Development of creative abilities in teaching - Английский язык - Курсовые работы

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Development of creative abilities in teaching

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O’ZBEKISTON RESPUBLIKASI OLIY VA O’RTA MAXSUS TA’LIM VAZIRLIGI QARSHI DAVLAT UNIVERSITETI _________________________________ FAKULTETI INGLIZ TILI BO’LIMI III KURS TALABASI ______________________________ning MAVZU: “Development of creative abilities in teaching English” Qarshi-2019 1

Contents I ntroduction.................................................................................................3- 8 Chapter I Theoretical foundation of teaching English to pupils at the English lessons 1.1 Methods and ways of teaching English to the second language learners at the English lessons……………………………………………………………….9-18 1.2 The most common difficulties in teaching vocabulary…………………..19-23 Chapter II. The role of CLT in teaching vocabulary to A2 level learners 1.1. The usage of Communicative Language Teaching in enhancing A2 learners Vocabulary........................................................................... 30-34 1.2. The role of Vocabulary in language learning............................. 35-48 1.3.Vocabulary teaching techniques......................................

English became one of the important instruments of achievement of success in modern life. Knowledge of English is some kind of indicator of many qualities of the modern person. It is already just impossible to imagine the university graduate whohasn't knowledge of Basic English. In order to improve the training and provide better knowledge of foreign languages we have to accelerate the realization of the National Programmer of Personnel Training in the country. As in many other aspects of life the situation changed in a language policy. That requires creation of new textbooks, dictionaries, manuals. In order to fulfill this goals one must know every field of linguistics. In my opinion the theme of the work is very actual because there is not any manual which compare the lexical stylist

Uzbek language to the European countries, deep study of the prospects for development in the context of globalization, the Uzbek language and literature at all stages of the education system, the quality of education and training, as well as the growing needs of the public; Preparing scientific-pedagogical personnel, to produce highly qualified translators, scientific-research works in the country, engaged in the training and retraining of specialists in the field, as well as the areas of preparing research and teaching materials. The decree of our president gives much possibility to linguists for implementing various researches in the field of FL. Comparative analysis of the English adjectives is significant from practical point of view. Training students in the context of professional an

learning and memorizing language forms and words is a very ineffective strategy for learning a target language. In the EFL classroom, using visual tools can help students to strengthen and revise what they have learned. The reason for this may be that they allow students to absorb the information through an additional sensory perception and visuals store the information to the brain easily. Therefore, the researcher, having decided to carry out a research in this field, has revised carefully the works of other scholars on this topic. And she has included them in this theoretical part of the project. A lot has been said so far, concerning the presenting vocabulary in the context of a language classroom. It is very important to remind that the vocabulary of a language like English consists o

practised appropriately. Communicative language teaching (CLT) is the best approach in developing university learners vocabulary through various communicative skill based activities. The tasks are: words are the building blocks of any language and there is no point in lengthy explanations of grammar structures as students will always acquire them in a fixed predetermined order regardless of their mother tongue. These are, however, only theoretical descriptions with considerable practical implications. By means of the following lines, we shall present my personal point of view, stemming from my experiences and observations with foreign language teaching and learning. The recommendations that we shall present will be relevant to acquisition of the foreign language vocabulary. This will be du

conveyed.” Similar point of view was also presented by Krashenwithin his ´Natural Order Hypothesis´. The subject of the research is to study different methods of teaching vocabulary in context to A2 level learners, giving theoretical argumentation for the development of teaching methods in teaching a foreign language and giving practical recommendations. Methods of the research: Given work is studying the scientific works connected with revealing its psychological aspects, approaches to a technique of the organization of English lessons at school, criteria of an estimation of its efficiency etc. providing success of formation and development of the teaching methods. Great attention of consideration of methodological aspects of a problem of complex formation in teaching, the formations of i

