A Short History of foreign language teaching in Uzbekistan

Besides the mother tongue it was traditional and customary to know foreign languages, the languages of other nations. As it was done the part of the world from early tones. There was a necessity of knowledge of foreign language in all the periods of the development of the society. The main principle of the outstanding people (thinkers) was multilingual knowledge. People inhabiting in Uzbekistan knew each other's language. It was traditional to know neighbors' tongue. Besides it's known that leaning the language of for countries as well. Arabic, Persian were popular among the people. Most people learned European languages and Russian. In the 70th of past century some European languages has been taught.

We have many investigators of the History of foreign language teaching in Uzbekistan.

Among them is Rimma Alexandorovna. Zaripova a methodologist who divides the history of foreign language teaching into 6 periods. 1st period starts, from the 70th of the 19th century till 1917.

2nd period from 1917 till the beginning of the 30^th.

The 3rd period starts at the early 30th and covers the first half of the 40^th. The forth period covers the middle of the 40th till the beginning of the 60ies. The fifth

period covers the period from 1960 till the start of 1970. The 6th period is from the early 1970 till the time Uzbekistan gets its independence.

Methods of foreign language teaching in the republic have been only undergone in the

middle of the 50^th. But there were no textbook or manuals, original investigation.

Teaching foreign languages was based on the methods of teaching foreign

languages in Russian

Schools.

Real investigation, activity started after the appearance of I, V. Rakhmanov’s and A.A. Mirolyibov’s works. Under these conditions the history of foreign language teaching in the republic can be -divided into three stages:

1^st stase - till 1924;

2^nd stage- 1924-1960

3rd stage - starts from 1961

Before 1961 there weren't published textbooks, manuals or gone other teaching materials for Uzbek schools or higher educational establishments. Great changes have taken place after the decree on improving of foreign language teaching was issued. It is necessary to note that very fruitful were the years between 70"¹ and 80^th for the scientific research work in foreign languages teaching methods in Uzbekistan.

Lecture 8

Theme: Methods of Investigation of Foreign Languages Teaching Methods Problems

1.Main (basic) methods of investigation

2. Subsidiary methods

3. Summary

Methods of Investigation of the Foreign Language Teaching Methods Methods of foreign language teaching like any other sciences, has definite ways (methods) of investigating the problems which may arise. Methods of foreign language teaching methods are mainly grouped into two types:

1. Main (basic) methods of investigation.

They are as follows: a) a critical study of the ways foreign languages were taught in our country and abroad (методикалык мийрасларды уйрениу).

a) A thorough study and summing up of the experience of the best foreign language teachers in different types of schools (тэжийбелерди уйрениу,

анализлеу хэм жуумаклау).

b) Scientific research observation (ИЛИМИЙ БАКЛАУ)

c)Teaching as an experiment (тэжирибе рейтингде окытыу)

d) Test teaching (сынау окытыу)

e) Experimenting with the aim of confirming or refuting the working hypothesis that may arise during investigation.

2. Subsidiary method

a) Having questionnaire (анкета жургезиу)

b) Testing

o) The method of talking (Гурин жургизиу)

d) Statistical method

e) The method of chronometering (Ca6aк npoueccин жазып алыу хэм анализлеу).

Experimenting becomes more and more popular with methodologists. In experimenting methodologists have to deal with different data, that is way in arranging research work they use mathematics, statistics and probability theory to interred experimental results.

a) Research in Methods usually begins with observation of what is going on in the classroom.

- how a teacher and pupils react to each other (the division of Labor in the classroom);

- how pupils read, understand the teacher, speak or write;

- what mistakes pupils make in speaking, reading or writing;

- what difficulties they encounter while reading, hearing, speaking or writing;

b) Talks with teachers and pupils with the purpose of finding out something are also used in research in Methods. For instance, a research worker

wants to know (find out):

- how much time the pupil works at his English in the laboratory (at home)

• In the amount of material for home reading and pupils' treatment of

It;

• In the arrangement of pupils' work while developing some language skill,

d) Experiment or specially arranged teaching with the purpose of solving some methodological problem^ It is used for testing some hypothesis.

The experiment is usually connected with the introduction of some new technignes, material organization of pupils for learning. Shortly with some innovation. To experiment with a new way of teaching one needs experimental groups and control groups. The comparison of results shows the difference in pupils' learning.

The experiment requires the following procedure:

• pre-test in all the groups both control and those taken for experimenting;

• experimental class sessions (lessons);

• post-test

The difference in results testifies the effectiveness of teaching. For example, the following experiment was carried on. The hypothesis was: the wording of the task is essential for forming speaking skills.

In learning grammar pupils often perform mechanical exercises to acquire habits in using this particular grammar item. To such exercises belongs this one : «Make the following sentences negative», or «Make the following sentences interrogative*. In the experiment the assignments were given in the following wording: «Disagree with the speaker», «Ask if it is so». The only variable was the wording of the assignment. This trifle change resulted in an improvement in students' speaking reaching 30%. Here is meant correctness and tempo of speaking. The experiment allowed the experimenter to determine differences in pupils' achievement.

e) Questionnaires are extensively used in Methods. The research worker turns to the questionnaire whenever he needs answers t^ the questions he faces. For

example, he wants to know how much time teachers spend on checking pupils' homework (or how they check it). He distributes a questionnaire among teachers, they answers the questions. The analysis of their answers allows the experimenter to get the data.

In recent years there has been a great increase of interest in Methods since foreign language teaching has many attractions as an area for research. A great deaf of useful research work has been carried out. New ideas and new data produced as the result of research are usually developed into new teaching materials and teaching techniques.

