analysis of linguadidactic and psychodidactic basis of language teaching in upper level

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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: analysis of linguadidactic and psychodidactic basis of language teaching in upper level submitted by: student of 304rd group muqimova shaxnozaxon scientific adviser: kadirova dilfuza kokand 2022 plan introduction………………………………………………………………….3 chapter i didactic principles in teaching language in upper level…...……………………………………………………………………………6 1.1 the most common difficulties in linguadidactic basis of teaching foreign languages………………………………………………………………..………….6 1.2 psychological and linguistic characteristics of speech…..………………11 1.3 prepared and unprepared speech…………………………………………16 chapter ii practical aspect of technologies of psychodidactic basis of language teaching...………………………………………………………………19 2.1 speech and oral exercises………………………………………………...19 2.2 techniques the teacher uses to develop hearing………………………….26 conclusion…………………………………………………………………..34 list of used literature……………………………………………………….35 introduction our work is devoted to the method of teaching the speech. but for the beginning let’s examine what is speech. language came into …

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ch; 3. to make an examples of exercises in of speaking and hearing. practical value of this paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in teaching a foreign language at classroom or as a given homework, or as a useful material for elective additional courses of foreign language at school. the paper consists of introduction and two chapters followed by conclusion. the first chapter is about the most common difficulties in auding and speaking a foreign language. also it consists of psychological and linguistic characteristics of the speech. further we find differences between prepared and unprepared speech and in this chapter we learn to find mistakes of pupils and how to correct them. in the second chapter are given the exercises, which help the teachers to obtain results in teaching speech. the …

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f two parts: theoretical and practical. in the first chapter "the bases of teaching a foreign language” different bases and principles of teaching are considered. analyzing publications on a problem of research in the second chapter of theoretical part the most effective methods and ways of teaching are suggested. the basic part of work is a practical part with exposition of experience of teachers - innovators. in it rod directions of technique of teaching different age - groups are proved and the analysis of the given approaches is resulted, including a number of methods and the receptions, raising quality of teaching a foreign language. the bibliography contains the most known and important researches for the given work of teachers-innovators and scientists: psychologists, didactics, and methodologists. the appendix includes some exercises that for any reasons has not come in the basic part of course work. chapter i didactic principles in teaching …

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g this work easier and more interesting. this is possible on condition that he will take into consideration the following three main factors which can ensure success in developing pupils' skills in auding: (1) linguistic material for auding; (2) the content of the material suggested for listening and comprehension; (3) conditions in which the material is presented. 1. comprehension of the text by the ear can be ensured when the teacher uses the material which has already been assimilated by pupils. however this does not completely eliminate the difficulties in auding. pupils need practice in listening and comprehension in the target language to be able to overcome three kinds of difficulties: phonetic, lexical, and grammatical.[4] phonetic difficulties appear because the phonic system of english and russian differ greatly. the hearer often interprets the sounds of a foreign language as if they were of his own language which usually results in …

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t; ask — answer. the most difficult words for auding are the verbs with postpositions, such as: put on, put off, put down, take off, see off, go in for, etc.[footnoteref:2] [2: http://en. wikipedia.org/wiki/constructivist_teaching_methods] grammatical difficulties are mostly connected with the analytic structure of the english language, and with the extensive use of infinitive and participle constructions. besides, english is rich in grammatical homonyms, for example: to work — work; to answer — answer; -ed as the suffix of the past indefinite and the past participle. this is difficult for pupils when they aud. 2. the content of the material also influences comprehension. the following factors should be taken into consideration when selecting the material for auding: the topic of communication: whether it is within the ability of the pupils to understand, and what difficulties pupils will come across (proper names, geographical names, terminology, etc). the type of communication: whether …

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О "analysis of linguadidactic and psychodidactic basis of language teaching in upper level"

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: analysis of linguadidactic and psychodidactic basis of language teaching in upper level submitted by: student of 304rd group muqimova shaxnozaxon scientific adviser: kadirova dilfuza kokand 2022 plan introduction………………………………………………………………….3 chapter i didactic principles in teaching language in upper level…...……………………………………………………………………………6 1.1 the most common difficulties in linguadidactic basis of teaching foreign languages………………………………………………………………..………….6 1.2 psychological and linguistic characteristics of speech…..………………11 1.3 prepared and ...

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