education reforms, there is a new emphasis on developing modern teaching methods. In schools, teachers are now expected to encourage speaking and listening skills. The novelty of my work is concluded in the fact, that we had worked out some activities, which we had approbated on English language lessons during our pedagogi c al practice. Investigation of the problem. The first definition of methodology was given by E.M. Ryt in 1930, who wrote that the methodology of teaching foreign languages is a practical application of comparative linguistics. A similar position had A.V. Scherba . There are many suggestions in the literature as to how to develop teaching vocabulary in context. This problem was investigated by many scholars e.g., Davis and Rimm, Guilford, Karnes et al., Olmo, Parnes and

but it is possible to learn, to work creatively. For this purpose we also aspire to form in pupils character, will, persistence in mastering of knowledge, love to work. All these qualities help to bring up a professionally competent teacher. To teach the pupil to approach creatively to employment, the teacher should aspire, not present all in an open kind, and always to give "food" for reflexion in homework. Pupils should be able to listen and hear, observe and do the pupil selection. In the conditions of globalization and information of a modern society new demands are made to XXI-st century formation. According to researches of sociologists the most "required" abilities in the modern world is ability to creative development and self-development, ability to acceptance of t

often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably best seen as a continuum ranging from highly prescribed methods to loosely described approaches. Last years the imperative need of using a foreign language appears in all areas of a science, manufacture and culture. At the present time when there are radical changes in teaching, when radically revised the content and teaching methods appropriate it is high time to revisit the history of the methods of teaching foreign languages and the main trends of its development. Now no one doubts that t

science, which has its own laws and its methods. The most complete definition of the method reads: “Methods of teaching is the science, exploring the aims and content, pattern, means, methods, techniques and training systems, as well as studying the processes of teaching and training material on a foreign language”. At the beginning of XX-th century there was also another problem. That was the problem of method. It was quite natural, since after the October Revolution of 1917 “new” school demanded the application of new techniques. At that time, advocated direct method. It was believed that this method was based on a correct principle - associating foreign words with the objects themselves. This was the method of natural learning a foreign language, which was the most economical, fastest-r

syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approac

vocabulary. Vocabulary and grammar are emphasized; pronunciation and other speaking/listening skills are not. Grammar is learned deductively on the basis of grammar rules and examples. Literary language is regarded as superior to spoken language. Class work is highly structured, with the teacher controlling all activities. The teacher supplies correct answers when students cannot. 2 . The Direct Method . The characteristic features of this method are the practical direction in the teaching of foreign language, the ignoring of the existence of the mother tongue, use of visual aids and various exercises both written and oral. The method is called direct because it aims to establish a direct connection between the words in the foreign language and their denotations. The grammatical rules are

through their physical placement. The greatest strength of this method lies in its ability to draw students out orally, while the teacher "takes a back seat". This method works most effectively with round tables being used to promote small group discussion. All four skills are worked on from the beginning. 5 . Suggestopedia. Classes are small and intensive, with a low-stress focus. Material is presented in an especially melodic and artistic way. By activating the right "creative side" of the brain, a much larger portion of the intellectual potential can be tapped, thus drawing out long-term memory. Background classical or baroque chamber music, oftentimes accompanied with soft lights, cushions on the floor for relaxation, yoga, songs and games, question-and-answer sessi

number of hours of instruction, students are not required to say anything. They simply listen and show their comprehension by their actions. This instruction differs from the comprehension-based instruction described and from Krashen's theoretical version of' 'Just listen' in an important way: the vocabulary and structures which learners are exposed to are carefully graded and organized so that learners deal with material which gradually increases in complexity and each new lesson builds on the ones before. Total physical response was developed by James Asher, whose research has shown that students can develop quite advanced levels of comprehension in the language without engaging in oral practice 6 . When students begin to speak, they take over the role of the teacher and

include the use of charts, maps, graphs, and advertisements, all to be performed on the spot in class. Comparing instructed and natural settings for language learning. Natural and instructional settings. Five principles for classroom teaching. The principle getting right from the beginning. The principle of saying what you mean and meaning what you say. Native language immersion programs 7 . Other research which is often cited as relevant to the 'Just listen' proposal comes from Canadian Native language immersion programs, which have been described by Krashen as communicative language teaching 'par excellence'. The reason for this is that the focus in Native language immersion is on meaning through subject-matter instruction and the provision of rich, comprehensible input.