It should be said that we need research activities of the following types: descriptive research which deals with "what to teach", experimental and instrumental research dealing with "how to teach".

More research is now needed which compares different combination of devices, various teaching aids, etc.

Lecture 9

Theme:The Teaching of Pronunciation

Problems for Discussion

1. General Remarks

2. The Importance of Teaching Pronunciation

3. The Content of Teaching Pronunciation

4. The difficulties in English Pronunciation experienced by Karakalpak-speaking pupils

5. How To Teach Pronunciation

The basis of all language skills is the sound structure. It is in these sound sequences that the ideas are contained. Listening is the first experience; the attempt to understand accompanies it. The acquisition of good pronunciation depends to a great extent on the learner’s ability of listening with care and discrimination. The phonetic system of English which consists of the following components: speech sounds, the syllabic structure of words, word stress, and intonation (prosody). These four components constitute what is called pronunciation. So the task is not only to teach correct pronunciation of sounds or sound sequences but also to teach pupils to use the stress in the right place, syllable division and intonation components, combined together. One of the tasks of language teaching consists in developing ways to help learner “and” the unfamiliar sounds. The hearing of a given word calls forth the acoustic image of that from which a pronunciation is obtained. Therefore teaching pronunciation is of great importance in the developing of pupils hearing and speaking habits and skills.

But just as a pupil reaches school level with an active command of grammar structures and vocabulary so he should arrive with an active command of grammar structures and vocabulary so he should arrive with an active command of pronunciation should be an integral part of an English teaching programme from the early stages, just as the teaching of structures and vocabulary.

Teaching pronunciation is of no less importance in the developing of reading and writing habits and skills, since writing (or what is written) is a graphic representation of sound sequences. In reading visual images become acoustic images. These are combined with kinaesthetic images, resulting in inner speech.

Wrong pronunciation often leads to misunderstanding. E.g., when a speaker or a reader replaces one phoneme with another he unintentionally uses quite a different word, in this way altering. The sense of what he wanted to say. E.g. White instead of wide; it instead of eat; pot instead of port, etc.

Every teacher must understand how important the teaching of correct pronunciation is.

Phonetics is not taught as a special subject at school; the pronunciation skills for pupils are formed (developed) in the process of speaking, reading and grammar lessons simultaneously of course, it is impossible to teach English pronunciation to schoolchildren as native speakers do. So the level of approximation is required. It means very close type of pronunciation to the literary standard English pronunciation. The following pronunciation requirements are put forward to the schoolchildren: the acquisition of the function of phonemes differentiating the meaning of words; the acquisition of fast and fluent reading habits; the listener should understand the speaker perfectly. One more requirement lies in the mastering of the automatic pronunciation skills; the normal tempo of speech must be 130-150 words per minute.

The schoolchildren must not only acquire the knowledge of word meaning differentiating function of phonemes but also they should master the usage of intonation patterns nuclear tones, as

well as the position matters the use of stress in a right place and rhythmic segmentation of phrases and sentences.

The language material of phonetic minimum is selected according 2 main principles. The first principle is the selection of the material needed for communication. According to this principle all the sounds differentiating word meaning and into phonemes are included into the teaching minimum. That’s to say phoneme variants, positional and combinatory variants, expressive intonation patterns are not included. Low Fall and Low Rise are the minimum requirements only.

The second principle is the stylistic one. Pupils should study English Uterary constitutes Received Pronunciation. This is the language of radio, TV, theatres, universities and schools.

In our schools we teach pupils literary pronunciation which is characterised by:

a) clear stress in all rhythmic groups;

b) clear pronunciation of the sounds;

c) typical abbreviations in auxiliary words; it’s, won’t, doesn’t, can’t, shouldn’t, etc.

Proceeding from the aims and objectives pupils must assimilate:

1. The sounds of the English language its vowels and consonants. They should be able in different phonetic contexts.

2. Some peculiarities of English Language in comparison with those of the Karakalpak language, such as, English vowels differ in quality and length of vowels is of no importance; the devoicing of the voiced sounds at the word final position leads to the change of word meaning, etc.

3. Stress in a word and a sentence, and melody (fall and rise). Pupils must be able to divide a sentence into groups and intone it properly.

Only when pronunciation is correct, when all main phonic rules are strictly followed, can one understand what one bears and clearly express one’s thoughts in English.

The teacher, therefore, faces the following problems in teaching pupils English pronunciation:

1. the problem of discrimination, i.e., the hearing the differences between phonemes which are not distinguished, or used in the Karakalpak language and between falling, rising and level tones;

2. the problem of articulation, i.e., learning to make motor movements adequate to proper production of English sounds.

3. the problem of integration, i.e., learning to make right stresses, pauses and use appropriate patterns;

4. the problem of integration, i.e., learning to assemble the phonemes of a connected discourse (talk) with the proper allophonic variations (member of a phoneme) in the moths, hard times;

5. the problem of automaticy, i.e., making correct production so habitual that it does not need to be attended to in the process of speaking.

Consequently, discrimination, articulation, intonation, integration, automaticy are the items that should constitute the content of the teaching of production, i.e., pupils should be taught to discriminate or to distinguish English sounds form mother tongue sounds, long sounds from sounds, long sounds from short ones; falling tone from rising tone; to articulate English sounds correctly, to use appropriate tone patterns; to integrate of to combine sounds into a whole and, finally, they should be taught to use all these while hearing and speaking the English language of course absolute correctness in impossible. We can not expect more than approximate correctness, the correctness that ensures communication between people speaking the same language.

