Specific educational problems

particular foreign language. Thus, a private 
 
Foreign Language Teaching 
Methodology as An Independent 
Theoretical and Applied Science
Shadmanbekova Kamola 
Abdulazizovna
Senior Teacher 
Department of "Natural-Scientific and Humanitarian sciences" of 
the Correspondence faculty, Tashkent institute of Finance
A
BS
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The article discusses foreign language teaching methodology as an independent 
theoretical and applied science. The study of foreign languages in modern society is 
becoming an inseparable component of the professional training of specialists of various 
profiles, and the successful solution of professional growth issues and the expansion of 
contacts with foreign partners largely depend on the quality of their language training. 
Keywords: 
General methodology, basic concepts, process, goals, content, 
principles, methods, techniques, teaching aids, organizational 
forms of teaching. 

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Volume 2| November 2021 
 
ISSN: 2795-739X 
Eurasian Journal of Learning and Academic Teaching 
www.geniusjournals.org 
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methodology examines the teaching of those 
linguistic and speech phenomena that are 
specific to a particular foreign language being 
studied. 
General and specific methods are 
interconnected. The general methodology is 
enriched on the basis of the experience of 
private methods. In turn, the regularities of the 
general methodology are reflected in the 
private one. The subject of the methodology of 
teaching foreign languages is the accumulated 
knowledge about the object, a numerous theory 
that simulates the learning process; these are 
the patterns of the process of learning a foreign 
language. 
The basic concepts that make up the 
foundation of the methodology include: 
process, goals, content, principles, methods, 
techniques, means and organizational forms of 
training. 
The basic categories of the technique are 
considered to be: 
Method
as a system of purposeful actions 
of the teacher, on the one hand, and educational 
actions of students, on the other. 
Technique
- an elementary methodical 
act aimed at solving specific problems at a 
certain stage of the lesson. The method is 
implemented in a system of techniques. The 
communication-oriented teaching method is 
implemented in the following techniques: 
- 
Technique 
of 
role-based 
communication 
- Technique of the formation of the 
approximate ability of students 
- Techniques for teaching speech 
interaction 
- Techniques for systematizing speech 
knowledge 
- Techniques for deepening and 
expanding content 
- Increasing the intensity of independent 
work 
- Techniques for stimulating speech-
thinking activity. 
- Techniques for standardized control. 
The approach
is a common starting 
position, starting from which the researcher 
considers most of his other positions. The 
question of the relationship between the 
method 
and 
the 
approach 
remains 
controversial. Domestic methodologists and 
most foreign researchers believe that the 
approach to teaching plays a fundamental role 
and is the dominant idea on which the new 
method is built. The method and approach are 
interrelated and interdependent, they are 
characterized by constant interaction. 
Researchers unanimously express the 
opinion that there is no absolutely correct and 
effective method for all learning conditions and 
come to the conclusion that it is necessary to 
combine different approaches, principles and 
elements of different methods, taking into 
account the specifics of learning, since what is 
effective in one setting can have a completely 
opposite result in a different learning 
environment. 
The principle
is the guiding idea. It is 
customary to single out the following general 
didactic, general methodological, particular 
methodological principles. K.V. Minyar-
Beloruchev in his research identifies the 
following principles of teaching: the principle of 
a differentiated approach, the principle of 
managing the learning process, the principle of 
isolating specific landmarks, the principle of an 
integrated approach to motivation in teaching a 
foreign language. 
The goal of training
is what we strive for 
in the process of teaching a foreign language, it 
is an ideally planned result [8]. First, the goal of 
training is set, only then a methodology is 
developed. The goal of training is closely related 
to the conditions of training, since without them 
it is impossible to achieve it. Learning 
conditions are the circumstances under which 
learning takes place. The means of teaching are 
the tools of the educational process, with the 
help of which the set goals are more 
successfully and in a short time achieved. The 
teaching aids include: textbook, workbook, tape 
recorder, cards. All of the above categories 
serve the training system - a general model of 
the educational process that corresponds to a 
specific methodological concept. The training 
system is a complete set of components 
corresponding to a specific methodological 
concept; it determines the goals, content, 
principles, methods, techniques, methods, 

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