form-focused instruction has been shown to benefit learners. Studies under the 'Get it right in the end' proposal. It has also been observed that certain linguistic features rarely or never appear in the language of the teacher or the students in these content-based instructional environments. Furthermore, the presence in the classroom of other learners whose inter languages are influenced by the same first language, the same learning environment, and the same limited contact with the target language outside the classroom, make it difficult for an individual learner to work out how his or her own use of the language differs from the target language. The results of the Native language immersion research confirm the importance of comprehensible input in that the students develop not

human development, he or she can use that understanding to make assessments about the behaviors of children in the classroom. As we, the teachers, read, consider which strategies fit most smoothly with the content we teach and the developmental level of the students. Although many techniques, such as brainstorming, can be used at almost any level, others, such as some of the more sophisticated uses of metaphor, are best for students with more highly developed abstract thinking abilities. Only the teacher can determine which ideas are best for his or her students, how they can be adapted, and which areas of the students' lives may provide the best opportunities for transfer. 1.2 THE MOST COMMON DIFFICULTIES IN TEACHING VOCABULARY As English vocabulary is a mixture of various languages,

English according to meaning and appearance.“Although, the differences between British and American pronunciation are not such as should cause any alarm for the future, any fear that Englishmen and Americans may become unintelligible to each other.” 2 Americans speak more slowly and with less variety of tone. “American speech is much more monotonous but it is generally more distinct in its division of syllable than those of British type”. 3 American Speeches is more ‘nasal twang’ biased than the British one. 4 Here are some examples of American and British words. British English American English Colour Color Labour Labor Favourite Favorite Centre Center Theatre Theater Analogue Analog Catalogue Catalog Cheque check Disc Disk Car Automobile Railway Railroad Windshield Wind screen Lorry Truc

· Absence of good practical recommendations on elimination and the prevention of gaps in pupils' knowledge and skills. · Weakness of existing system of appreciation of pupils' work. · Spontaneity of a choice and application of evident support, their low didactic efficiency. Researches of methods of teaching have shown, that all named problems will effectively solved, if we apply elaborations of various innovators for amplification of a traditional technique of teaching that can increase essentially quality of teaching foreign language. Imperfection of the existing approach to teaching foreign language in the high school, which is focused only on communicative purposes to the detriment of such kinds of language activity as reading and the writing, that has led to the low level of kn

find themselves more comfortable using one or the other of the approaches listed and described. Though there is nothing overtly wrong with this, it must be remembered that students differ greatly, not just in age but also in mentality, thus they may respond differently to any given approach to language teaching. Because of different learning styles, the effective teacher must be prepared to adapt his or her teaching to the needs and preferences of each class. Our advice is to 'find yourself' with respect to the approaches listed below. That said, don't be afraid to experiment with and/or adapt your style of teaching. In the end, you may discover that the best approach is eclectic in nature and includes bits of this and bits of that. So as to give some depth of understanding as

communication. 9 At the beginning of XX-th century there was also another problem. That was the problem of method. It was quite natural, since after the October Revolution of 1917 “new” school demanded the application of new techniques. At that time, advocated directmethod. It was believed that this method was based on a correct principle - associating foreign words with the objects themselves. This was the method of naturallearning a foreign language, which was the most economical, fastest- reaching goal. Why is this being promoted direct method, when the West is having the idea of mixed method? This was due to several reasons. First, in the royal schools dominated the grammar-translation and textual-translation methods based on cramming, from which it was necessary to be free. Direct sam

pass an examination rather than to use the language for daily communicative interaction beyond the classroom. Communicative, content-based, and task-based instructional environments also involve learners whose goal is learning the language itself, but the style of instruction places rhe emphasis on interaction, conversation, and language use, rather than on learning about the language. The topics that are discussed in communicative and task-based instructional environments are often of general interest to the learner, for example, how to reply to a classified advertisement from newspaper. In content-based instruction, the focus of a lesson is usually on the subject matter, such as. history or mathematics, which students are learning through the medium of the second language. In these class

aspect. These aspects include the introduction and study of not only the language and grammar, but also its culture, its relationship with the native culture, as well as the failure of a foreign language, its nature, characteristics, similarities and differences with their own language. They also include the satisfaction of personal cognitive interests' trainee in any of its activities. The latter provides an additional motivation to study a foreign language by students, who is not interested. The second specific feature of the communicative approach is to capture all aspects of foreign language culture through communication. This communicative method first put forward the proposition that the communication should be taught only through communication that was for modern methods of