Selected phonetic minimum is usually taught during the 1^st stage of teaching, i.e., 5-6 forms. This periods characterised with the formation of listening, hearing and pronunciation skills of the

children if these formulated automatic skills are not supported in the next stages the process of deautomaticy of the skills will take place.

Any language has its specific phonic system. This true for English as well. The sounds of English are not the same as the sounds of Karakalpak, though there are, of course, some sounds which occur both in English and in Karakalpak. There are many difficult sounds in English for Karakalpak learners, [ð, θ, r, ts, v, ,

, ∋, ε∋] for example. To Karakalpak-speaking pupils the combination of sounds [ θs ], [ ðz ] which occurs in English at the end of a word (moths, clothes) is strange and they find great difficulty in pronouncing a word with this sound combination. The sounds of English may be arranges in three groups: vowels, diphthongs and consonants. Vowels may be short and long. But Karakalpak vowels don’t fall under such grouping.

Some authorities D.Janes, consider the state of tension of tongue to be unimportant factor in the pronunciation of various vowel from lax vowels. Long sounds are fully long only when final - far, sea, saw, two, fur; Karakalpak - peaking pupils because they do not appear in their native language: [ ε∋, ou ].

English consonant also presents some trouble to Karakalpak pupils, first because there are sounds which are quite strange to pupils, for example, [ ð ], [ θ ]. In final portion voiceless consonants have strong articulation (white), voiced consonants - weak articulation (wide).

Therefore in teaching pupils how to pronounce consonants in final position the of teacher should emphasise the strength the of articulation and tenacity of voiceless consonants and weakness of voiced consonants. The sound is hardly pronounced and heard.

The pronunciation of words is not only a matter of sounds, but also of stress or accent. Some words have the hearer stress on the first part of the word: sorry, evening, morning, answer, and other words have the hearer stress on the second part: begin,

mistake, result. Stress is very important to the assimilation ofEnglish pronunciation.

Foreigners often find it difficult to understand an Englishman’s speech and ask him to speak more slowly, because in quick speech the accented syllables are so strong that they almost down the others.

The pronunciation of sentence patterns includes also variations of musical tones: rise and fall. English tone patterns differ from those of Karakalpak, that is why pupils find it difficult. Sometimes Karakalpak people speaking English use wrong intonation because of the interference of the mother tongue.

In teaching English pronunciation the teacher should bear in mind that the difficulties he will meet with - and they occur throughout the course - are sounds, stress, and musical tones should know. What they are and how to teach pupils to overcome these difficulties.

1) The phonic phenomena which do not require any explanation or special demonstration since there are similar phenomena in the mother tongue of the pupils. For example, sounds [b, k, m, s], a falling tone at the end of affirmative sentences.

2) The phonic phenomena which require only corrections, a little different in languages. E.g., English sounds [t, d, n, l]differ in pronunciation in comparison with corresponding Karakalpak sounds. The teacher shows the pupils how to pronounce.

3) The phonic phenomena which require explanation of special demonstration on the part of the teacher since they are quite

strange for Karalaplak-speaking pupils. E.g. English [ ], the rising tone in the interrogative sentence. Pupils should acquire new habits, there is nothing to transfer from the mother tongue.

How to Teach Pronunciation

One of the mains principled of teaching pronunciation is the comparison of the English phonic phenomena with those of other tongue.

Having acquired great skills of mother tongue pronunciation schoolchildren encounter great difficulties as the initial stage of learning English pronunciation on the one hand.

The interference may occur. On the other hand mother tongue habits may facilitate the process of mastering pronunciation. Pupils assimilate English pronunciation through: 1) the acquisition of new sounds, stress, tone-patterns; 2) drill in recognition and reproduction new material to acquire pronunciation habits, and 3) making use of the pronunciation habits in language skills (hearing, speaking, reading and writing).

In teaching pronunciation there are at least two methodological problems the teacher faces: 1) to determine the cases, where simple imitation can or must be used; 2) to decide on types of exercises and the techniques of using the,. Pupils must because conscious of the differences between English sounds and those of the native language. This is possible provided the foreign sound is contrasted with the native phoneme which is substituted for it, e.g.

E(t)-K(m); E(n)-K(H); E(K)-K(p).

Each sound is also contrasted with the foreign phonemes which come close to it and with which it is often confused.

The contrast is brought out through such minimal pairs as: it-eat, spot-sport, wide-white, cat-cart, full-fool, boat-bought.

The experience of the sound contrast is reinforces audio-visually:

1) by showing the objects which the contrasting words represent. E.g. ship-sheep. The teacher makes quick simple drawing of a ship and a sheep on the blackboard or shows pictures of these objects.

2) by showing actions. E.g. He is riding - He is writing. Situational pictures may be helpful if the teacher can not make a sketch on the blackboard.

3) by using sound symbols [ ] - [ ]; [ ] - [ ]. To teach pupils how to pronounce a new language correctly in a conscious way means to ensure that the pupils learns to put his organs of speech

into definite positions required for the production of the speeds sounds of this language.

