communicative approach in foreign language teaching course paper

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c o n t e n t introduction………………………….………………………….……..…..3 chapter i. giving general information about communicative approach………………………………………….…5 1.1. expression to communicative approach…………………………………..5 1.2. polysemy and its types in the non-related languages……………………....6 1.3. how to use the communicative approach…...…………………………….12 chapter ii. communicative approach in teaching….……24 2.1. grammar in communicative language teaching: teacher beliefs about theory versus practice………………………………………………………………...….24 2.2. teaching phrasal verbs through communicative approach……………...….29 conclusion…………………………………………………………………..34 the list of used literature………………………………………….35 introduction the time has come to establish a new system for teaching foreign languages in our country, which will be a solid foundation for the future. since we have set ourselves the goal of building a competitive country, from now on school, high school, college and university graduates must know at least 2 foreign languages perfectly. this strict requirement should become the main criterion for the activity of the head of every educational institution, - said shavkat mirziyoev. along with the tashkent …

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communication cannot be meaningful without the words 'to', which express a wide range of meanings. richards (1976) argues that vocabulary has its own characteristics that are often overlooked in foreign or second language teaching. in part, this may be because many teachers think of vocabulary as telling students to guess the meaning of a word in relation to the grammatical and pragmatic context in which the word is placed. however, several recent studies have shown that context guessing by second language learners can be quite problematic. for example, huckin and joady (1999, 181) highlight some other aspects should be considered such as "the type and size of vocabulary needed". the level of word exposure required to acquire correct guessing, the effectiveness of different word prediction strategies, the value of teaching correct guessing strategies, the effect of problems with different types of processing, reading texts, changing input effects, and random learning …

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learner can simply invest more time and be aware of these expressions and their usage and spend time with them, and if possible, use these expressions in their conversations in classroom activities. the actuality of the course paper. several areas of knowledge are determined every year in uzbekistan, the development of which is given priority attention. this year physics and foreign languages have become such areas. uzbekistan’s policy of openness, active entry into the global market, expansion of international cooperation in all areas increase the need for studying foreign languages. teaching in foreign languages is conducted in 25 higher education institutions in uzbekistan. in 2016, there were only 7 such institutions. over the past 3 years, the number of applicants who have received a language certificate of international level has increased tenfold. this year 350 students received grants to study at prestigious foreign universities through the el-yurt umidi foundation, which …

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of introduction, two chapters, conclusion and the list of used literature. chapter i. giving general information about communicative approach. 1.1. expression to communicative approach. in the 1960s and 1970s, doubts about the effectiveness of the grammar-translation approach to language teaching grew. this approach was the idea that language has building blocks and you put these building blocks together to communicate meaningfully. there are specific rules (a.k.a. grammar and syntax) about how these blocks are put together. students learn by studying different sections of the language. but teachers in britain, in particular, say, "if the ultimate goal of language is communication, why am i spending 45 minutes of every lesson teaching my students about every verb tense on earth?" why aren't my students even opening their mouths to practice the language when i'm talking non-stop?''[footnoteref:1] [1: armstrong, k. (2004). sexing up the dossier: a semantic analysis of phrasal] at that time, …

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thus, in the communicative approach, students talk a lot because they begin to practice the words coming off their tongues. they don't just sit in a classroom and listen to a teacher list exceptions to a grammar rule. students interact with each other - awkwardness, grammatical errors, etc. under the guidance of their teachers, they engage in role-playing, pretend to talk about yesterday's game, talk about the price of things, recall the plot to the last blockbuster - all real situations where it is necessary to convey meaning. this is very different from going to the blackboard, holding a piece of chalk and writing the russian translation of the word "dog". with a communicative approach, interaction becomes the method and purpose of teaching. in the next section, we explore five activities that involve just that—interaction, communication, and conveying meaning. they bring your students out of their shell and onto the …

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c o n t e n t introduction………………………….………………………….……..…..3 chapter i. giving general information about communicative approach………………………………………….…5 1.1. expression to communicative approach…………………………………..5 1.2. polysemy and its types in the non-related languages……………………....6 1.3. how to use the communicative approach…...…………………………….12 chapter ii. communicative approach in teaching….……24 2.1. grammar in communicative language teaching: teacher beliefs about theory versus practice………………………………………………………………...….24 2.2. teaching phrasal verbs through communicative approach……………...….29 conclusion…………………………………………………………………..34 the list of used literature………………………………………….35 introduction the time has come to establish a new system for teaching foreign languages in our country, which will be a solid foun...

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