using web sites and internet in teaching foreign languages

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o’zbekiston respublikasi oliy va o’rta maxsus ta’lim vazirligi qarshi davlat universiteti ___________________________________________fakulteti ___________________________________________kafedrasi ro'yxatgaolindi № __________ ro'yxatgaolindi № __________ “_____” ___________2023 y. “______” ___________2023 y. “------” kafedrasi “-------”fanidan kurs ishi mavzu: bajardi: “-----” fakulteti, tu-51 guruh guruh talabasi tekshirdi------- kurs ishi taqrizga topshirilgan sana “____” _______2020 y. kurs ishi taqrizdan qaytarilgan sana “____” _______2020 y. kurs ish ihimoya qilingan sana “____” _______2020 y. baho “_____” _________ ___________ (imzo) ___________ (imzo) ___________ (imzo) komissiya a’zolari: __________________ __________________ __________________ mavzu: using web sites and internet in teaching foreign languages contents 1. introduction 1.1 general characteristics of the work 2.1 how to teach foreign languages (general remarks) 2. the main part 1.2 comparing instructed and natural settings for language learning 2.2 natural and instructional settings 3.2 classroom comparisons 4.2 five principles for classroom teaching 5.2. the principle getting right from the beginning 6.2. the principle of saying what you mean and meaning what …

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ogical trends. sometimes they are said to be based on recent developments in language acquisition theory and research. for example, one approach to teaching may emphasize the value of having students imitate and practise a set of correct sentences while another emphasizes the importance of encouraging 'natural' communication between learners. how is a teacher to evaluate the potential effectiveness of new methods? one important basis for evaluating is, of course, the teacher's own experience with previous successes or disappointments. in addition, teachers who are informed about some of the findings of recent research are better prepared to judge whether the new proposals for language teaching are likely to bring about positive changes in students' learning. our graduation 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 …

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context or 'on the street' is not the same as learning in the classroom. many believe that learning 'on the street' is more effective. this belief may be based on the fact that most successful learners have had exposure to the language outside the classroom. what is special about natural language learning? can we create the same environment in the classroom? should we? or are there essential contributions that only instruction�and not natural exposure�can provide? in this chapter, we will look at five proposals which theorists have made for how second languages should be taught. we will review research on second language learning which has been carried out in classroom settings. this will permit us to explore further the way in which second language research and theory contribute to our understanding of the advantages and the limitations of different approaches to second language teaching. before we go further, let us …

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nation rather than to use the language for daily communicative interaction. communicative instruction environments also involve learners whose goal is learning the language itself, but the style of instruction places the emphasis on interaction, conversation, and language use, rather than on learning about the language. the topics which are discussed in the communicative instruction environment are often topics of general interest to the learner, for example, how to reply to a classified advertisement from a newspaper. alternatively, the focus of a lesson may be on the subject matter, such as history or mathematics, which students 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, …

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learners are rarely corrected. if their interlocutors can understand what they are saying, they do not remark on the correctness of the learners' speech. they would probably feel it was rude to do so. - language is not structured step by step. in communicative interactions, the learner will be exposed to a wide variety of vocabulary and structures. - the learner is surrounded by the language for many hours each day. some of it is addressed to the learner; much of it is simply 'overheard'. - the learner encounters a number of different people who use the target language proficiently. - the learner observes or participates in many different types of language events: brief greetings, commercial transactions, exchanges of information, arguments, instructions at school or in the workplace. - learners must often use their limited second language ability to respond to questions or get information. in these situations, the emphasis …

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o’zbekiston respublikasi oliy va o’rta maxsus ta’lim vazirligi qarshi davlat universiteti ___________________________________________fakulteti ___________________________________________kafedrasi ro'yxatgaolindi № __________ ro'yxatgaolindi № __________ “_____” ___________2023 y. “______” ___________2023 y. “------” kafedrasi “-------”fanidan kurs ishi mavzu: bajardi: “-----” fakulteti, tu-51 guruh guruh talabasi tekshirdi------- kurs ishi taqrizga topshirilgan sana “____” _______2020 y. kurs ishi taqrizdan qaytarilgan sana “____” _______2020 y. kurs ish ihimoya qilingan sana “____” _______2020 y. baho “_____” _________ ___________ (imzo) ___________ (imzo) ___________ (imzo) komissiya a’zolari: __________________ __________________ __________________ mavzu: using web sites and internet in...

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