A person learning a foreign language unconsciously continues to use his muscles in the old ways and substitutes the phenomena the intonation of his native tongue, e.g. zis instead of this. In learning pronunciation great use should also be made of the method «imitation». Pupils learn to pronounce - new language by imitating the pronunciation of the teacher. The teacher is often at a loss, how to show his pupils the pronunciation of this or that vowel because he can not show them the position of the organs of speech while producing the sound. E.g. «back», «front», «the soft palate». It is easier for them to pronounce a sound, a word, or a sentence in imitation of the teacher that to assimilate «What is what» in the mouth cavity. Therefore pupils merely imitate the teacher. As to intonation it should be taught mainly through imitation, though some explanations and gestures in particular are helpful (hand moving): symbols ( ), ( ), ( ), ( ). Consequently, teaching pronunciation in school must be carried out through conscious approach to the problem and imitation of the teacher and speakerswhen tape-recordings and records are used. Pupils pronounce first in unison, then individually, then in unison again until the teacher sees that they can pronounce the sound, the word with the sound, and the whole sentence correctly. Individually - bright pupils, then average and finally slow pupils to pronounce.

Exercises used for developing pronunciation habits may be of two groups: recognition exercises and reproduction exercises. Recognition exercises are designed for developing pupils ability to discriminate sounds and pupils sequences. The ability to and is developed if the teacher uses the aural-oral method or oral approach in teaching the language (by ear). Pupils to be able to acquire the phonic aspect the language. It can be done:

a) by listening to the teacher pronouncing a sound, a sound combincation and sensible sound sequence;

b) listening to the speaker from a tape-recording. The followingtechnique may be recommended: the teacher pronounces his pupils to recognise the new sound.

E.g.: the new sound is [ ]. The teacher pronounces the words: a desk, a nest, a pen, a pan, a bed, bad. When a pupil hears the new sound he raises his hand, the teacher sees if the pupil can recognise the new sound.

The teacher pronounces the sentence: They left for Kiev yesterday and -asks his pupils to say which words are stressed. Ifthey say left, Kiev, yesterday they hear the stressed words.

The teacher pronounces English phrases with a rising or falling tone and asks pupils to raise their hands when they hear a falling tone, e.g. on the table - on the table. If the pupils raise their hands in the right place then it shows that they can hear fall and rise in the voice, therefore, they can recognise the melody.

Reproduction exercises are designed for developing pupils’pronunciation habits, i.e. their a ability to articulate English sounds correctly and to combine sound into words, phrases and sentences easily, enough to be able to speak English and to read aloud in this language. A few minutes at each lesson must be developed to drilling the sounds which are most difficult for Karakalpak - speaking pupils.

The material used for pronunciation drill should be connected with the lesson pupils study. If the teacher notes wrong pronunciation of [ ] or [ ] or [ ], he selects words with those sounds and includes them in pronunciation drills.

If the teacher is going to introduce the Present Continuous, pupils should be taught hoe to pronounce [ ]. The same should be done with the regular and irregular verbs in the Past Indefinite. When pupils study this tense, e.g. - ed [t, d, id]: buy - bought. The teacher may take poems for pronunciation of English sounds.

Proverbs and some useful expressions can be used as material for pronunciation drills.

The material pupils get for reproduction can be presented in two possible ways:

(1) through auditory perception only;

(2) through auditory perception reinforced by visual perception of a sound, a word, a phrase, a sentence, and a text. Hence pupils’ learning by heart the material included in a phonetic drill (rhymes, proverbs, poems, songs, dialogues) is not the main aim. The main aim, is pupils’ correct pronunciation with regard to sounds, stress, rhythm and melody.

It is impossible to underestimate the role that can be played by sound film loops, records, tape playback devices, video and computer in teaching pronunciation.

Some authors (A.P. Starkov, R.R. Dixon) recommend the «articulation exercises» that is the so-called «gymnastics of the tongue and lips». They are very helpful.

Pronunciation is a skill that should be developed and perfected throughout the whole course of learning the language that is why the teacher should use pronunciation drill during the lesson, irrespective of the stage of instruction

Lecture 10

Theme:Teaching Grammar

Problems for Discussion

1. The Importance of Grammar in Learning a Foreign Language

2. Comparative Characteristics of the English Grammar Structure with that of Mother Tongue of the Pupils (the Most Common Difficulties Pupils have in Assimilating English Grammar).

3. The Content of Teaching Grammar. The Principles of Selecting Grammar Material for Teaching.

4. How to Teach Grammar

5. Types of Exercises for Assimilation of Grammar

1. The Importance of Grammar in learning a Foreign Language Grammar is one of the components of language together with the

sound system and vocabulary. Studying grammar teaches you how total and write correctly. Teaching grammar of the pupils deals with the formation of grammar skills of the schoolchildren. That means the assimilation of word forms and combination of words in phrases and sentences, the study of how words and phrases are arranges in the expression of thoughts and ideas. This study (grammar ) of the language is parallel to a biologist’s study of a plant or animal: What are the various organs in this organism? How for they work? What do they do? How do they interact with one another? The learner needs to know what the words of the language are and what they mean. He also needs to know how to combine these words to say what he wants to say.

A command of the grammar structure of the language of the pupil ensures hearing, speaking, reading and writing. Grammar play the role of

forming and arranging the words, because like the vocabulary and the sound structure of the language grammar also makes material based of the language. It gives one definite meaning to the words in order to express the meaning (idea).

E.g. саган, китапты, бердим, мен - these are morphological aspect of grammar. At the same time these word forms are arranged into word combinations, sentences and texts, according to the syntactical features of the language.

That means a person having starts to utter the first word takes himself a grammatical obligation. It stimulates for searching rules of combination of words as a whole unit in the mind. Without assimilating the grammar mechanic, of the language one may fail to understand the sentence or to express himself correctly even if all the words are familiar:

E.g. We saw him book a ticket. It made me return home. Because each of the examples includes some grammar difficulties for Kazakh - speaking pupils (here infinitive construction and unusual meaning of the familiar words book and make). The pupil must look the word book up in a dictionary under v. In the second sentence the verb make is used in the meaning of «заставлять». The pupil can easily recognise it f he has learnt the infinitive construction.

