linguistic basis of foreign language teaching

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: linguistic basis of foreign language teaching submitted by: student of 310rd group raimjonova ismigul scientific adviser: nazarova g kokand 2022 plan introduction chapter i teaching foreign languages 1.1 how to teach foreign languages. 1.2 comparing instructed and natural settings for language learning. chapter ii principles for classroom teaching 2.1 the principle getting right from the beginning. 2.2 getting right in the end. conclusion list of used literature introduction last years the imperative need of using a foreign language appears in all areas of a science, manufacture and culture present practice of teaching foreign languages there are some typical problems forcing the teacher to address to experience of the colleagues, to innovative ideas. among these problems, difficulties …

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the given research can be formulated as follows: 1. teaching a foreign language should be complex (parallel) with an insignificant oral advancing; 2. teaching should be directed on formation of steady interest to a subject; during the work the following methods of research were applied: the analysis of the scientific literature on a theme of course work;analysis of programs and textbooks on the english language of various authors and for various types of schools both domestic, and foreign;analysis of experimental training on the basis of experience of the teachers using innovative techniques, results of supervision. chapter i teaching foreign languages 1.1 how to teach foreign languages. 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 …

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raduation paper is about how english language can be learned at classrooms on the bases of new pedagogical technologies with having taking into consideration the national aspect, i.e. influencing 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. 1.2 comparing instructed and natural settings …

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savignon, s. 1972. communicative competence: an experiment in foreign-language teaching. philadelphia, pa.: center for curriculum development.] before we go further, let us take a moment to reflect on the differences between natural and instructional language learning settings. we will then look at transcripts from two classrooms 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 …

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s are learning through the medium of the second language. in these classes, the focus may occasionally be on language itself, but the emphasis is on using the language rather than on talking about it. the language which teachers use for teaching is not selected on the basis of teaching a specific feature of the language, but on teaching learners to use the language in a variety of contexts. students' success in these courses is often measured in terms of their ability to 'get things done' in the second language, rather than on their accuracy in using certain grammatical features. in the chart below, mark a plus (+) if the characteristic in the left-hand column is typical of the learning environment in the three remaining columns. mark a minus (-) if it is not something you usually find in that context. write '?' if you are not sure. table 1: …

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: linguistic basis of foreign language teaching submitted by: student of 310rd group raimjonova ismigul scientific adviser: nazarova g kokand 2022 plan introduction chapter i teaching foreign languages 1.1 how to teach foreign languages. 1.2 comparing instructed and natural settings for language learning. chapter ii principles for classroom teaching 2.1 the principle getting right from the beginning. 2.2 getting right in the end. conclusion list of used literature introduction last years the imperative need of using a foreign language appears...

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