The effectiveness of the project techniques is provided to a greater extent by the intellectual and emotional richness of the education topics. Also we should note their gradual complication. But the distinctive feature is the fact of their concrete. From the outset of training the trainees are expected to participate in meaningful and complex communication, without simplification and primitivism. The other distinguishing feature of the project methodology is a particular form of communicative and cognitive organization of students in draft form. That, indeed, appeared the name of the method. The project is an independent, implemented by the trainees' work, in which verbal communication is woven into the intellectual and emotional context of other activities.The novelty of the approach

similarities, are built on identical principles, but apply them in different ways of learning. In the first case the study is based on the use of situations, in the second - on the use of the projects. Intensive method We now turn to the intensive method and consider its specificity. This method is based on the psychological term of “suggestion”. This is the first specific feature of intensive techniques. The use of suggestion can pass or shoot various types of psychological barriers in the trainees the following way. The teacher conducts classes in the light of psychological factors, emotional impact, using the logical form of training. It is also used in the classroom various art forms (music, painting, elements of the theater) to the emotional impact on students. However suggestopedia t

communication, where the motive is not in the content of activities, but outside it, from a teacher role-play game dialogue is a form of organization of educational process. 10 According to L.G. Denisova, the main efficient moments of interactive methods of teaching foreign languages are: - creation of a strong motivation for immediate study, carried out with casual conversation and motivating communication closer to reality; - high and immediate impact of t raining: on the second day of classes, students interact in the target foreign language, using verbal clich й s inherent in the core of training text - remember, the text of polylogue introduced for the first day of school; - the presentation and the acquisition of a large quantity of speech, lexical and grammatical units; fo

Communicative language teaching syllabus organizes the teaching according to the notional and functional categories of language rather than according to its structures.It concentrates on the following: Interactions: using language to communicate, Tasks: using language to perform meaningful tasks Learner: puting the learner’s interesets, needs in the forefront. There are many advantages in teaching according to the communicative approach: CLT is a holistic appraoch. It doesn’t focus only on the traditional structural syllabus. It takes into consideration communicative dimension of language. CLT provides vitality and motivation within the classroom. CLT is a learner centered approach. It capitalizes on the interests and needs of the learner. In a world where communication of information

who acquires communicative competence acquires both knowledge and ability for language use with respect to 1. whether (and to what degree) something is formally possible; 2. whether (and to what degree) something is feasible in virtue of the means of implementation available; 3. whether (and to what degree) something is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated; 4. whether (and to what degree) something is in fact done, actually per formed, and what its doing entails. This theory of what knowing a language entails offers a much more comprehensive view than Chomsky's view of competence, which deals primarily with abstract grammatical knowledge.Another linguistic theory of communication favored in CLT is Halliday's functional

Language Teaching has a rich, if somewhat eclectic, theoretical base. Some of the characteristics of this communicative view of language follow. 1. Language is a system for the expression of meaning. 2. The primary function of language is for interaction and communication. 3. The structure of language reflects its functional and communicative uses. 4. The primary units of language are not merely its grammatical and struc tural features, but categories of functional and communicative meaning as exemplified in discourse. In contrast to the amount that has been written in Communicative Language Teaching literature about communicative dimensions of language, little has been written about learning theory. Neither Brumfit and Johnson nor Littlewood, for example, offers any discus sion of l

refers to the unconscious development of the target language system as a result of using the language for real communication. Learning is the conscious representation of grammatical knowledge that has resulted from instruction, and it cannot lead to acquisition. It is the acquired system that we call upon to create utter ances during spontaneous language use. The learned system can serve only as a monitor of the output of the acquired system. Krashen and other second language acquisition theorists typically stress that language learning comes about through using language communicatively, rather than through practicing language skills. Johnson and Littlewood consider an alternative learning theory that they also see as compatible with CLT-a skill-learning model of learning. According to thi