No speaking is possible without the knowledge of grammar, without the forming of a grammar mechanism. If a learner has acquired such a mechanism, he can produce correct sentences in a foreign language. Paul Roberts writes: «Grammar is something that produces the sentences of language. By something we mean a speaker of English. If you speak English natively, you have built into you the ruled of English grammar. In a sense, you are an English grammar. You posses, as an essential part of your being, a very complicated apparatus which enables you to produce infinitely many sentences, all English ones, including many that you have never specifically learned. Furthermore, by applying your rule you can easily tell whether sentences that your hear is grammatical English sentence or not.»

A command of English as is envisaged by the school syllabus cannot be ensured without the study of grammar. Pupils need grammar to be able to and, speak, read, and write in the target language.

2. Comparative Characteristics of the English Grammar Structure with that

of Mother Tongue of the Pupils (the Most common difficulties pupils have in Assimilating English Grammar).

The fact that English and Kazakh belong to different families of languages says that they have both similarities and differences in Grammar

structure. From the viewpoint of morphological level in both languages there exist the endings (suffixes) of number and case in the nouns, tense, voice, mood, person and number categories of the verbs. But these categories are realised in different ways and causes much difficulties in the process of learning English.

бес китап (тар)               five books

The formation of the noun plural form in English by vowel and

consonant changing in the stem is one more differentiating feature of

English nouns.

E.g. Man- men              адам - адамдар

foot-feet                 аяк - аяктар

So the chief difficulty in a new language learning is that of changing from the grammatical mechanism of the native language to that of the new language. Indeed, every language has its own way of fitting words together that in Kazakh. The word order in: Tom gave Helen a rose indicates what was given (a rose), to whom (Helen), and by who, (Tom).

If we change the word order and say Helen gave Tom a rose, we shall change the meaning of the sentence. In Kazakh, due to inflections, which are very important in this language, we can say.

Том Ленага роза гул берди or Ленага Том роза гул берди withoutchanging the meaning of the sentence.

Both in English and Kazakh nouns have the category of case but there are 6 cases in Kazakh while English nouns have only two (Common and Possessive).

The English tense system also present a lot of trouble to Kazakh. speaking pupils because of the difference which exists in these languages with regard to time and tense relations. For example, the pupil cannot at first understand why he must say I have seen him today and I saw him yesterday. For him, the action is completed in both sentences, and he does not associate it in any way with today or yesterday.

The sequence of tenses is another difficult point of English grammar for Kazakh - speaking pupils because there is no such phenomenon in their mother tongue. Why should he say She said she was busy when She is busy?

The use of modal verbs in various types of sentences is very difficult for the learner.

For example, - May I go home? - No, you mustn’t. - May I take your pen? - Yes, you may. - Must I do it? - No, you needn’t.

Pupils find some specific yes of infinitive, participle and gerund constructions difficult. E.g. I saw him run (running). I want you to go there. There were seen to arrive. After finishing their work they went home.

The most difficult point of English grammar is the article because it is completely strange to Kazakh pupils. Preposition of English also cause great difficulties.

On the syntactical level there are some similarities and differences between the two languages.

The word order in the English sentence presents one more difficulty.

The word order in English is more strict but in Kazakh it is free.

E.g. The hunter caught the hare.

Аншы коян тутты. Коян тутты аншы. It is impossible to change the word order in English. The hare caught the hunter. Caught the hunter the hare.

One cannot find such English sentence constructions as «there is/are»:

I had my haircut in Kazakh.

Such structural types of Kazakh sentences as Сууык. Жаз. (It is cold. It is summer.) cannot be find in English.

In teaching grammar, therefore, the teacher should approach to the material differently depending on the difficulties pupils encounter in the assimilating of a grammar phenomenon. He should choose the most effective methods and techniques for developing grammar skills of the children.

3. The Content of Teaching Grammar. The Principles of Selecting Grammar

Material for Teaching.

«Grammar», i.e., what is meant by «grammar»? This is the question to be answered before speaking about the selection of grammar material. By grammar one can mean adequate comprehension and correct usage of words in the act of communication. Such knowledge is acquired by a child in the mother tongue before he goes to school, he has no idea of the system of the language; he simply uses the system. The child learns to speak the language, and to use all the word-endings for singular and plural, for tense, and all other grammar rules without special grammar lessons only due to the abundance of auditing and speaking.

His young mind grasps the facts and «makes» simple grammar rules for arranging the words to expresses various thoughts and feelings. Sometimes little children make mistakes. But mistakes are corrected as the child grows older and learns more of his language. By «grammar» we also mean the system of the language, the discovery and description of the

nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars: traditional, structural and transformational grammars.

Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax); structural grammar studies structures of various levels of the language (morpheme level) and syntactical level; transformational grammar studies basic structures and transformation rules.

We need the simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages.

Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose.

There exist the following principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum):

1. the principle of frequency, i.e. how frequently this or that grammar item occurs.

2. the principle of sampleness (принцип образцовости)

3. the absence of synonymical grammar phenomenon.

4. the principle of polysemia, for instance, is of great importance.

