1.2. ESL Activities, Games and Worksheets
The grammatical systems of Uzbek and English are fundamentally different. English is an analytical language, in which grammatical meaning in largely expressed through the use of additional words and by changes in word order. Uzbek is a synthetic language, in which the majority of grammatical forms are created through changes in the structure of words, by means of a developed system of prefixes, suffixes and ending1. No one knows exactly how people learn languages although a great deal of research has been done into the subject.
Many methods have been proposed for the teaching of foreign language. And they have met with varying degrees of success and failure. We should know that the method by which children are taught must have some effect on their motivation. If they find it deadly boring they will probably become de-motivated, whereas if they have confidence in the method they will find it motivating. Child learners differ from adult learners in many ways. Children are curious, their attention is of a shorter duration, they are quite differently motivated in, and their interests are less specialized. They need frequent of activity; they need activities which are exciting and stimulating their curiosity; they need to be involved in something active.
In the grammar-translation mode, the books begin with definitions of the parts of speech, declensions, conjugations, rules to be memorized, examples illustrating the rules, and exceptions. Often each unit has a paragraph to be translated into the target language and one to be translated into native one. These paragraphs illustrate the grammar rules studied in the unit. The student is expected to apply the rules on his own. This involves a complicated mental manipulation of the conjugations and declensions in the order memorized, down to the form that might fit the translation. As a result, students are unable to use the language, and they sometimes develop an inferiority complex about languages in general. Exceptionally bright and diligent students do learn languages by this method, or in spite of it, but they would learn with any method. (R. Lado) Here are the major characteristics of Grammar Translation: classes are taught in the mother tongue, with little active use of the target language; much vocabulary is taught in the form of lists of isolated words; long elaborate explanations of the intricacies of grammar are given; grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of word; reading of difficult classical texts is begun early; little attention is paid to the content of texts, which are treated as exercises in grammatical analysis; often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue; ittle or no attention is given to pronunciation2. The grammar-translation method is largely discredited today. With greater interest in modern languages for communication the inadequacy of grammar-translation methods became evident.
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