Основные приоритеты обучения коммуникативному языку по филологическим направлениям

Аннотация

Ключевые слова: В данной научной статье описаны эффективные методы CLT, и принципы обучения коммуникативному языку, показано макронавыки, использование коммуникативных методов и приёмов в ролевые игры, обучении иностранным языкам. В статье показано, что целевой язык, текст, организация учебной деятельности по иностранным задание, языкам строится на основе ряда методов. TEFL. Theorists agree that meaningful communication supports language learning and that classroom activities must focus on the learner’s authentic needs to communicate information and ideas. Principles of the Communicative Approach: a) Language learning is learning to communicate using the target language. b) The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style. c) Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. Typical activities of this approach are games, problem-solving tasks, and role-play. There should be information gaps, choices, and feedback involved in the activities. d) Learners must have constant interaction with and exposure to the target language. e) Development of four macro skills – speaking, listening, reading and writing – is integrated from the beginning, since communication integrates the different skills. f) The topics are selected and graded regarding age, needs, level, and students’ interests. Motivation is central. Teachers should raise students’ interest from the beginning of the lesson [2]. For example, in the teaching of communicative language, we can consider the following methodological processes: – The role of scenes and interactive conversation in the development of oral speech; – The role of interviews and oral speech for the effective organization of the teaching process; – Collaboration within the group (student-teacher cooperation); – Collaborate within the group to improve the exchange of information; – Important factor in the expression of personal opinions during group work. This methodological process includes some concepts of CLT they are: – Effective classroom learning tasks provide students with the opportunities to extract meaning, expand language, notice how language is used, and take part in a meaningful interpersonal exchange. – Meaningful communication occurs when students process content that is relevant, purposeful, interesting, and engaging. – Communication is a comprehensive process that often calls upon the use of several language skills. Language learning is facilitated both by activities that: a) involves inductive or discovery learning of language rules, and b) involves the analysis of language rules. 99 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 01 (2023) / ISSN 2181-1415 – Language learning is a gradual process that involves creative use of language, and trial and error. – The ultimate goal of language learning is to be able to use the new language both accurately and fluently. – Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning. – The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conducive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and language learning. – The classroom is a community where learners learn through collaboration and sharing [4]. Language learners are often embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Teachers can help learners overcome this shyness by assuring them that misunderstanding and the necessity for clarification can occur in any type of interaction, whatever the participants’ language skill levels. Teachers can also give learners strategies and phrases to use or clarification and comprehension check. By encouraging learners to use clarification phrases in class when a misunderstanding occurs and by positively when they do, teachers can create an authentic practice environment within the classroom itself [6]. There are some effective approaches of CLT: 1. Dialogues, if used, enter around communicative functions and are not normally memorized. 2. Contextualization is a basic premise. (Meaning cannot be understood out of context. Teachers using this approach will present a grammar topic in a meaningful context. Example: If the new topic to teach is Present Continuous, the teacher will not mime the action of ‘walking’ and ask: What am I doing? I am walking. Instead, the teacher will show, say, pictures of her last trip and tell the students something like: I have pictures of my vacation. Look, in this picture, I am with my friends. We are having lunch at