The effectivenessof grammar-translation method in teaching and learning of english language

Аннотация

ions (e.g., the first place of the subject in the sentence; the plural form of the noun) [Jalolov J.J, Makhkamova G.T, Ashurov Sh. S, 2015] The grammar-translation method also has its advantages. As an example, we will take the teaching of English to Russian-speaking people. Many of them can be described with the words "simple study". At the same time, efficiency in certain areas does not suffer, but, on the contrary, increases. So, these are the advantages: • Suitable for learning a language from scratch. A common problem of many parents who have sent their child to a language center is that children do not understand anything. However, this often applies to adult students who came to study without having the slightest knowledge. Most of these educational institutions speak only English. And it's one thing to say hello and wave, another thing is not to switch to Russian at all. Not all actions can be shown with gestures. • Saving time. If by some miracle the student still remembers most of what was said, it will happen only after long explanations of certain words (the same gestures, movements, etc.). When all classes last like this, you won't be able to get far. This is especially true for those who urgently need to learn English. • A person can easily get acquainted with the texts in the original language. Anyone who has dreamed of reading and understanding English classics and other literature can pick up an English-Russian dictionary and look at unfamiliar words there. • It is more likely that the student will learn the rules. Even in the native language, it is not always possible to understand how Present Perfect differs from Past Simple, especially at the initial stage of training. And there is nothing to say about a foreign language. 66 GAYBULLA SALOMOV AND UZBEK SCHOOL OF TRANSLATION 13 dekabr Like any other method, the grammar-translation method has disadvantages. They are as follows: • Lack of communication. Of course, you can use words and grammatical constructions when composing dialogues. Then these dialogues are memorized, most often by heart. That's just in real life there will be no such cliches. In other words, theory is learned in the classroom. And theory is useless without practice. •Poor speaking skills. Often people learn a language in order to be able to speak with foreigners. But when they meet, they get lost, because, again, they did not practice in the lessons. By the way, residents of foreign countries note that many Russians know grammar perfectly, but they cannot speak well. • Too much attention is paid to translation. To grasp the essence of what you read, it is not necessary to understand every word. But those who study using the grammar- translation method look into the dictionary every second, which only distracts them from reading. And giving all these examples, based on historical facts and analyzing the pros and cons of the method of grammatical translation, we can conclude based on the above that the method is relevant in many educational institutions to this day. Thanks to the effectiveness of the translation method into and from the target language, memorizing a number of grammatical rules, structures and words, such skills as reading, writing and grammatical erudition take advantage and increase significantly. With proper study and teaching, this method allows the student or user to read literature in the original language and use the original version of the material, which guarantees the effectiveness of the method and increases the student's abilities. THE LIST OF USED LITERATURE: 1. Agzamova D.B. English Teaching Methodology. (Ingliz tilini o’qitish metodikasi) Manual (O’quv qo’llanma) - T.: ”Barkamol fayz mediya”, 2016, Tashkent, pp 39 2. Bahlsen, Leopold (1905).The Teaching of Modern Languages. Boston: Ginn& Co. 67 GAYBULLA SALOMOV AND UZBEK SCHOOL OF TRANSLATION 13 dekabr pp.12. 3. Chastain, Kenneth.The Development of Modern Language Skills: Theory to Practice. Philadelphia: Center for Curriculum Development,1971. 4. Hatfield, Gary (1997). Easton, Patricia (ed.).Logic and the Workings of the Mind: The Logic of Ideas and Faculty Psychology in Early Modern Philosophy. Ridgeview Publishing Co. pp.21-45. 5. Jalolov J.J, Makhkamova G.T, Ashurov Sh.S, English Language teaching methodology (theory and practice).- T.:”Fan va texnologiya” 2015, Tashkent, pp. 128 6. Richards, Jack C.; Rodgers, Theodore S. (2014-04-16). Approaches and methods in language teaching(Thirded.). New York. 7. Richards &Jack C.; Rodgers, Theodore S. (2001). Approaches and Methods in Language Teaching(2nded.). Cambridge, New York: Cambridge University Press.2001, p.4. 8. Richards, Jack C.; Rodgers, Theodore S. (2001). Approaches and Methods in Language Teaching(2nded.). Cambridge, New York: Cambridge University Press. 9. Kattabayevna, Kattabayeva Dilrabo. "Intercultural Discourse: Concept, Content and Study Strategies." EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION 2.3 (2022): 81-84. 10.