Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Lecture-3
Historical survey of teaching foreign languages methodology

Plan
1.Priciples of foreign language teaching.

2.The notion “approach” in FLT.
3.Humanistic approach
4.Communicative approach.


Key words: fun­damental principles, didactics, conscious approach, principle of activity, visualization, durability, individualization, accessibility.

Methods of foreign language teaching are based on the fun­damental principles of didactics; among them, a conscious ap­proach to language learning, activity, visualization, and others. However, in foreign language teaching, due to the spe­cific features of the subject in which means and ends are equally essential, these principles are used in a particular way.

The principle of conscious approach to language learning implies comprehension of a linguistic phenomenon of language material by the pupil usually through the medium of the native language, or the arrangement of the material in sentence patterns graded in difficulties with the emphasis on some elements which are singled out as "teaching points". In all cases pupils understand both the form and the content of the material they are to learn, and they are aware of how they should treat the material while performing various exercises which aim at developing habits and skills in using it. Such an approach to language learning usually contrasts wifn "mechanical" learning through repetitive drill.
In teaching a foreign language therefore, it is more rea­sonable to help pupils in assimilating language rules which function in this language by introducing the rules, rather than to wait until the learners deduce these rules through speech activity. V. A. Artemov warns the teacher against put­ting this hard work on the learner's shoulders. Here is what he writes: „... не бояться языкового правила, не переклады­вать труд его выработки на плечи бесконечно повторяю­щего и бессмысленно подражающего учащегося, а искать оптимальное сочетание языкового правила и речевого дей­ствия в процессе научения речи на иностранном языке. ... Объединение правила и действия в любом виде деятельно­сти ведет к оптимально краткому времени работы и макси­мальной ее эффективности".
Proceeding from this consideration it becomes obvious that in learning a foreign language the pupil should acquire the rules of the language to be able to follow these rules in the act of communication; and the teacher's task is to help the pupil in this respect. From the definition given by the author it is clear that he does not mean "rules" in their traditional interpretation, but in the form of algorithms that can direct the pupil's learning and lead him along the shortest way to the desired end.
In teaching and learning, the foreign language and the mother tongue are closely connected and influence each other. The pupil can transfer language skills acquired in the native language to those in the target language. For instance, in teaching the English alphabet the teacher need not drill pu­pils in writing such letters as а, с, е and some others which Russian pupils can write because the Russian alphabet includes these letters. In teaching reading and pronunciation, the pupils easily cope with sound-and-letter analysis of words, as they are acquainted with that kind of work from learning the mother tongue. Studies of transfer show, however, that such a psychological phenomenon as transfer is not automatic. Pupils should be taught to transfer. Bright pupils transfer learning more rapidly than slow pupils. Transfer is increased when the situation to which transfer is made is similar to the original learning. A proper utilization of transfer can un­doubtedly increase the effectiveness of learning.
The pupil's mother tongue often interferes with the target language, i. е., the formation of new habits is hindered by habits already acquired. For instance, pronunciation habits in the mother tongue hinder the development of pronunciation habits in a foreign language. Habits and ski lis of correct speech, from grammar viewpoint, lead to constant mistakes in the foreign language as the pupils try to transfer the structure of one language to that of the other. In studying French or English Russian-speaking pupils often make mistakes in word-order. We believe that the best way to overcome interference is, on the one hand, some comparison of language phenomena in both languages clearly showing the peculiarities of the foreignlanguage, its distinctive features, its characteristics, and, on the other hand, constant practice in the foreign language that helps to overcome interference in developing pupils' habits and skills in the foreign language.
Consequently, from the analysis of the didactic principle of the conscious approach to foreign language teaching, we may formulate a specific methodological .principle which reads as follows:
In teaching a foreign language It is necessary to cope with the mother tongue of pupils.
This means that teaching a foreign language, for example, English to Russian, Chuvash, Bashkir, Arabic-speaking pupils should differ in the arrangement of language material and in the techniques of its presentation and retention. We cannot ignore pupils' native tongue in teaching a foreign language when searching for the shortest and most sound ways to the desired end. Indeed, Russian-speaking pupils and Arabic-speaking pupils have different troubles in learning English. The teacher either helps pupils to make a transfer, for instance, from Russian into English (little explanation, if any, and few exercises are needed in this case), or he gives pupils the necessary explanation and supplies them with exercises, which pupils perform within the target language, without stressing the difference by translation exercises; the latter work rather at comprehension than at forming new habits and skills.
In connection with the analysis of the principle of conscious teaching, it is necessary to dwell upon the forming of habits and skills in a foreign language. All language habits and skills are extremely complex in their nature and are closely connect­ed with conscious activity of students. What are habits? Here are some definitions of habits.
"A habit may be regarded as an instance of learning in which a relatively simple response is made, automatically and fairly frequently, to a relatively simple kind of situa­tion."
Consequently, a habit may be considered to be a dialecti­cal unity of automatism and consciousness. The psychological basis of habits is conscious associations, their physiological basis is temporary nerve connections, conditioned reflexes, arising as a result of reciprocal actions of first and second signaling system.
As to skills, they are defined as follows:
"A skill might be defined as an economical organization of behaviour achieving an intended effect."
В. V. Belyaev also distinguishes two kinds of skills. He calls them primary skills (первичные умения) and secondary skills (вторичные умения). According to Belyaev, who is known to be a defender of the conscious approach to teaching and learning a foreign language, the process of assimilation may be presented as follows:
1) primary skills supported and directed by theory, i. е., the learner is told what to do and how to do it, he is conscious of the action he is to perform,
2) habits, i. е., the learner performs the action until it
becomes habitual and does not require further attendance; and
3) secondary skills imply the use of the material in the act
of communication.
We agree with P. Y. Galperin as to the approach to the problem and distinguish the following stages in teaching a foreign language the pupils should pass through:

1. 
   the singling out of the structural signalsor the "orient­ing points" of a foreign language phenomenon being assimi­lated, followed by their cognition;
   
2. 
   the mastering of these "orienting points" by performing operations with the material under study, following a model;
   
3. 
   the performing of operations \\ ith the material under study without any "props";
   
4. 
   the using of the given phenomenon in communication in connection with a set task.