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NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 10, Oct. -2020
EFFECTIVE METHODS OF TEACHING ENGLISH AND ITS RELATION TO
OTHER SCIENCES
Azizova Maxaram Rashitovna
Senior Teacher of Andijan machine Building Institute. Uzbekistan
Karimova Feruza Inoyatovna
Senior Teacher of Andijan Machine Building Institute. Uzbekistan
Mirzayeva Nargizoy Sanjarovna
Senior Teacher of Andijan Machine Building Institute. Uzbekistan
Phone number: +99897 580 90 64
ABSTRACT: 1. Aims of teaching a foreign language;
Current article is devoted to the 2. Content of teaching, i.e. what to teach to
problems of teaching methods of English as reach the aims;
a foreign languages. In this article we look 3. Methods and techniques of teaching, i.e.
through different methods in this field. how to teach a foreign language to reach the
Methods of foreign language teaching and aims in the most effective way.
its relation to other sciences. Methods of Methods of foreign language teaching
foreign language teaching is understood are closely related to other sciences such as
here as a body of scientifically tested theory pedagogics, psychology, linguistics and some
concerning the teaching of foreign others.
languages in school and other educational Pedagogics is the science concerned
institutions. Teaching a foreign language with the teaching and education of the younger
means first and foremost the formation and generation. Since methods also deal with the
ï problems of teaching and education, it is most
in listening, speaking, writing, and reading. closely related to Pedagogics. One branch of
Pedagogics is called Didactics.
KEYWORDS. Method, other sciences, Didactics studies general ways of
pedagogics, psychology, linguistics, teaching in schools. Methods, compared to
didactics, effective learning, investigation, Didactics, studies the specific ways of teaching
conclusion, repetition, determine, a definite subject. Thus, it may be considered
assimilate, instruction, presenting, theory, special didactics. In the foreign language
dynamic stereotype, quotation, laboratory, teaching, as well as in the teaching of
test. Mathematics, History and other subject taught
in schools, general principles of Didactics are
INTRODUCTION: applied and, in their turn, in influence and
Methods of foreign language teaching is general principles of Didactics are applied and ,
understood here as a body of scientifically in their turn, in influence and enrich Didactics.
tested theory concerning the teaching of For example, the so
ò
foreign languages in school and other ófirst introduced in teaching
educational institutions. Russian scientist foreign languages. Now it has become one of
Rogova G.V. showed three main problems: the first introduced in teaching foreign
316 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 10, Oct. -2020
languages. Now it has become one of the psychologist P.K.Zinchenko proved that in
fundamental principles of Didactics and is used learning a subject bot voluntary and
in teaching all school subjects without involuntary memory is of great importance. In
exception. Programmed instruction was first his investigation of involuntary memory
applied to teaching Mathematics. Now through P.K.Zinchenko came to the conclusion that this
Didactics it is used in teaching many subjects, memory. Consequently, in teaching a foreign
including foreign languages. language we should create favorable condition
Teaching a foreign language means first for involuntary memorizing. P.K.Zinchenko
and foremost the formation and development showed that involuntary memorizing is
ï á possible only when pupils attention is
áä
ï
concentrated not on fixing the material in their
to develop such habits and skills of our memory through numerous repetitions, but on
students effectively if we do not know and take solving some mental problems which deal with
into account the Psychology of forming them, this material. To prove this the following
the influence of formerly acquired habits on the experiment was carried out. Students of group
formation of new ones and many other A were given a list of words to memorize
necessary factors that Psychology which can be (voluntary memorizing). Students of group B
applied to teaching a foreign language. For did not receive a list of words to memorize.
example, N.I.Zhinkin, a prominent Russian Instead they got an English text and some
Psychologist in his investigation of the assignments which made them work with these
mechanisms of speech came to the conclusion words, use them is answering various question.
that words and rules of combining them are During the next lesson a vocabulary test was
most probably dormant conclusion that words given to the students of both groups. The
and rules of combining them are most probably results were approximately the same. A test
dormant in the kinetic center of the brain. given a fortnight later proved, how ewer, that
When the ear receives a signal it reaches the students of group B retained words in their
áï
memory much better than the student of group
kinetic center. Thus, if a teacher wants his A. This shows that involuntary memorizing
students to speak English he must use all the may be more retentive under certain
opportunities he has to make them hear and
ä ï
speak it. Furthermore, to master a second scientist show that Psychology helps methods
language is to acquire another code, another to determine the role of the mother tongue in
way of receiving and transmission information different stages of teaching; the amount of
to create this new code in the most effective material for students to assimilate at every
way one must take into consideration certain stage of instruction; the sequence and ways in
psychological factors. which are more suitable for presenting the
Effective learning of foreign language material and for ensuring its retention by the
ï pupils and so on.