language teaching was ready for a paradigm shift. Situational Language Teaching was no longer felt to reflect a methodology appropriate for the seventies and beyond. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority . The rapid adoption and implemen tation of the communicative approach also resulted from the fact that it quickly assumed the status of orthodoxy in British language teaching circles, receiving the sanction and support of leading British applied linguists, language specialists, publishers, as well as institutions, such as the British Council. 2.2. The role of Vocabulary in language learning What is vocabulary? Vocabulary can be defined, roughly, as the words we teach in the forei

The first principle, word frequency, is an example of a purely linguistic approach to word selection. It is claimed to be the soundest criterion because it is completely objective. It is derived by counting the number of occurrences of word's appearing in representative printed material comprising novels, essays, plays, poems, newspapers, textbooks, and magazines. Modern tendency is to apply this principle depending on the language activities to be developed. For developing reading skills pupils need "reading vocabulary", thus various printed texts are analyzed from the point of view of word frequency. For developing speaking skills pupils need "speaking vocabulary". In this case the material for analysis is the spoken language recorded. The occurrences of words are cou

It is known, 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. There are some rules for the teachers concerning teaching vocabulary. Rule 1 for the teacher; While teaching pupils vocabulary, introduce words in sentence patterns in different situations of intercourse. Present the words in keeping with the structures to be taught. Information is composed of two kinds of elements: simple (words) and complicated (sentences). A word may be both a whole which consists of elements (speech sounds) and at the same time an element which is included in a whole (a sentence). In teaching words attention should be given both to a w

For instance: see — sea; too — two; one — won (in pronunciation); answer — reply; answer — ask; small — little (in meaning); bought — brought; caught — taught; night-right (in spelling); to fight somebody - to doubt something - to mention something (similar word combination). Hence there are two stages in teaching vocabulary: presentation or explanation, retention or consolidation which are based on certain psycholinguistic factors (for that see works by Leontiev A. A.). 1 The process of learning a word means to the pupil: ' identification of concepts, i. e.,1earning what the word means; ' pupil's activity for the purpose of retaining the word; ' pupil's activity in using this word in the process of communication in different situations. Accordingly, the teacher's r

rules of reading. Since a word consists of sounds if heard or spoken and letters if read or written the teacher shows the pupils how to pronounce, to read, and write it. However the approach may vary depending on the task set (the latter depends on the age of pupils, their progress in the language, the type of words, etc.). For example, if the teacher wants his pupils to learn the word orally first, he instructs them to recognize it when hearing and to articulate the word as an isolated element (a book) and in a sentence pattern or sentence patterns alongside with other words. (This is a book. Give me the book. Take the book Put the book on the table, etc.) As far as the form is concerned the pupils have but two difficulties to overcome: to learn how to pronounce the word both separately a

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 brings the learner into direct contact with them, the mother tongue does not come in between, it establishes links between a foreign word and the thing or the concept directly. The direct way of conveying the meaning of foreign words is usually used when the words denote things, objects, their qualities, sometimes, gestures and movements, which can be shown to and seen by pupils, for example: a book, a table, red, big, take, stand up, etc. The teacher should connect the English word he presents with the object, the notion it denotes directly, without the use of pupils' mother tongue. There a lot of different techniques for teaching vocabulary th

2.3. Vocabulary teaching strategies According to Gu and Johnson, vocabulary learning strategies are subdivided into cognitive, metacognitive, memory and activation strategies. They further contended that these strategies are classified into various substrategies based upon which cognitive strategies include competent use of dictionaries, guessing and note-taking strategies. Learners who are able to use guessing strategies bring their background knowledge into play and utilize linguistic cues to guess the meaning of a word Brainstorming Brainstorming is a combination of a relaxed, informal approach to problemsolving and lateral thinking. People are asked to find ideas and thoughts that can at first seem to be a bit irrelevant. The idea is to use some of these ideas to form original, creativ