5. Pupils should be taught to distinguish such grammar items which serge to express different meanings.

According to the first principles grammar phenomenon which are widely used for speaking and which spread on a large vocabulary are selected to the active minimum. For instance, the Past Perfect in English is not used in oral speaking, but frequently used in writing (books). So it is included into Passive minimum. According to the third principle the modal verb «must» is included into Active but its equivalent «to have to + infinitive» included into Passive minimum.

Passive minimum is selected according to the following principles:

1. the principle of frequency of usage in bookish style.

2. the principle of polysemia.

Although the content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognise grammar forms and structures, while hearing and reading, to reproduce. Phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation.

4. How to Teach Grammar

Teaching grammar at school be based upon the following principles:

1. Conscious approach to the teaching grammar. This means that in sentencepatterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language. For example, I can sees a book. I can see many books. The man asked for yourtelephone number. The man was asked for your telephone number. Theteacher draws pupils’ attention to the new element in the sentence pattern. The teaching point may be presented in the form of a rale, a very short one. It is usually done in the mother tongue. This ensures a conscious approach to learning. They only help to attain the practical goal. Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused. The contrast is brought out through oppositions.

I get up at 7 o’clock. It’s 7. I am getting up.

I was reading at 2 yesterday.

Give me the book.

Give me a book.

Realise the difficulties the sentence pattern presents for your pupils. Comparative analysis of the grammar item in English and in mother tongue may be helpful. Think of the shortest and simplest way for presentation.

2. Practical approach to the assimilation of grammar. It means thatpupils learn those grammar items which they need for immediate use either in oral or written language. E.g. Pupils need the Possessive Case for aural comprehension and speaking about things or objects which belong to different people. E.g. Ann’s book, the boys’ room, etc. In the senior stage (8-9-10) pupils need the sequences of Tenses and so on.

The learner masters grammar through performing various exercises in using a given grammar item.

Rule for the teacher: Teach pupils correct grammar usage and notgrammar knowledge.

3. Structural approach. It means that grammar items are introduced anddrilled in structures or sentence patterns. It has been proved and accepted by the majority of teachers and methodologists that whenever the aim is to teach pupils the command of the language, and speaking in particular the structural approach meets the requirements.

Rule for the teacher: Furnish pupils with words to change thelexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. Remember that pupils should assimilate the grammar mechanism involved in the sentence pattern and not the sentence itself.

4. Situational approach. Pupils learn a grammar item used in situations.E.g. The Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply teaches various things and says: This is Ann’s pen. That is Nick’s book and so on. Complex Object. Theteacher says: Pete, I want you to give me your book, and etc.

Rule for the teacher: Select the situations for the particulargrammar item you are going to present. Look through the textbook and other teaching materials and find those situations, which can ensure comprehension and provide the usage of the item.

5. Different approaches to the teaching of active grammar (grammar forconversation) and passive grammar (grammar for reading). Grammar items pupils need for conversation are taught by the oral approach, i.e. pupils and them, perform various oral exercises, finally see them printed , and write sentences using them.

Grammar items necessary for reading are taught through reading. (E.g. The Past Continuous). At present they do not need this tense form for conversation. They need it for comprehension of the text only.

Rule for the teacher: If the grammar item you are going to presentbelongs to those pupils need for conversation, select the oral approach

method for teaching. If pupils need the grammar item for reading, start with reading and writing sentences in which the grammar item occurs.

In short new grammar it, may be introduced in two ways: a) inductive; b) deductive. Inductive way means to observe grammar facts (phenomenon) in the texts, to select them in the speech situations and generalise them. Deductive means giving some rules or presenting in the form of speech patterns, then pass over to examples, exercises and so on. If necessary both ways are possible to use at one lesson. Choosing this or that way of presentation of a grammar item mostly depends on:

a) the character of the grammar item to be presented;

b) the absence or presence of the grammar material in the mother tongue of the pupils;

c) the degree of the pupils’ linguistic experience.

For example, The Past Continuous may be easily presented and introduced on the base of Present Continuous (inductive way).

Translation method will do well if grammar item has its coincidence in the mother tongue.

5. Types of Exercises for Assimilation of Grammar.

1. Precognitive exercises - which are the easiest type of exercises forpupils to perform. They observe the grammar, in structures (sentence patterns) when hearing or reading.

E.g. - Listen to the sentences and raise your hands whenever you

hear the verbs in the Past Indefinite.

E.g. - Read the sentences in which (1) the action was not completed (she was reading a book), (2) the action was completed (she had read the book).

E.g. - Read the sentences and choose the correct form of the verb: I (go, went) to the library last Monday. Recognition exercises are indispensable as pupils retain the grammar material through auditory and visual perception. Auditory and visual memory is at work.

2. Drill exercises. The learners cannot assimilate the material if they onlyhear and see it. They must reproduce it both in outer and inner speech.

The more often they say it the better they assimilate the material. Drill exercises are groups into:

a) Repetitive drill. Pupils pronounce the sentence patterns r dialogues after the teacher, or speaker in imitation of the teacher, both individually and in unison. E.g. They are dancing in the park.

b) Substitution. Pupils substitute the words or phrases in a sentence pattern. E.g. The children are dancing in the park. (garden, street, yard,

hall, etc.)

After this the verb is substituted. (playing and so on). The teacher may use some pictures.

3. Completion. Pupils complete the sentences the teacher utters looking atthe pictures he shows. E.g. Teacher: Look at the picture. Mike is ...... .

4. Creative exercises (speech exercises). It requires creative work on the

part of the learners.

A) Making statements either on the picture the teacher shows, or on objects. E.g. The teacher hangs up a picture and asks his pupils to say or write three or five statements in Present Continuous.