memory. That is why a teacher must know how Methods foreign language teaching has a
he
ï help his students to successfully definite relation to Physiology of the higher
memorize and retain in memory the language ä ï
material they learn. Here again psychologically ò
óáò
investigations are significant. For example, the ó ò
ó
317 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 10, Oct. -2020
examples. Each of these interrelated theories linguistics, but tried to apply it to language
bears a direct relation to the teaching of a teaching, The following quotation may serve as
foreign language. a proof of this:
According to Pavlov habits are ò
conditioned reflexes and a conditioned reflex is to the Psychologist that the foreign language
an action performed automatically in response classroom should be an excellent laboratory in
to a definite stimulus as a result of previous which to test new theories of language
frequent repetitions of the same action. If we
óä
thoroughly study the theory of conditioned Language consists of four modalities
reflexes we shall see that it explains and listening, reading, writing and speaking. They
confirms the necessity for frequent repetitions are interrelated. Learners increase their ability
and revision of material students study as one to listen, speak, read & write by becoming
of the means of inculcation habits. Pavlov involved with language. Among language
ï activities teacher these modalities are known as the four
speaking and thinking are the functions of a òóäòó
special system of organic structures within the expertness.
nervous system. This system is developed only Judging the roles of the four skills we
in men. It enables the brain to respond to inner may say that listening is that component of
stimuli as it responds to outer stimuli or signals language with which every living being begins
perceived through the sense organs. Pavlov the learning process and we depend on
named this the second signaling system. throughout our life. nd
Consequently one of the forms of human Listening is important in 2 language
behavior is language behavior, i.e., speech pedagogy as one of the methods by which
response to different communication humans attempt to make sense of the
situations. surrounding world.
ïò
ó An experienced school teacher defines listening
also furnishes the Physiological base for many ò
ó
important principles of language teaching, e. g. middle schools but, probably in our society as
1
for the topical vocabulary arrangement. well ä
ò
Methods of foreign language teaching is most 2
ó
closely related to linguistics, since linguistics Listening status as a separate subject
deals with the problems which are of has gradually given teachers the opportunity to
paramount importance to methods with focus on particular activities in all language
language and thinking, grammar and components, i.e. be able to produce a FL sounds
vocabulary, the relationship between grammar and prosodic units in phonetics & phonology,
and vocabulary, and many others. Methods develop a whole vocabulary of a text, establish
successfully use, for example, the results of sentence patterns and follow directions all
linguistic material for teaching. It is known that essential for developing speaking, reading and
structural linguistics has had a great impact on writing.
language teaching. Teaching materials have Be allowing us to hear and interprete
been prepared by linguistic and methodologists environmental sounds listening serves as an
of the structural schools. Many prominent aural vehicle for comprehension
3-
linguists have not only developed theory of development . To our mind there must be
318 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 10, Oct. -2020
lessons in listening need to involve students as Traditionally in listening there is an
active listeners: for example, discussing a book assumption that students can improve their
the have readm plays, films and art shows they perception, then their ability to speak the
have seen-give the learners a purpose for language will also improve? The learners were
listening. exposed to their teacher speaking English. The
The first listening activity focuses on
ï
comparing and contrasting the meaningful and
áåää
non- ï á There appear some questions. Nowadays the
whether they are separate phonemes or non-phonetician teachers assume that students
allophones of certain phonemes: will pick up the ability to acquire the RP type of
a) The articulation of the consonant sound [t] English naturally from radio TV as they
in vowel and consonant environments: team, acquired some command of the production of
ten, two, tank, try, eight, eighth, cotton. English segmentals & suprasegmentals. But this
b) Substitution of sound change the meaning is unachieved task.
and the form of words: pen-ten-men-hen-
when, sing-sang-sung. REFERENCES:
One aspect of listening, auditory 1. Methods of Teaching English' - Rogova G.V.
discrimination distinguishes the difference 2. "Theory of foreign language teaching"
between sounds aids spelling and reading P.K.Zinchenko
ã
òó 3. The syllabic structure of English N.I.
uttered in some ways: good, blood, moon, poor: Zhinkin
òó as though, thought, 4. Child Development Theories: Ivan Pavlov -
cough, enough, through. First Discoverers.
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