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

The Natural approach put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hy­potheses were at the foundation of the Natural approach: the acquisition/ learning hypothesis (only natural-like acquisition can result in mastering the language while "learning" helps getting knowledge about the lan­guage), the monitor hypothesis (explicit knowledge has only one func­tion, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predicta­ble order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition).
Self-fulfilment of learners is achieved through learner-centered teaching by using interactive tasks in pairs and small groups, creating a supportive environment and building confidence in learners.
Intensification tendency
Total Physical Response (TPR) is the combination in the teaching method of speech and action. The method combined verbal rehearsal with motor activities.
The Silent Way was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will pro­duce more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with minimal language skills rather than rehearse and remember.
Suggestopedy aimed at optimising learning by music and rhythm, au­thoritative teacher's behavior and ‘infantalisation’ of learners, physical and psychological relaxation. The focus was on the memorization proc­esses, which according to the authors, was 25 times faster than in con­ventional learning.
Another example of exploiting resources of the human psyche in teaching languages is neuro-linguistic programming (NLP), NLP is shap­ing one's inner world through reevaluating one's experience and using the power of the word. It aims at opening up one's inner resources as a way towards accelerated learning.