analysis of origin and basic principles of direct method of teaching foreign language

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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 topic: analysis of origin and basic principles of direct method of teaching foreign language submitted by: student of 310rd group yuldashboyeva xavasxon scientific adviser: nazarova g kokand 2022 contents introduction chapter i a brief review of methods of foreign language teaching 1.1 the direct method. 1.2 grammar explanations as used in the major methods. chapter ii implementation of the assessment in practice 2.1 introduction to alternative assessment into the classroom. 2.2 the results of using alternative assessment in the classroom. conclusion list of used literature introduction actuality of the theme. it is known for everybody that nowadays a worldwide and religious knowledge is very important for humanity. in our republic it is more being attention to education especially teaching …

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aching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. in order to increase teaching standards in distant rural areas, the higher educational institutions are allowed targeted admission of people living in distant areas to foreign language programs on the condition that they will oblige themselves to work in the acquired specialty at their residence area for at least 5 years after graduation. the decree also envisages 30% salary increase for foreign language teachers in rural areas, 15% increase for those in other areas. the aim of the theme. the basic aim of the gradual qualification work is to discover theoretical researches related to alternative assessment in teaching english and to determine advantages of using from it while teaching process. tasks of the work: • to define advantages of alternative assessment; • to explain the features …

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to emphasizing direct contact with the foreign language, the direct method usually deemphasized or eliminated translation and the memorization of conjugations, declensions, and rules, and in some cases it introduced phonetics and phonetic transcription[footnoteref:1]. [1: brown, s. and glasner, a. (eds) (1999) assessment matters in higher education: choosing and using diverse approaches, open university press, buckingham.] the direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. this is true only up to a point, since the psychology of learning a second language differs from that of learning the first. the child is forced to learn the first language because he has no other effective way to express his wants. in learning a second language this compulsion is largely missing, since the student knows that he can …

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oth speech and listening comprehension were taught. · correct pronunciation and grammar were emphasized. the audiolingual method (it is also called mimicry-memorization method) was the method developed in the intensive language program. it was successful because of high motivation, intensive practice, small classes, and good models, in addition to linguistically sophisticated descriptions of the foreign language and its grammar[footnoteref:2]. [2: brown, s. and glasner, a. (eds) (1999) assessment matters in higher education: choosing and using diverse approaches, open university press, buckingham.] grammar is taught essentially as follows: some basic sentences are memorized by imitation. their meaning is given in normal expressions in the native language, and the students are not expected to translate word for word. when the basic sentences have been overlearned (completely memorized so that the student can rattle them off without effort), the student reads fairly extensive descriptive grammar statements in his native language, with examples in …

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little use of the mother tongue by teachers is permitted. · successful responses are immediately reinforced. · there is a great effort to get students to produce error-free utterances. there is a tendency to manipulate language and disregard content 1.2 grammar explanations as used in the major methods. we shall briefly review the treatment of grammatical explanations by some of the major methods. this is not meant to be an exhaustive study of all available methods; rather it is an attempt to show the variety of ways in which different methods deal with grammar explanations and may help teachers in evaluating available materials[footnoteref:3]. [3: gibbs, g. (1992) assessing more students, oxford centre for staff development, oxford.] grammar translation is associated with formal rule statement. learning proceeds, deductively, and the rule is generally stated by the teacher, in a textbook, or both. traditional abstract grammatical terminology is used. drills include translation …

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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 topic: analysis of origin and basic principles of direct method of teaching foreign language submitted by: student of 310rd group yuldashboyeva xavasxon scientific adviser: nazarova g kokand 2022 contents introduction chapter i a brief review of methods of foreign language teaching 1.1 the direct method. 1.2 grammar explanations as used in the major methods. chapter ii implementation of the assessment in practice 2.1 introduction to alternative assessment into the classroom. 2.2 the results of using alternative assessment in the classroom. conclusion list of used lite...

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