organizing and structure of foreign language classes

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page organizing and structure of foreign language classes contents introduction…………………………..………………………………….…3 chapter 1. general characteristics of the work………….4 1.1. organizing and structure of foreign language classes………………………....4 1.2 comparing instructed and natural settings for language learning……………...8 chapter 2. the principle of saying what you mean and meaning what you say………………………………………………….15 2.1. the principle of listening…………...………………………………………...15 2.2. getting right in the end……………………………………………………….23 conclusion…………………………………………………………………..28 list of literature………………………………………………………..30 introduction every few years, new foreign language teaching methods arrive on the scene. new textbooks appear far more frequently. they are usually proclaimed to be more effective than those that have gone before, and, in many cases, these methods or textbooks are promoted or even prescribed for immediate use. new methods and textbooks may reflect current developments in linguistic/applied linguistic theory or recent pedagogical trends. sometimes they are said to be based on recent developments in language acquisition theory and research. for example, one approach to teaching …

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native uzbek language and typical mistakes and difficulties in learning english by uzbek speaking students. first of all we have written it for english language teachers who teach this language to uzbek students at schools at 5-6 grades, but it could also be useful for afult learners who are only going to learn a wonderful world of english. we believe that information about findings and theoretical views in second language acquisition research can make you a better judge of claims made by textbook writers and proponents of various language teaching methods. such information, combined with insights gained from your experience as a language teacher or learner, can help you evaluate proposed changes in classroom methodology chapter 1 general characteristics of the work 1.1 organizing and structure of foreign language classes most people would agree that learning a second language in a natural acquisition context or 'on the street' is not …

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ssrooms and try to understand what principles guide the teacher in each case. natural acquisition contexts should be understood as those in which the learner is exposed to the language at work or in social interaction or, if the learner is a child, in a school situation where most of the other children are native speakers of the target language and where the instruction is directed toward native speakers rather than toward learners of the language. the traditional instruction environment is one where the language is being taught to a group of second or foreign language learners. in this case, the focus is on the language itself, rather than on information which is carried by the language. the teacher's goal is to see to it that students learn the vocabulary and grammatical rules of the target language. the goal of learners in such courses is often to pass an examination …

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ngs done' in the second language, rather than on their accuracy in using certain grammatical features. as you look at the pattern of + and - signs you have placed in the chart, you will probably find it matches the following descriptions. in natural acquisition settings - learners are rarely corrected. if their interlocutors can understand what they are saying, they do not remark on the correctness of the learners' speech. they would probably feel it was rude to do so. - language is not structured step by step. in communicative interactions, the learner will be exposed to a wide variety of vocabulary and structures. - the learner is surrounded by the language for many hours each day. some of it is addressed to the learner; much of it is simply 'overheard'. - the learner encounters a number of different people who use the target language proficiently. - the learner …

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eakers to non-native speakers. the teacher is often the only native or proficient speaker the student comes in contact with. - students experience a limited range of language discourse types (often a chain of 'teacher asks a question/student answers/teacher evaluates response'). - students often feel great pressure to speak or write the second language and to do so correctly from the very beginning. - when teachers use the target language to give instructions or in other classroom management events, they often modify their language in order to ensure comprehension and compliance. not all language classrooms are alike. the conditions for learning differ in terms of the physical environment, the age and motivation of the students, the amount of rime available for learning, and many other variables. classrooms also differ in terms of the principles which guide teachers in their language teaching methods and techniques. the design of communicative language teaching …

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page organizing and structure of foreign language classes contents introduction…………………………..………………………………….…3 chapter 1. general characteristics of the work………….4 1.1. organizing and structure of foreign language classes………………………....4 1.2 comparing instructed and natural settings for language learning……………...8 chapter 2. the principle of saying what you mean and meaning what you say………………………………………………….15 2.1. the principle of listening…………...………………………………………...15 2.2. getting right in the end……………………………………………………….23 conclusion…………………………………………………………………..28 list of literature………………………………………………………..30 introduction every few years, new foreign language teaching methods arrive on the scene. new textbooks appear far more frequently. they are usually proclaimed to be more effective than those that h...

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