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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
424
In general, I have little sympathy with people who are hostile to giving students
rules. Explanations of how things work are often useful. They do need to be clear
and simple, though: the whole truth can be counterproductive, in language as in
life. I get uneasy if an explanation in a book for learners takes up more than two or
three lines of text. They should be in the mother tongue if possible. Some points
can be usefully learnt through an inductive 'discovery' approach, others probably
not.
Examples
Good realistic examples are vital, but they don't replace explanations – an example
on its own never tells you exactly what it's an example of. Suitably chosen
authentic material – advertisements, cartoons, songs, poems, etc – can make
examples memorable and fix them in students' minds. I've often found it helpful
myself to learn examples by heart – they act as a sort of template for generating
similar phrases or sentences – and I think this is true for many learners.
Exercises
Variety is really the key. There's nothing wrong with mechanical exercises – gap-
filling, sentence transformation and so forth. These can help learners to grasp the
form of a complex structure at the outset without having to think too much about
the meaning. But it's important to move on to activities where the structure is used
in more interesting and realistic ways. I like structure-oriented problem-solving
activities and quizzes, games, picture-based work, text-based work, role-play,
exercises that get students using the structure to talk about themselves and their
ideas, exercises that combine grammar practice with vocabulary learning, and
internet-exploration activities, to name just a few approaches.
Supplementing the coursebook. The coursebook (if there is one) generally won't
provide enough work on key points. More practice will be needed in class, using
groupwork and pairwork. Out-of-class work (corrected or self-access) using good
grammar practice materials can also help a lot.
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