Page 101 - 4-сон
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hin Uzbekistan. The lesson begins with a PPT demonstrating examples of stereotyping among
8 European countries.
Калит сўзлар: стереотиплар, маданиятлараро мулокотни хабардорлик, танқидий
фикрлаш, ўхшашлик, коммуникатив тил ўқитиш, интеграллашган тил кўникмалари.
Ключевые слова: стереотипы, межкультурная осведомлённость, критическое
мышление, индивидуальность, КМО (коммуникативный метод обучения),
интегрированные навыки.
Key words: stereotypes; intercultural awareness; critical thinking; identity, CLT,
Integrated Skills.
By now, it is a commonplace observation that English is becoming a virtual
lingua franca, a second language for people all over the world. The value of
language learning is not to be able to answer questions about the language, but to
be able to use the language for real communicative and learning purposes. In their
past schooling up to university level, students in Uzbekistan have had very little
opportunity to use English in this way. However, following the famous presidential
decree #1875 in 2012, which recognized the importance of teaching English,
efforts have been continually made to update and strengthen methods of teaching
English. In our Integrated Skills classes, our approach is built on the framework of
the PRESETT curriculum, piloted in 2007 and launched nationwide in 2013. We
have tried to provide opportunities for students to practice all language skills while
presenting topics of common intercultural interest. Students here have a strong
interest in other cultures, especially modern western cultures. So using English to
explore such themes is a natural way for students to practice and learn the
language, reinforce language skills, and develop intercultural knowledge all at
once, in a motivating context. This is how we strive to achieve the goal of using
English for real communicative and learning purposes.
In using a non-native language, there are the dual problems of 'what to say',
and 'how to say it'. By using common topics already familiar to students, such as
family, relationships, food, etc, they can draw on their own experiences for content
['what to say']. This also often provides motivation, by giving opportunities for
genuine self-expression. For example, in an early lesson on relationships, we read
excerpts from people talking about important photographs they keep. We showed
our own family photographs, and spoke about when they were taken and why they
were important to us. Students had the task of bringing a photo of someone
important to them, and sharing it with the class by speaking about the relevant 5W
interrogative questions [who what when where why]. This was an assignment that
www.journal.fledu.uz 101
Илмий-методик электрон журнал
8 European countries.
Калит сўзлар: стереотиплар, маданиятлараро мулокотни хабардорлик, танқидий
фикрлаш, ўхшашлик, коммуникатив тил ўқитиш, интеграллашган тил кўникмалари.
Ключевые слова: стереотипы, межкультурная осведомлённость, критическое
мышление, индивидуальность, КМО (коммуникативный метод обучения),
интегрированные навыки.
Key words: stereotypes; intercultural awareness; critical thinking; identity, CLT,
Integrated Skills.
By now, it is a commonplace observation that English is becoming a virtual
lingua franca, a second language for people all over the world. The value of
language learning is not to be able to answer questions about the language, but to
be able to use the language for real communicative and learning purposes. In their
past schooling up to university level, students in Uzbekistan have had very little
opportunity to use English in this way. However, following the famous presidential
decree #1875 in 2012, which recognized the importance of teaching English,
efforts have been continually made to update and strengthen methods of teaching
English. In our Integrated Skills classes, our approach is built on the framework of
the PRESETT curriculum, piloted in 2007 and launched nationwide in 2013. We
have tried to provide opportunities for students to practice all language skills while
presenting topics of common intercultural interest. Students here have a strong
interest in other cultures, especially modern western cultures. So using English to
explore such themes is a natural way for students to practice and learn the
language, reinforce language skills, and develop intercultural knowledge all at
once, in a motivating context. This is how we strive to achieve the goal of using
English for real communicative and learning purposes.
In using a non-native language, there are the dual problems of 'what to say',
and 'how to say it'. By using common topics already familiar to students, such as
family, relationships, food, etc, they can draw on their own experiences for content
['what to say']. This also often provides motivation, by giving opportunities for
genuine self-expression. For example, in an early lesson on relationships, we read
excerpts from people talking about important photographs they keep. We showed
our own family photographs, and spoke about when they were taken and why they
were important to us. Students had the task of bringing a photo of someone
important to them, and sharing it with the class by speaking about the relevant 5W
interrogative questions [who what when where why]. This was an assignment that
www.journal.fledu.uz 101
Илмий-методик электрон журнал
