challenges of teaching foreign languages in high school

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ministry of higher and secondary specialized education of the republic of uzbekistan ______________________________________ university ______________ faculty _____________ department registered no.__________ registered no.__________ “” ____________ 20 year “” ____________ 20 year department of “_______________________” subject: “_________________________” coursework topic: _______________________________________________________ prepared by: __________________________________ ______________ faculty _____________________ group, student checked by: _____________________________ contents introduction 2 chapter i. general concept of modern english language.. 4 1.1 stages of development of linguistic typology. 4 1.2 exploring the evolution of the english language: a look back at how english has changed over time. 10 chapter ii. the challenges of teaching foreign languages in diverse high school classrooms. 16 2.1 the place of english in morphological and genetic typology of languages. 16 2.2 the specific linguistic features of the modern dialects of the english language….. 22 conclusion 26 references 27 introduction relevance of the topic. the process of teaching foreign languages in secondary schools faces many problems …

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of resources and materials for teaching foreign languages in secondary schools is an important problem. if teachers and students do not have access to modern teaching materials, technologies and interactive tools, this process becomes more complicated. in order to solve these problems, it is necessary to make changes in the education system, to prepare teachers and to develop strategies aimed at increasing the interest of students. it is important to use effective approaches and innovative methods to improve the process of teaching foreign languages. the purpose and tasks of the course work. to analyze the problems in the process of teaching foreign languages in secondary schools, to determine their causes and to propose effective solutions. duties: 1. analysis of teaching methods: - to study foreign language teaching methods used in secondary schools. - evaluation of the effectiveness of these methods. 2. studying student approaches: - determination of students' interest and …

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issue of what could serve the basis for classifying the languages into "more primitive" and "more developed". but very soon it became clear that this starting point was incorrect: it turned to be impossible to make a judgment on the level of development of a language basing on its typological characteristics. absolutely different languages can fall into the same structural type, e.g. english or modern chinese languages are perfectly developed and have the richest literature. still they belong to the same type with the language of tzin folks residing in the north of china and having no letter. moreover, one and the same language in the course of its development can several times change its structure. e.g. the history of french can be classified into early indo-european and isolated, late indo-european flexional, analytical mid-french, and practically isolated modern oral french. the history of linguistic comparison the questions of timing the …

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otivated names). as the theory of naming did not contain a specialized knowledge on language it was not included into general linguistics; ii. the antique grammar traditions of west and east. theory of grammar emerged at this time. it describes language system through establishing relations between linguistic names (and some other parts of language). at this period the basic primary grammatical categories — parts of speech were distinguished and described: the names such as the noun (proper and common), the adjective; the numeral; the verb, the pronoun. also some secondary grammatical categories, i.e. the categories of parts of speech were identified: the category of number, gender, case, mood, etc. iii. the universal grammar (the first period of scientific linguistics) reveals common features of language structures basing on the comparison of languages with different typological structure. iv. comparative linguistics. that period falls into 3 stages: a) comparative -historical linguistics dealing with …

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e which was in the focus of discussion was correlation of substances to their names. still already in the works of protagoras and aristotle there are statements related to distinguishing words, word combinations, linguistic categories like gender, case, number, definition of the sentence, classification of words into names and actions /parts of speech. these works served the basis for distinguishing linguistics into an independent science. e.g. many scholars, while compiling grammars of separate languages used the models of the languages with already described grammatical structures. (the principle of analogy). for example, while compiling the first english grammars the models of latin were widely used. the first grammars for the european languages were based on the latin grammars. the second period is characterized as a period of establishing the first scientific comparison of languages and this period is related to the general and rational grammar: port-royal grammar by arnauld a., lancelot …

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ministry of higher and secondary specialized education of the republic of uzbekistan ______________________________________ university ______________ faculty _____________ department registered no.__________ registered no.__________ “” ____________ 20 year “” ____________ 20 year department of “_______________________” subject: “_________________________” coursework topic: _______________________________________________________ prepared by: __________________________________ ______________ faculty _____________________ group, student checked by: _____________________________ contents introduction 2 chapter i. general concept of modern english language.. 4 1.1 stages of development of linguistic typology. 4 1.2 exploring the evolution of the english language: a look back at how english has ...

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