Page 1 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 05
May 2019
Available online:https://ejbss.org/ P a g e | 610
Methods of teaching in foreign and nonspecific directions
Abdullayeva Nabiya Idrisovna
Sulaymonova Dilnoza Hamzayevna
Fattoyeva Zarina Raxmatovna.
Bukhara branch of the Tashkent Institute of Irrigation and agricultural
mechanization engineers. Teachers of the Department of languages.
Anotation:The method of teaching foreign languages is a system of
knowledge about the laws of the process of teaching a foreign language and
the ways to influence this process in order to optimize it. Teaching method
foreign language opens and substantiates the laws of foreign language
teaching. Historically, there were two functionally different methods: General
and private methods. The General technique, as a rule, is devoted to the study
of the laws and features of the process of learning a foreign language,
regardless of what foreign language in question. Thus, the principles of
selection of educational material, the ratio of oral and written speech at
different stages of the lesson, etc. they will be the same for any of the Western
European languages studied in secondary schools of our country in equivalent
conditions of education.
Key words: General and private methods, learning process, educational
process
However, knowledge of the General laws of teachi ng foreign language
insufficient when the teacher is faced with the specific features of a particular
foreign language. Thus, the ways of mastering the verbal forms of Continuous
are specific only for the English language, cumbersome models of word
composition, declension of nouns and adjectives are typical for the German
language, and the methods of formation of numerals, the use of diacritics, the
reduction of the article, the presence of a partitive article – in French.
Significant differences are observed in phonetics: for the English language
specific triphthongs and diphthongs, for French – nasal vowels. As experience
and practice shows, the teacher needs to develop and implement such
techniques, methods and forms of training that contributed to the rapid
Page 2 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 05
May 2019
Available online:https://ejbss.org/ P a g e | 611
mastery of students relevant specific phenomena in a particular foreign
language. Thus, the private method explores the teaching of language and
speech phenomena that are specific to a particular study of foreign language.
General and private methods are interrelated. General method it is
enriched on the basis of experience of private techniques. In turn, the laws of
the General technique are reflected in the private. The subject of foreign
language teaching methods is the accumulated knowledge about the object, a
numerous theory that models the learning process; it is the laws of the learning
process of foreign language. The basic concepts that make up the Foundation
of the methodology include: process, goals, content, principles, methods,
techniques, tools and organizational forms of training.
The purpose of training is what we strive for in the process of learning
foreign language, it is an ideally planned result [3]. First, the goal of training
is set, only then the methodology is developed. The purpose of training is
closely related to
learning conditions, as without them it is impossible to achieve. Learning
conditions are the circumstances under which learning takes place. The means
of training are the tools of the educational process, with which more
successfully and in a short time achieved the goals. The means of training
include: textbook, workbook, tape recorder, cards. All of the above categories
serve the learning system – a universal model of the educational process,
corresponding to a certain methodological concept. Training system – a
complete set of components corresponding to a certain methodological
concept; it defines the goals, content, principles, methods, techniques,
methods, means, forms of organization of training and, in turn, is determined
by them
The system of teaching a foreign language is based on the provisions of
the universal connection and interdependence of the phenomena of reality, the
integrity of the continuously developing world and the systematic reflection of
our knowledge about it. The integrity of the system is ensured by a variety of
links between its elements and their interaction in the functioning of the
system.With regard to the teaching of foreign languages, it is advisable to
consider the concept of the system at two levels: at the level of the most
Page 3 of 5
European Journal of Business &
Social Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 05
May 2019
Available online:https://ejbss.org/ P a g e | 612
significant phenomena and processes that determine the initial provisions of
the methodology of teaching foreign languages; at the level of the pedagogical
process, that is, the activities of teachers and students, mediated by the
educational complex, which determines the end result — a certain degree of
training.
The connection with linguistics is important and necessary for the
methodology. The subject of training is the training of speech activity on the
material of language. Linguistics also describes the basic system properties of
a particular language, formulates them in the rules that are active the method
is used in the development of specific training models. The technique is in
close connection with psychology. The technique uses the data of
psychological science about the peculiarities of perception in teaching a
foreign language, the role of thinking and its connection with language, the
ratio of conscious and unconscious (a combination of arbitrary and
involuntary attention, awareness and imitation), the formation of skills and
abilities, motivation of educational activities, etc. In its provisions, the
technique is based on the study of L. S. Vygotsky, S. L. Rubinstein, A. N.
Leontief, in which the developed theory of action, especially mental activity,
draws the data on the memory issues, formation of skills, mechanisms of
speech, is taken into account the theory of installation. Great contribution to
the development of the techniques introduced scholars who dedicated works
to the development of foreign language teaching.
The merit of V. A. Artemov, B. A. Belyaev and other psychologists is that
they not only approved speech as an object of learning, but also gave a
psychological justification for the need to teach speech in all forms in a
foreign language. Based on the General psychology, pedagogical psychology,
psychology of learning a foreign language, the technique draws from them
data on the psychological characteristics of speech, speech and written,
external and internal. It is undeniable that using the General psychological
concepts of formation of skills and abilities in the activity, the technique
clarifies them on the material of their own subject and enriches the General
psychological theory of activity with such specific categories as speech skill,
speech ability. Therefore, the connection of the methodology with psychology
should be understood not as an elementary use of the methodology of