Venn diagram The Venn diagram is a wonderful mind organizer that requires students to analyze two different objects. It forces the students‘ cognitive level of thought to operate ina higher domain. This module will make use of this process. Here are some aids to help teach this skill. countable uncountable Jigsaw For this activity put participants in groups, for example, if you have 20 participants, put them in 5 groups of 4 and give each group a task. It can be a reading passage, listening, writing task or something different. The main point hereis that each group should receive incomplete information which is different fromwhat the other groups have. Instruct participants that they need to read the passage and make sure that everybody in the group understands it and is able to explain th

what the other groups have. Instruct participants that they need to read the passage and make sure that everybody in the group understands it and is able to explain the meaning to another group. After the groups have studied the information rearrange them into 4 new groups of so that there are representatives from all the groups in each new group. Give each participant in each group a letter A, B, C or D. Rearrange the participants into new groups so that there are new people in each group: tell all the As to get together in one group, all the Bs – in another group and so on. KWL Chart I KNOW WANT TO KNOW LEARNED Mingle In this type of activity participants go around the room asking and answering each other‘s questions. They need to speak to as many people in the room as possible. You can

outside world. I strongly support the idea that children should begin learning a foreign language as soon as they start school. They faster become familiar with a strange language, improve their hearing ability to understand new words as time goes by and learn new words. If their pupils already have some knowledge of English, the teacher more often than not has recourse to a reading book, and causes his pupils to read - with or without the process of translation. Or, if a command of the spoken language is the objective, they content themselves with carrying on «conversation» with their pupils. In the latter case such teachers find themselves at a loss. The various techniques of teaching through conversation are usually unknown to them and, like the veterans who came into this field before

Research studies show that we remember new words much more easily if we think about them in relation to our own experience and use them in acontext that is meaningful to us as individuals. So, as well as doing the exercises in vocabulary within or outside the lesson, learners have to write any new words and phrases that they particularly wish to learn in a context that has meaning for them. They could, for example , use language units in a sentence about what they have had personally, or about a story they have read in newspaper or magazine or about a film they have watched. It helps to revise the vocabulary they have and making the words personal and more memorable.Unlike the learning of grammar, which is a rule-based system,vocabulary knowledge is mostly a question of accumulating separa

teacher.Additionally, I recommend that stories can be used as a source to motivate children to learn. An EFL teacher can use the favorite story in the learner‘s mother tongue and translate it into English in order to catch learner‘s attention. From all above-stated it is possible to draw the following conclusions. The purpose of this work was to discover the most effective ways of teaching a foreign language to pupils . For achievement of the purpose the works of uzbek and foreign authors on the given problem have been studied. In formation of interest to a subject the huge role is played by the person of the teacher. Therefore a pledge of successful mastering a foreign language by the pupils is professionalism of the teacher which should in the work not only take into account the methodic

2. Islom Karimov “Barkamol avlod- O’zbekisto taraqiyotining poydevori ”.Toshkent 1997, B-152. 3. Islom Karimov “ O’zbekiston Mustaqillikka erishish ostonasida”, O’qituvchi nashriyoti. Toshkent 2011. 4. Ziyomuhammedov, Sh. Abdullayev “ Ilg’or pedogik texnologiya: Nazariya va amaliyot” Toshkent, 2001. 5. X. Rashidov, X. Xabib, G. Yuldasheva, A. Zokirov “ Kasbiy pedagogika” bilokni o’qitish metodikasi. Toshkent 2007, B-199 6. Malla Ochilov. “Yangi pedagogik texnalogiyalar”. Qarshi, “Nasaf” nashriyoti, 2000 B-79. 7.Xidirova Bibixol “Talim jarayonida pedagogik texnalogiyalarni qo’llashning nazariy va amaliy asoslari”. Toshkent, 2009 B-175. 8.Jamol Jalolov “ Chet tili o’qitish metodikasi”. Toshkent, “O’qituvchi” 1996, B-367 9. Shelnutt, J.W., and K. Buch. 1996. Using total quality principles for

5. www.supportreal teachers .org 6. www.ncge.org/ 7. www.learn english .de/ Teachers /creative methods .html 45

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