Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367
https://zienjournals.com Date of Publication: 20-03-2022
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A Bi-Monthly, Peer Reviewed International Journal [89]
Volume 6
Classroom Activities in Communicative Language
Teaching Used for Teaching Foreign Languages
Ravshanova Nasiba Karamatovna
A senior teacher of Foreign Language department
Karshi engineering economic institute
Annotation:
The principles on which the first generation of Communicative Language Teaching
materials are still relevant to language teaching today, so in this article we will briefly review the
main activity types that were one of the outcomes of Communicative Language Teaching. One of
the goals of Communicative Language Teaching is to develop fluency in language use.
Keywords:
communicative method, Imitation, Substitution, Fluency, Accuracy, Role-play,
Interviews, Information gap;
Introduction.
The Communicative Language Teaching approach develops
all language skills -
from speaking and writing to reading and listening. Grammar is mastered in the process of
speaking a language: the student first remembers words, phrases,
language formulas, and only
then begins to understand what they are in the grammatical sense. The goal is to teach the student
to speak a foreign language not only fluently but also correctly. The rules and meanings of new
words are explained by the teacher to the
student using familiar phrases, grammatical
constructions and phrases using gestures and facial expressions, drawings and other visual aids.
Computers with CDs,
the Internet, television programs, newspapers,
magazines, and more can also
be used. All this arouses students' interest in the history, culture, and customs of the language
being studied.
In foreign language classes, the teacher creates situations in which students communicate
with each other in pairs and in groups. This makes the lesson more colorful. When working in a
group, students demonstrate speech independence. They can help
each other and successfully
correct the words of the interlocutors. The classroom teacher assumes the role of communication
organizer, asks leading questions, focuses on the participants ’original ideas, and arbitrates in
discussing controversial issues.
The difference between communications is that instead of active
vocabulary and specially
adapted learning texts and dialogues for learned grammar, it uses real-life situations to imitate in a
way that stimulates maximum motivation for students to speak. Students studying "dating" begin
to actively get acquainted and discuss topics of interest to them.
