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

The principle of visualization has always been very important for language learning since the gaining of knowledge begins either with sense perception or with what has been formerly perceived, that is, with previous experience. Visu­alization, as it is understood here, may be defined as specially organized demonstration of linguistic material and language behaviour characteristic of the target language with the purpose of helping the pupil in understanding, assimilating, and utilizing this in connection with the task set. Since pupils acquire a second language in artificial conditions' and not in real life, as is the case when children assimilate their mother tongue, visualization should be extensively used in foreign language teaching. Through visual presentation of the mate­rial and the pupils' observalion of language behaviour of native speakers they acquire the necessary habits and skills plays an important role in teaching and learning a foreign language since it provides conditions for sense perception of the material and ensures pupils' activ­ity in the target language .
The use of visualization makes foreign language lessons emotionally coloured, gets the pupils interested and awakens their thought. All these provide favourable conditions for the realization of the principle of conscious and active teaching and create natural situations for the use of the language as a means of communication.
Visualization implies an extensive use of audio-visual aids and audio-visual materials throughout the whole course of foreign language teaching for presentation and retention of the linguistic material, and for developing oral and written language, although there are to be used differently depending on the stage of instruction, the age of pupils, their progress in the target language, and other factors.
The extensive use of audio-visual aids and audio-visual materials the teacher of a foreign language has at his disposal nowadays, together with the use of carefully selected and graded linguistic material, create favourable conditions for teaching pupils to understand the foreign language when it is spoken and to speak it themselves. This is the first step when dealing with beginners. Hence the methodological principle may be formulated as follows:
In teaching a foreign language at schools it is necessary to follow the oral approach as it is the one that allows the pupil to deal with the language in its primary func­tion — as a means of communication.
The principle of accessibility. In teaching of every subject including a foreign language, the principle of accessibility is realized through conformity with the following requirements:

1. 
   The subject- matter of the instruction must correspond to the age and mental powers of the learners; be either too difficult ,nor to easy or too childish for them.
   
2. 
   be rightly closed, i.e. be neither overabundant, nor scarce ; this refers to the whole course as provided for in the program, to teach lesson, and each home -assignment; in terms of time relations this means that the rate of progress of the instruction must be neither too rapid nor too slow;
   
3. 
   Be properly graded; each stage should be prepared by, and follow logically from, the preceding stages, without gaps or missing links in the previous instruction.
   
4. 
   be so presented that the pupils have to grapple only with one difficulty at a time; graduation of difficulties is also an indispensable condition of accessibility.
   

For example, new grammar material should be introduced on familiar lexical material lest the pupils should be confronted simultaneously with two sets of difficulties. Or in teaching the Past Indefinite tense aspect form of the verb the affirmative form must be introduced first, then the interrogative and negative.
The Principle of Durability stands somewhat apart from the other didactic principles in so far as it determines the nature not of the teaching, but of the assimilation of the instruction.
To be exact, it (durability) means the ability of a pupil to keep in his memory linguistic and language material he learns of ready access, i.e. the pupil can use units of language semantic-patterns whenever he needs them for oral or written communication. The durability is ensured :
- by vivid presentation of the material ,when pupils are involved in the act of presentation ,their thinking and senses are at work;
- by constant revision or drill pupils reproduce the material ,and review it throughout the course, their auditory, visual, kinesthetic and motor analyzers are at work;
- By the use of the material on the part of the learners for communicative needs: pupils and read texts with various assignments to get information through hearing and reading, they carry on conversation within the topics and material covered;
- By systematic control;
- By constant supervision of pupils’ habits and skills on the part of the teacher.
Under these conditions pupils keep the material in their memory because it is constantly reviewed by them and revised by the teacher. Modern methodology pays much attention to this principle. The idea of intensive work of visual, auditory, and kinesthetic analyzers has been made real because of the use of various teaching aids and teaching materials.
The principle of individualization in foreign language teaching is of great importance since this subject is an essential one in the curriculum in out schools therefore each pupil should habits and skills the syllabys sets. However some individuals in a class learn more rapidly than others. The teacher should access the progress of each individual in the class and find the way hoe to manage the classroom activity so that the slowest learners are not depressed by being left behind and the fastest and most able learners are not frustrated by being held back. Individualization in foreign language teaching is achieved:

1. 
   through the use of so-called “individual cards”(раздагочный материал)
   
2. 
   through the use of the programmed materials when each pupil can work at his own place;
   
3. 
   By special selection of exercises for each group of pupils in the class: bright average and dull; the former can do more difficult exercises than the latter; by the use of additional material, for example: for reading for bright pupils. by arranging pupils communication in the target language so that each pupil can do his best as a participant of the work done in the classroom.
   

In conclusion it should be said that to apply the principle of individual approach in foreign language teaching the teacher should be familiar with the class, with its individuals.