGUAGE, TEACHING AIDS AND TEACHING MATERIALS In any subject teaching aims ure the most impertall consideration, The teacher should know exactly what his pup!!s are expected to achieve in “learning his subject We must distinguish the term “aims”. ibng teriniaoali and objectives” 4“shortterm goals” Aims (long-term goals) are the final result of teaching, but objectives-short term goals are used for a definite lesson, for a certain lesson In this chapter we shall deal with long term - goals, that is with the aims of foreign language teaching Now we shall try to speak about them separately teaching of a foreign language should result in the pupils’ gaining one more code for receiving and conveying: mformation, tO Use It as a means of communication In moder society language is used in two ways, directly or orally, and indirectly or in written form Thus we distinguish oral language and written language Direct communication implies a writer and a reader. Hence the practical aims are four in number: hearing, speaking, reading and writing, When adopting the practical aims for secondary school course the following factors are usually taken into consideration, the economic and political condition of society, the requirements of the state; the general goal of secondary school education, the nature of subject, and the condition for instruction. Our country is establishing closer economic, political, scientific and cultural relations with various peoples of the world. Peoples’ international relations are extended and strengthened through the exchange of delegations as well as scientific, technical and cultural information. Peoples of our independent country want to know what is going on in the world in all spheres of human activity. They also want to acquaint other peoples with their life and achievements. From this point of view foreign language, especially English language teaching is a matter of state significance. As the majority of people use English as a communicative means in both forms in oral and written forms, Therefore proficiency in speaking and reading are the desired skills. They are both of great importance. Besides, practical aims as they are understood here 15f dary school corre: dea of secon ee spond eae fundamentals of the subjec; “Cation, ; provide pupils ading and writing within 0 re Hearing, speaking. i i a, x will constitute the fi ef selected linguistic material dame uf the language. ; The uatere of the language should also be y4) consideration in determining the aim of language teaching int Learning a living language implies using language sonnei that is speaking in other words, the langua, 7 of sounds, not of graphic signs (as dead language jg a of should serve as basic means of teaching, led) The length of course, the frequency of the lesson, the Fi of group should also be taken into consideration jn adopting practical aims..The amount of time for language learning ig Py of the most decisive factors, in mastenng and Maintainin, language proficiency since learners need practice. The ae time is available for pupils’ practice in the target language, the better results can be achieved. Moreover for the formation of speech habits frequency of lesson is a more essential condition than the length of the course It is not necessary to prove that intensive courses are more effective than extensive ones, for example, six periods a week for three years are more effective for language leuming than three periods a week for six years. But it is very difficult to afford an intensive course in our secondary schools as school curnculum includes a lot of essential subjects and the foreign language is one of many to be taught. The time allotted to foreign language teaching in our schools is distributed throughout 11 years with the following frequency of lessons’ one hour in the I-II forms, two hours in the II form, one hour in the IV form, 4 periods in the V, three in the VI, VII and VIII forms and two hours a week in other forms. But now 2 hours are added to the V and X forms as 4 vocational courses (a course of interest) a __ As to the size of groups, overcrowded classes are divided into two groups for foreign language lessons so that 8 2°"? 16should not exceed 20-25 pupils Thus the syllabus sets out to teach pupils to carry on a conversation in a foreign language, to read texts with complete comprehension (anlama), and to write short letters, composition on the linguistic material, that the programme sets wn foreign language learning all forms of work must be in close interrelation, otherwise it’s impossible to master the language However, attention should be given mainly to practice in hearing, speaking and readingand a level of knowledge of the language which will enable them and further develop it at an institute or simply in their practical work In conclusion, it should be said that the achievement of practical aims in foreign language teaching makes possible the achievement of educational and at the same time cultural aims. Educational aims. Learning the foreign language is of great educational value. Through a new language we can gain an insight into the way in which words express thoughts, and so achieve greater clarity and precision in our own communication, Since language is connected with thinking, through foreign language study we can develop pupils’ imtellect.! Teaching a foreign language helps the teacher to develop pupils’ voluntary and involuntary memory, their imaginative abilities, will power While learning second language pupils should memorize words, idioms, sentence patterns, structure and keep them in long term memory ready to be used whenever he needs them in auding, speaking, reading and writing,| The lack of real communication forces the teacher to create imaginary Situations for pupils to speak about making each pupil determine his language behavior as if he were in such situations. Teaching a foreign language contributes to the linguistic education of the pupils. The latter extends his knowledge of phonic, graphic, structural and semantic aspects of language through constructive analysis of language phenomena, Cultural (educative) aim, Learning a foreign language 17uainted with the life, customs and p, . E s th il acd! ‘ payee age he (she) studies ehreggn og ; rt of the people whose language p) stu pe ds, country side, filmstrips and others) Visugy material (post car bee : ld ROMO PUD a ucational and cul tural growth by increasing their know about foreign countries and by acquainting them Sage progressive traditions of the people whose language thea ith Consequently, it should be said that practical, educate cultural and developing aims are inseparable unity. The inate role belongs to practical aims, but the others are achieved . realized through the practical command of the lindgs language / In our practical aims we fulfil the other aims too Content of Foreign Language Teaching The content of foreign language teaching or what to teach jg one of the main problems the methods deals with. ; The first component of what to teach is habits and skills which pupils should acquire while learning a foreign language They are called psychological component According to the aims of learning this subject they are hearing (listening comprehension), speaking, reading and writing The level of habits and skills is determined by the last syllabus for each form. The second component of what to teach is a linguistic one It includes on the one hand language material such as sentence patterns, utterance patterns, pattern dialogue, texts different 1" style arranged in topics and serving as starting points for the development of oral language, which allows the teacher (0 reach the aims set by the syllabus, On the other hand linguistic material - phonetics, grammar and vocabulary is carefully selected for the purpose.) in methodology we call them linguistic components The third component of “what to teach” is a methodologic! component, how to say how to attain the aims. For example how to memorize words and keep them in memory, ow f 18 4 ee agperform creative exercises which require a personal approach on the part of the pupil. Texts, exercises in student's (pupils’) books and work books are used for the purpose To sum up what has been said above, the content of foreign language teaching involves three main components. Psychological component- habits and skills which ensure the use of the target language, as a means of communication m oral ( hearing, speaking) and written forms (reading, writing) Linguistic component which should be assimilated to develop language skills. Methodological component In conclusion, it should be said that the content of teaching in our schools is laid down in the syllabus (programme) and realized in teaching materials and the teacher's own speech Teaching Aids and Teaching Materials Teaching aids which are at teacher/disposal in contemporary schools may be grouped into; Non mechanical aids. It includes blackboard, a flannel board, a magnet board etc Mechanical aids. It includes tape recorder, a gramophone or a record player, a filmstrip projector, an overhead projector, computer, television and radio equipment, teaching machines, a language laboratory etc Teaching Materials The following teaching materials are in use nowadays; teacher's books, pupils’ books, visual materials, audio materials and audio visual materials. Visual material; objects, sentence card, wall cards, pictures, photographs, albums, maps and plans, slides, filmstrips. Audio materials: tapes, recorder or dises, computer belong to audio material Audio visual materials: sound films, loops and films are examples of audio visual materials. 19