Современные методы преподавания иностранных языков в вузах.

Аннотация

The article shows various methods and approaches in teaching students, their use and the use of computer programs to achieve a good result in learning Key words: the method of ‗community‘, the method of ‗quiet‘ learning, the method of relying on physical actions, the suggestopedic method Аннотация: В статье показаны различные методы и подходы в обучении студентов, их применение и использование компьютерных программ для достижения успешного результата в обучении Ключевые слова: метод «общины», метод «тихого» обучения, методу полного физического отклика, метод опоры на физические действия, суггестопедический метод Annotaciya: maqolada o'quvchilarni o'qitishda turli usul va yondashuvlar, ulardan foydalanish va o'rganishda yaxshi natijaga erishish uchun kompyuter dasturlaridan foydalanish ko'rsatilgan Tayanch so'zlar: «jamoa» usuli, «jim» o'rganish usuli, jismoniy harakatlarga tayanish usuli, suggestopedik usuli The concept of the ‗community‘ method – the ‗adviser‘ method was introduced by the American psychologist Ch. Curran, which is based on the humanistic approach to learning and the psychological theory of the ‗adviser‘. The essence of this theory is that people need the help of an adviser-psychologist and his participation is desirable in any kind of social activity of a person, including in education [Curran:1972];[Curran:1976]. The specified ‗community‘ method is defined by the following features: 216  According to the humanistic approach to learning, students perform an important role in the organization of the course. They determine the content of the training and choose the appropriate pace and mode of work for them.  The teacher acts as an ‗adviser‘ who prompts the student with the phrases they need to conduct conversations in a foreign language. The teacher should not be a leader or leader of the educational process, and should not force students to take an active part in the communication process if they do not want to.  The program of study is not specifically set, and students can spontaneously choose a topic of interest to them.  An important teaching technique is translation from the native language into a foreign language. The learning process is organized as follows. Students work in a group, sit around a table and discuss the topic of the conversation in their native language. Then communication is gradually conducted in a foreign language. The teacher does not participate in the conversation and observes the discussion, and then gets involved in this process, offering equivalents in a foreign language. Students repeat phrases and then record them on a tape recorder. The method of ‗silent‘ learning – the silent way, is based on the structural approach in linguistics and the humanistic direction in psychology. The author of this method is Caleb Gattegno. He transferred his experience of creating programs for teaching mathematics and reading in his native language to the methodology of teaching foreign languages. The author believes that the initiative in the classroom should come from the student, whose speech takes up most of the school time, and the teacher should speak as little as possible. [Gattegno:1963]; [Gattegno:1972] Learning in silence is a technique that promotes students‘ mental activity and concentration during the task. The use of the method of ‗quiet‘ learning involves a high degree of interest of students and the presence of internal motivation, which is not always real, stimulating independence and the use of visual aids. [Kitaygorodskaya:2010] Psychologist James Asher developed a method of relying on physical actions – Total Physical Response – TPR, based on structural linguistics, the humanistic direction in training, as well as on the position of psychology on the coordination of speech. The essence of this method is that when teaching a foreign language, it is necessary to simulate the process of mastering the native language [Asher:1984]. The ‗suggestopedic method‘, which was developed under the guidance of Psychiatrist Georgi Lozanov, got its name from the term ‗suggestology‘ – the science of suggestion. Georgi Lozanov defines the concept of ‗suggestology‘ as ‗the science of the liberation of hidden human capabilities‘, and explains the success of ‗suggestopedia‘, for example, by the decisive importance of direct influence in a state of pseudo-responsiveness, and not by the organization of students' activities. This approach rebuilds both the motivation system and the learning process itself, which leads to its high efficiency, which consists in its focus on the comprehensive development of the student's personality, on the simultaneous development of its intellectual, emotional and motivational sides. [Lozanov:1988:6] An important feature of this method is the activation of memory reserves, increasing the intellectual activity of students, and the use of suggestion. The method of communicative tasks –‗Task- based learning‘ solves a number of communicative tasks o