Innovatsion yechimlari

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ZAMONAVIY FAN, TA’LIM VA ISHLAB CHIQARISH MUAMMOLARINING
INNOVATSION YECHIMLARI 
ILMIY AMALIY ONLAYN KONFERENSIYA 
https://t.me/scienceboxofficial http://conf.sciencebox.uz/
1 
 
 
 
 
Abstract: 
This article discusses the main methods of teaching foreign languages: grammar-translation 
method, audiolingual/audiovisual method, communicative-pragmatic method and mediation (or direct) 
method. A thorough analysis of these methods is carried out. Knowledge of the above methods for 
foreign language teachers is necessary in choosing the most suitable teaching aids, as well as the best 
methodological method for a certain group of students. 
Keywords:
humanities and social sciences, methods of teaching foreign languages, pedagogy.
Upon completion of the university course, students should be ready to solve practical problems in their 
future professional activities, therefore, the educational process should be organized so that the student 
does not act as a passive recipient of knowledge, but acts as an active participant in the learning 
process, acquires team and individual work skills, develops called soft skills, learned to solve problems 
similar to those that may arise in the course of his professional activities. Teachers, theorists, 
methodologists, heads of educational institutions came to the realization that the key qualities of 
university graduates are not a set of theorized knowledge, but a willingness to learn new things, 
purposefulness, and a creative attitude to activity [4, p. 25]. In this regard, it is not surprising that the 
absolute majority of new author's teaching methods prioritize the parameter of practice orientation. In 
modern conditions, special attention is paid to the quality of student training; new, more effective and 
modern methods of teaching and interaction with study groups are being developed. At the same time, 
the segment of pedagogical science that is aimed at improving the methods of teaching foreign 
languages is developing most actively, which, however, is not surprising: a foreign language is an 
integral component of the professional competence of a specialist, regardless of the chosen field of 
activity. 
In comparison with the statements individually made and evaluated by the teacher in the traditionally 
extensive pedagogical paradigm-intensive, interactive learning 
Has a number of advantages: constant maintenance of the attention of those who communicate, their 
speech activity, creating a sense of belonging, collectivism, the possibility of creative search and 
immersion in a foreign language communicative 
New methods are aimed, among other things, at neutralizing negative factors that hinder effective 
learning (a psychological barrier when speaking a foreign language).language, fear of mistakes, 
stiffness, passivityetc.). 
Ideas about reforming foreign language teaching systems and shifting the focus to the side 
intensification and interactivity began to dominate in pedagogical circles already from the second half 
of the twentieth century, gradually, pointwise, realizing in real practice. Already at this stage, teachers