ingliz tili o‘qitish metodikasi bo‘yicha kurs ishi

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“т а с д и қ л а й м а н ” “инглиз тили укитиш методикаси” кафедраси мудири _______________жабборова.ш.б “_______”____________________2021 й “________________________________” фанидан курс ишини бажариш бўйича топшириқ талаба:___________________________________________________________ курс ва гуруҳ:____________________________________________________ курс иши раҳбари:_________________________________________________ топшириқ бериш санаси:__________________________________________ _________________________________________________________________ _________________________________________________________________ тавсия этилган адабиётлар:_______________________________________ _________________________________________________________________ _________________________________________________________________ курс иши таркиби(боб, бўлим, параграф):____________________________ _________________________________________________________________ __________________________________________________________________ _________________________________________________________________ қўшимча вазифа ва кўрсатмалар:___________________________________ ________________________________________________________________ ________________________________________________________________ курс иши бажаришнинг календарь режаси ҳафталар қисмлар 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 курс иши режаси кириш асосий қисм хулоса адабиётлар иловалар расмийлаштириш текшириш ҳимоя топшириш раҳбар _________________ (имзо) "practice and assessment of teaching grammar" introduction main part: 1. essential assessing problems on teaching grammar in declarative and procedural knowledge 2. main developmental parts of assessing in teaching grammar 3. challenges on assessing grammar ability in writing and speaking context conclusion references introduction "the task of science is shaping our future …

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e development of societies." formation of the young specialist takes place in university classrooms, and time-consuming process of training based on the methods of teaching effectiveness that ultimately determines the skill level of the future specialist. the communicative language teaching method has various characteristic as understanding occurs through active student interaction in the foreign language. the educational interactive process is characterized by total transparency and utmost flexibility because it allows the teacher to “dialogue” with the student and the student to “argue” with the teacher in democratic, free and sincere manner through scientific techniques of which experience has proved the great ability to transmit a clear image of the learner’s capabilities in the field of knowledge acquisition and his psychological impressions of the process. the teacher of the future should be interactive and effective. these two virtues undoubtedly increase the responsibilities of the future teacher, because the traditional teacher relied …

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s taking grammar classes? teachers continue to mark grammar errors with students embracing that, the literature abounds with proof of the futility of marking errors. so, if english as a foreign language teachers decide that they would like to try alternative ways of commenting on students’ grammar errors, how can they justify the change to themselves and their students. alongside with that, the attempt was made to prove that properly structured error revision techniques after initial assessments and evaluations lead to better marks and follow-up positive reinforcement of the students towards learning english grammar. success in learning english as a foreign language manifest in the ability employing various skills which are important for communication both orally and in a written form these language skills include listening and reading “receptive skills” as well as speaking and writing “productive skills” yet, success in performing these four language skills are essential dependent upon …

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ommunicative approach was introduced in the 1970s and implemented in the 1980s, it came under critical evaluation in the early 1990s. according to lingiusts, one criticism that has often been made against the approach relates to the pedagogical treatment of linguistic form. what this means is that in a reaction against earlier methods which placed grammar at the center of learning, many advocates of communicative language teaching encouraged an emphasis on meaning over form. for example, the strong version of the communicative approach adopted a non- interventionist position regarding formal instruction, and assumed that grammar would somehow take care of itself when learners engaged in communicative activities. to sum up, i wrote types and parts of effective ways of practicing and assessing teaching grammar. 1. main developmental parts of assessing in teaching grammar grammar has always held a central role in efl classrooms but the ways of assessing teaching it …

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grammar, the second one focusing more on assessing the communication and meaning, and the latest combining the two. for centuries, teaching and assessing grammar was taught in a very traditional way and the main focus was on written form of language and grammar was seen as a set of rules. by knowing these rules, one would also know the language. this way of teaching was called the grammar-translation method and it is still very popular among teachers worldwide. as one may infer from the name grammar-translation method, translation was regarded as one of the best techniques of learning and assessing a language. it has also been called the classical method because it was first used in latin and greek lessons, both of them regarded as classical languages. according to instruction in these types of classes is usually explicit which means that teachers give verbal explanations of grammatical rules and teaching …

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“т а с д и қ л а й м а н ” “инглиз тили укитиш методикаси” кафедраси мудири _______________жабборова.ш.б “_______”____________________2021 й “________________________________” фанидан курс ишини бажариш бўйича топшириқ талаба:___________________________________________________________ курс ва гуруҳ:____________________________________________________ курс иши раҳбари:_________________________________________________ топшириқ бериш санаси:__________________________________________ _________________________________________________________________ _________________________________________________________________ тавсия этилган адабиётлар:_______________________________________ _________________________________________________________________ ___________________________________________________...

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