Коммуникативный подход к обучению языку

Аннотация

Ключевые слова: В данной статье описаны эффективные методы и метод, принципы коммуникативного обучения языку. Показано коммуникативный язык, использование коммуникативных методов при обучении подход, иностранным языкам, а также рассмотрены доступные обучение, класс, методы и приемы для обучения коммуникативному языку. практика. В статье также отмечается, что организация педагогической деятельности по иностранным языкам базируется на нескольких методах. 1 Senior Teacher, Academic Lyceum of Urgench State University. Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 11 (2023) / ISSN 2181-1415 There are many ways to help students improve their speaking skills. One of the ways is through the communicative language teaching (CLT) approach. CLT is the approach in which students are asked to use the language for communication in real situations. Applebaum states that using CLT will allow students the opportunity to use the target language in an authentic and meaningful way. The approach focuses on the students. The teacher organizes activities in such a way that the students can initiate and control the interaction. The teacher functions as a facilitator. According to Larsen- Freeman, the principles of CLT emphasize the importance of using a language to communicate to learn it. He stresses, “Being able to communicate requires more than linguistic competence; it requires communicative competence”. Language (oral and written) functions to serve authentic purposes by facilitating meaningful communication. Relating to some facts above, two types of speaking activities in CLT can be used. They are information-gap and role-play. Harmer states that in line with CLT, the pedagogical solution to the problems of getting students to speak the target language in large EFL classrooms is to engage learners in meaningful activities such as information- gap and role-play activities. This approach has been previously successful in ESL situations. However, in introducing these activities into the EFL classroom, the pedagogical solution presents two quite sharp challenges: to create meaningful situations for language use and to overcome affective barriers within the activity in the classroom. Five characteristics make CLT different from other approaches like Audio-Lingual Method or traditional approaches like Grammar-Translation Method. They are as follows: 1. Taught in the target language; 2. Introduction of authentic text and materials in the lesson. An emphasis on learning to communicate through interaction with other students; 3. opportunities for learners to focus, not only on the target language but also on the learning process itself; 4. Learner’s experiences are an important part of the classroom learning situation; 5. An attempt to link learning in the classroom to authentic usage outside the classroom. The communicative approach is concerned with the unique individual needs of each learner. By making the language relevant to the world rather than the classroom, learners acquire the desired skills rapidly and agreeably. CLT is the most effective way to teach second and foreign languages. However, audio-lingual methodology is still prevalent in many textbooks and teaching materials. Inadequate use of authentic materials can damage the course. Theoretical knowledge of teachers needs to be very good in practice. The monitoring ability of the teacher must be very good Grammar Teaching Practices make application of this approach difficult. CLT approach focuses on fluency but not accuracy. The weaker learners who struggle and cannot use the target language continue to make mistakes and eventually give up. During pair and group work activities teacher focuses on accuracy through error correction because learners need to understand their mistakes. The CLT approach is great for Intermediate and Advanced learners, but for Beginners some controlled practice is needed. The adoption of a communicative approach raises important issues for; Teacher training, Materials development, and Testing. Evaluation. So, it is not suitable for every teacher and every class. 221 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 11 (2023) / ISSN 2181-1415 Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills while talking about something they care about. Example: The instructor introduces a topic and asks students to contemplate their opinions about it. (e.g., dating, school dress codes, global warming. The students talk in pairs or small groups, debating their opinions on the topic. Ten Core Assumptions in CLT: – engaging in interaction and meaningful communication facilitates language learning. – effective classroom learning tasks provide students the opportunities to extract meaning, expand language, notice how language is used, and take part in a meaningful interpersonal exchange. – meaningful communication occurs when studen