B) Asking questions with a given grammar item.

C) Speaking about the situation offered by the teacher.

E.g. Pupil 1: Go to the door, Mike.

Pupil 2: Mike is going to the door.

Other tense forms may also be used.

D) Dramatising.

E) Translating into English and etc.

(1) to develop pupils’ skills in recognising grammar forms while auditing and reading English texts;

(2) to assimilate correct sentence patterns in the pupils’ memory which they can reproduce whenever they need these patterns for speaking or writing;

(3) to help the pupils to produce sentences of their own using grammar items necessary for speaking about a situation or a topic offered, or writing an essay on the text heard or an annotation on the text read.

5. Grammar tests. Tests allow the teacher to evaluate pupils’ achievementin grammar, that is hoe each of them has masters forms, meaning and usage.

Lecture 11

Theme:Teaching Vocabulary of the English Language

Problems for discussion:

1. The Importance of Teaching Vocabulary, its role and Syllabus Requirement.

2. Difficulties Pupils Experience in assimilating Vocabulary.

3. Psychological and Linguistic peculiarities of the English Vocabulary.

4. How to Teach Vocabulary in School.

1. The Importance of Teaching Vocabulary , its role (place) and syllabus

Requirements.

Teaching Vocabulary is the base of language learning. To know a language means to master its structure and words. Thus, vocabulary in one of the aspects of the language to be taught in schools. Vocabulary is the total of words and word combinations to e taught and to be learnt.

The problem is what words and idioms pupils should retain. It is impossible to assimilate language skills (speaking, reading, writing, listening) without the knowledge of Vocabulary. Speech is impossible without vocabulary items. Listening comprehension in English is only possible when a certain amount of vocabulary is learnt. The meaning of speech remains abstract, no information obtained if the pupils don not know vocabulary. English vocabulary has specific peculiarities and difficulties in reading. While reading pupils perceive by visual signals. That is why in order to get information and to understand he should recognise, to words, be able to read them and to understand their meaning.

Much attention should be drawn to the lexical point f writing (written speech). The pupil must acquire writing skills, pronunciation and reading skills of the vocabulary in order o give a proper and meaningful information by writing.

Above mentioned points say that Vocabulary (lexics) is necessary for all language skills.

The number of words pupils should acquire in schools de[ends wholly on the syllabus requirements. The following lexical vocabulary (minimum) items are accepted for each form in secondary in the 5^th form

- 300, in the 6^th form - 200, in the 7^th form - 200, in the 8^th form - 200, in the 9^th form - 100, in the 10^th form - 100, in the 11^th form - 100 vocabulary items (1200 words) (1000 words in Uzbek schools). The accordance with the principles of selecting linguistic material, the conditions of teaching and learning a foreign language in school. Scientific principles of selecting vocabulary have been worked out. The

words selected should be: (1) frequently used in the language; (2) easily combined (nice room, nice girl, nice weather); (3) unlimited from the point of view of style (oral, written); (4) included in the topics the syllabus sets; (5) valuable from the point of view of word building (use, used, useful, useless, usefully, user, usage).

The first principle, word frequency, is an example of a purely linguistic approach to word selection. Modern tendency is to apply this principle depending on the language activities to be developed. For developing reading skills pupils need «reading vocabulary» and etc.

The words selected may be grouped under the following two classes (Mwest):

1. Words that we talk with or form (structural) words which make up the form (structure) of the language.

2. Words that we talk about or content words.

In teaching vocabulary for practical needs both structural words and content words are of great importance. The is why they are included in the vocabulary minimum.

It is generally known that school leavers’ vocabulary is poor. They have trouble with hearing, listening, reading and writing. One of the reasons is poor teaching of vocabulary.

The teacher should bear in mind that a word is considered to be learned when:

(1) it is spontaneously recognised while auding and reading;

(2) it is correctly used in speech, i.e. the right word in the right place.

2. Difficulties Pupils Experience in assimilating Vocabulary

Learning the words of a foreign language is not an easy business every word has its form, meaning and usage and each of these aspects of the word may have its difficulties indeed, some words are difficult form (daughter, busy, bury, woman, women) and easy in usage; other words are easy in form (enter, get, happen) and difficult in usage consequently, words may be classified according to the difficulties pupils find in assimilation. In methodology some attempts have been made to approach the problem.

The analysis of the words within the foreign language allows us to distinguish the following groups of words; concentrate abstract and structural Words denoting concrete things (book, street, sky), actions (walk, dance, read), and qualities (long, big, good) are easier to learn than words denoting abstract notions (words, home, believe promise, honest). Structural words are the most difficult for Karakalpak-speaking pupils.

In teaching pupils a foreign language the teacher should bear this in mind when preparing for the vocabulary work during the lesson.

3. Psychological and Linguistic Peculiarities of the English Vocabulary

From the view point of psychology words (vocabulary) are the complicated phenomenon which stimulate perceiving and understanding the speech.

As a stimulator there are two aspects of the word: on the one hand we hear, listen to the words and see it in written form, and a person gives an answer with the help of words on the other hand.

As a persons answer we can see one more aspect (the third) of the word-action aspect. The pronunciations and writing (spelling) of the words are realised by actions (by brain activities). Thus, the assimilation of words by a pupil depends on the activity of the higher nervous system (correlation of seeing, listening, hearing reflexes in the brain). So the psychological structure an meaning of a word consists of listening, seeing, (visual) pronunciation and writing activities. In teaching pupils English vocabulary the teacher-methodologist should bear the psychological aspects in mind. Words are elements of the language used in the act of communication. They are single units, and as such cannot provide the act of communication by themselves they can provide it only when they are combined in a certain way. In teaching pupils vocabulary both the ear and the organs of speech should take an active part in the assimilation of words, pupils should have sample practise in hearing words and pronouncing them not only as isolated units but in various sentences in which they occur.

