Termez state university faculty of foreign philology department of english language and literature

Think, pair and share. First, when applying the interactive teaching style, you will need to frame a question or a problem then the need to pair your students will arise. Assign a question to each group and allow them to reach to the conclusion in a sufficient time. At last, you allow each one from the pair to draw the conclusion in their personal voice. You can ask each one to explain the conclusion or you can ask one student to explain the concept and another to explain what they learnt. With this way, students will show communication with other students.⁵
Buzz session. In the Buzz session, a single topic is allotted to the participants and they are asked to come together in groups to explain the concept. The group participation allows each member of the group to represent their thoughts and ideas equally. It helps to boost encouragement among the students within each group. Students will learn to learn from everyone’s experiences and get advantage of everyone’s ideas
Incident process. This Interactive teaching method is a case study method with a few dissimilarities from the core case study format. It is not as rigid as full case format training. The main aim of introducing Incident Process in teaching methods is to learn how to solve real problems. It involves real people who make students ⁶prepare for life beyond the limitations of classrooms.
Question & Answer sessions. The interactive teaching method is really helpful for seeing students’ participation. Once you introduce the topic to the students in the classroom, do not start lecturing on it. Instead, ask each student to write down their question on a small paper regarding the topic. Then collect all the cards, mix them up, and then start Question & Answer sessions.
Exit slips. Use this interactive teaching method to check the activeness of students during the class. You can apply this method at the end of the class session. Once you finish the lecture session, ask students to write on a specific question only for one minute. It could be any general question such as “what was the most important thing you learned today”. Read what your students have written and if you find it necessary, you can open up a conversation about it in your next session of the class. These are a few interactive teaching methods you can introduce in the classroom to make the teaching interesting, informative, and engaging for students.⁷ History of teaching English language reaches to Middle Ages. Over such along period of time linguistic methodology faced to reforms many times. Theaim of these papers is not to map development of all methods used withinthe history but I focused on two, commonly used in today’s conditions: grammar-translation method and communicative approach.Learners aged six to eight obviously have a shorter attention span. They consider it is very boring to remember English vocabulary words if they are presented as a list reinforced by repetitious drill. In modern methodology two main tendencies set apart: methods in which the teacher has the most important role and chooses the items students will learn opposing the one where focus shifts away from the teacher to the students. This makes students more responsible for their own learning and allows to meet individual needs of each students. In recent years , there has been a major shift in perspective within the language teaching profession concerning the nature of what is to be taught. In simple terms, there has been a change of emphasis from presenting language as a set of forms (grammatical , phonological, lexical) which have to be learned and practised, to presenting language as a functional system which is used to fulfil a range of communicative purposes, which is described as communicative competence. The aim of this thesis is to present both attitudes, which are still widely used in foreign language education area. Each method is introduced concerning its principles and the advantageous place for practical application is elicit. Activities play an important role in learning the manings of vocabulary words, and these teaching tasks are important to make connections among words, concepts and learning strategies to make word-learners be more participative in the. Teachers should try to design various teaching activities in class that allow for the use of physical action, phonological interest, and excitement of the imagination. Here are some activities that support all three of the above elements.⁸ Teachers can try to use the vocabulary words they have learned to make up some children‘s poems that appeal to younger students‘ level of comprehension. Such poems mostly have their own rhymes, interests and artistic quality. Primary students aged six to eight are fond of reading and reciting poems. Children‘s poems also offer abundant cultural content. It is impossible for primary pupils to focus all their attention for the length of a class period. Therefore, the success of such poetry depends on both the content and the method that the teacher use in the class to convey the poems. This type of material can teach about the target culture as well as teaching vocabulary.⁹ Singing songs in English is a good activity for learning the word in class. If students sing one or two songs with appropriate gestures, a harmonious class atmosphere is encouraged, and students attention is easily focused. Singing songs with gestures, using them just as with poetry, increases student involvement in the learning process. Activities that are gestural, visual and physical can be used in learning new skills which include both learning physical concepts, as well as arriving at the goal of learning and knowing vocabulary words. Their Role in Teaching and Learning. In the class, teachers can divide the whole class into several groups; each group is required to participate in the chorus so that they can master more and more vocabulary words in the activity of collaborative learning for very young students. Students can connect certain vocabulary words with the music, hence raising students‘ interest in reviewing some English words. For example, when the students are reviewing vocabulary words about the different parts of one‘s div, the teacher can connect these words with the popular song titled The Song of Health‖ whose words are as follows: Please get up early, shaking hands, kicking legs, bending arms, clapping shoulders, so that you will be healthy¹⁰.‖ The brisk rhythm, melody, and different tones and cadence will attract the attention of primary pupils. They can dance together while singing this popular song. This series of activities will make students remember the vocabulary words automatically. A spelling competition in the class is also very important as a way to reinforce reciting vocabulary words aloud so the teacher can check for pronunciation. Even so, spelling the words mechanically and individually is so dull. Therefore, teachers should think about designing a more scientific method, that is, letting students make full use of their mouths, hands, and brains. Vocabulary knowledge is generally not taught as a skill individually. Instead, most methodologies of teaching vocabulary are considered as part of language learning such as reading or listening comprehension. In order to lessen the criticism Chastain offers about the way vocabulary teaching. Teachers can divide the class into several groups to have a competition. Or, small groups, if the students are older, could hold their own competition and select the strongest student then go on and compete with the representatives of other groups. Another way to bring physicality into the learning process could occur when the students are learning some words about fruit, and teachers bring different kinds of fruit to classroom for students to touch and eat. The eyes of all the students in each group can be covered with a blind fold. Students are then asked to taste the fruit in that group. And they will also be asked to spell the names of the fruit that students are tasting.¹¹ Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction. However, language itself is not only individual lexemes put together, but it is necessary to follow a set of grammar rules to assure correct comprehension of speaker’s intention. Therefore, vocabulary together with grammar rules acquisition plays significant role in foreign language teaching. The purpose of this thesis is to compare two different attitudes to language teaching methodology, which are widely used in current conditions¹²: the grammar-translation method and communicative approach, with their reasons what is to be taught and how they influence final students’ acquisition. The first part is devoted to the theoretical background of vocabulary teaching. It also resumes the principles of both examined approaches and monitors the development in language teaching area - the shift from focusing on grammatical forms which have to be memorized to the communicative function of language. Practical part was realized as an experiment in the classroom. I presented the same target language for two groups of students, using different approach for each. Experiment consists of three lesson plans for each group, followed with a test. Final results are directly confronted, and benefits of each method for students’ development are specified. The main goal is to assess the relationship between teaching approach and students’ final knowledge, focusing on vocabulary load.

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