The department of roman-german philology content based instruction of foreign language teaching course work done by

THE MINISTRY OF THE HIGHER AND SECONDARY
SPECIAL EDUCATION OF THE REPUBLIC OF
UZBEKISTAN

URGANCH STATE UNIVERSITY

THE DEPARTMENT OF ROMAN-GERMAN PHILOLOGY
CONTENT BASED INSTRUCTION OF FOREIGN LANGUAGE TEACHING


COURSE WORK
Done by:_____________________________________
Supervisor:___________________________________

URGANCH– 2022

CONTENTS


INTRODUCTION…………...………..………............................………...…....3
CHAPTER I. The importance of learning foreign languages ....….……........6
1.1. Content-Based Instruction in a Basic Russian Program
Betty Lou Leaver…................................................................................................6

1.2. Methods and strategies of learning foreign languages…………...……….....9

CHAPTER II. USE OFEFFECTIVE METHODS IN
LANGUAGE TEACHING…………….………………………..……….….....18

2.1. Teaching for Communicative and Cultural Competence: Spanish

through Contemporary Mexican Topics……............................……......…...…..19

2.2. An Indonesian Example Jijis Chadran and Gary Esarey ..……...………….25

2.3. Curricular Implications in an Advanced Content-Based Foreign

Language Program.…….......................................................................………….27

CONCLUSION…...............................…………………………………….…….30
REFERENCE..............................................……….……………………….…....32
INTRODUCTION
Learning foreign languages ​​is very important because knowing the language helps to achieve high results. There are various methods and techniques in learning and teaching foreign languages. The education system is currently undergoing a lot of reforms. Many laws and decrees have been passed in this regard.
The President of Uzbekistan Shavkat Mirziyoyev signed a law “On Education” in new edition.
In accordance with the Law, the types of education are:
- preschool education and upbringing;
- general secondary and secondary specialized education;
- professional education;
- higher education;
- postgraduate education;
- retraining and advanced training of personnel;
- extracurricular education.
General secondary education includes grades I – XI.
Secondary specialized education is carried out for 2 years on the basis of 9-year basic secondary education in academic lyceums.
Vocational education includes primary, secondary and specialized secondary levels.
Initial vocational education is carried out in vocational schools on the basis of 9th grade graduates on the basis of 2-year integrated curricula on a free basis.
Secondary vocational education is carried out in colleges in full-time, evening and part-time forms of education for up to 2 years on the basis of a state order or a paid contract.
Secondary specialized vocational education is carried out in technical schools in full-time, evening and part-time forms of education for at least 2 years on the basis of a state order or a paid contract.
According to the Law, state higher, secondary special, professional educational institutions and their branches, as well as higher, secondary special, professional educational organizations with the participation of the state and their branches are created by decisions of the President or by decrees of the Government.¹
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second language acquisition involves various contributions, such as linguistics, sociolinguistics,² psychology, cognitive science, neuroscience, and education. These multiple fields in second language acquisition can be grouped as four major research strands: (a) linguistic dimensions of SLA, (b) cognitive (but not linguistic) dimensions of SLA, (c) socio-cultural dimensions of SLA, and (d) instructional dimensions of SLA. While the orientation of each research strand is distinct, they are in common in that they can guide us to find helpful condition to facilitate successful language learning. Acknowledging the contributions of each perspective and the inter disciplinarity between each field, more and more second language researchers are now trying to have a bigger lens on examining the complexities of second language acquisition.
The subject of my course work is the study of foreign languages, and I have quoted the research of scholars on this subject. As well as examples from the research studied by the scientists and their achievements and results. Also we learn in Chapters 1 and 2 we learn the importance of foreign languages, the achievements made, the effectiveness of various methods and research.
Also Stephen Krashen³ is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recen research has involved the study of non-English and bilingual language acquisition. Since 1980, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada.
This is a brief description of Krashen's widely known and well-accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching.
This volume does focus on the pedagogical concerns of CBI. Our objective is to give language educators concreteand practical ideas for implementing CBI, not to expound on all the reasons why theory suggests that we do so. We and our colleagues present eleven case studies of successfully implemented models of CBI.
Each chapter describes a CBI course or program that was actually implemented and evaluated. The nine foreign language models include programs in Arabic, French, Indonesian, Italian, Russian, Serbo-Croatian, and Spanish; the two FLAC programs encompass more than a dozen other languages. Students' language proficiencies range from beginning to advanced levels. There are single-teacher models and multi-teacher models in a broad variety of settings that include the Foreign Service Institute (FSI), the Defense Language Institute (DLI), the Monterey Institute of International Studies, Columbia University's Center for International Studies, Ohio University, SUNY Binghamton, the University of Utah, and the University of Minnesota. Taken as a whole, this collection represents a broad overview of CBI in foreign language programs for adults during the last decade.

CHAPTER I. The importance of learning foreign languages.

Learning a second language has been compared to learning to ride a bicycle, learning to play tennis, or learning to play a musical instrument. In spite of broad recognition that the best way to learn these skills is by doing them, not just by studying about them or performing exercises and drills, our traditional foreign language classes resemble music classes in which all of the learners' time is spent practicing scales and studying theory, and they are not permitted to play any real pieces until they are proficient enough to give a recital. Content-based foreign language

instruction, on the other hand, encourages students to learn a new language by playing real pieces actually using that language, from the very first class, as a real means of communication.