Rule 1 for the teacher: While teaching pupils vocabulary introducewords in sentence patterns in different situations of intercourse. Present the words in keeping with the structures to be taught.

Rule 2 for the teacher: Present the word as an element, i.e., in asentence pattern first. Then fix it in the pupils memory through different exercises in sentence patterns and phrase patterns.

Speech is taken in by ear and reproduced by the organs of speech. «Есть основание считать, что местом образования и накопления слов является рече двигательный анализатор. Слуховой анализатор лишь контролирует способ образования слов, но не содержит их в себе. Только то слово может быть понято и узнано, которое уже образовано и двигательные следы которого хранятся в двигательном анализаторе. Незнакомые слова должны быть (под контролем слуха) предварительно усвоены рече-двигательным анализатором». Жинкин Н.И. Механизм речи. М., 1958.

Rule 3 for the teacher: While introducing a word pronounce ityourself in a context, ask pupils to pronounce it both individually and in unison in a context, too.

Linguistic peculiarities of the English vocabulary can be grouped into 3 classes.

1. Specific properties of the English vocabulary itself.

2. Peculiarities of the English Vocabulary in Comparison with the pupils’ mother tongue vocabulary.

3. Differences of the English Vocabulary in Comparison with the Russian and the pupils’ mother tongue vocabulary.

1. The first group includes the following:

(1) silent letters in several words. E.g. Whom, take, light, autumn;

(2) polysemy of words;

(3) the presence of conversion. E.g. to work - work;

(4) the exceptions from the reading rules of some letters. E.g. put [p     t],

gone [      n], come [ k m];

(5) difficult pronunciation of some letter combinations in words: thin, this, mathematics;

(6) the presence of the 4 forms of English verbs: go - went - gone - going.

2.

(1) Non-coincidence of the word meaning in both languages, the meaning is narrow in one language but broad in the other one. E.g. Afternoon - from 12 till 18 o’clock. The meaning by one word in Kazakh.

(2) To word meaning in the mother tongue coincides in some extent in English language: Kazakh «тахиа» - a skullcap, «тон» - a robe. The meaning is close in some extent, because there are no such clothes in England.

(3) Two words coincide to one word in mother tongue: кол - arm, hand.

(4) Words which have no counterparts in Kazakh: a lunch, show.

(5) The pronunciation of the English word coincides to the pronunciation of the Kazakh word but with different meaning. E.g. a magazine.

3.

(1) This group includes the international words which exist in three languages: E.g. finish, start, football, volley-ball.

(2) In English and in Russian the word meaning coincides but in Kazakh - not.

Arm

Hand

локоть - тирсек

кисть (панжа - кафт)

от кисти до плеча

Кол

(3) There are a set of prepositions in English and Russian, but there are no prepositions Kazakh. Instead there are case inflexions and auxiliary words.

In teaching pupils vocabulary the teacher should use the pupils’ mother

tongue and Russian language.

The pupils’ mother tongue experience may cause positive and negative influence when learning the pronunciation, spelling (writing), meaning of the English vocabulary. The positive influence makes the process of learning easy. The negative influence causes the so-called «interference». It makes the process of learning difficult, e.g. for positiveinfluence.

Word order: Бул китап - This is a book.

Word formation: work - worker (жумыс - жумысшы); dining - room (асхана); bedroom (уйыклау болмеси).

Negative influence of the mother tongue factors:

The absence of conversion: an eye - to eye (коз-кориу).

The word order in a sentence: Менин агам мектепте ислейди.

My brother at school works. Instead of My brother works at school.

While reading in English conversion may cause interference.

Ex. His works are very interesting. He works very well.

In each sentence the word «works» is understood as «ислеу». Silent letters in the words also make it trouble some. Ex. Take, which, hour. Any word in the language has very complicated linguistic relation with other words in pronunciation, meaning, spelling and usage.

Rule 4 for the teacher: In teaching words it is necessary to establisha memory bond between a new word and those already covered.

For instance: see - sea; two - too; one - won (in pronunciation); answer - reply; caught - taught; night - right (in spelling); and etc.

Hence there are two stages in teaching vocabulary: presentation or explanation, retention or consolidation which are based on certain psycho-linguistic factors.

4. How to Teach Vocabulary in School.

Teaching and learning words are carried on through methods we are familiar with; the teacher organises learning, i.e. in the acquisition of information about a new word, its form, meaning and usage; in drill and transformation to form lexical habits; in making use of the lexical in hearing, speaking and reading, or in language skills.

Various techniques are used to attain the goal - to fix the words in pupils’ memory ready to be used whenever they need them.

Presentation of new words. Since every word has its form,meaning, and usage to present a word means to introduce to pupils its forms and to explain its meaning, and usage. The techniques of teaching pupils the pronunciation and spelling of a word are as follows:

(1) pure or conscious imitation;

(2) analogy;

(3) transcription;

(4) rules of reading since a word consists of sounds it heard or spoken and letters it read or written the teacher shows the pupils how to pronounce, to read, and write it.

There are two ways of conveying the meaning of words: direct way and translation. The direct way of presenting the words of a foreign language bring the learner into direct contact with them, the mother tongue does not come in between.