“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
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result, when the students speak, they transfer several elements of mother
tongue in to the English systems. As well, teachers also should add their
contribution to avoid the interference. The English teacher should know the latest
development in linguistic reforms going throughout the world. The teacher should
act as a co-participant in the process of learning. The teacher should always go
with an open mind and ready to learn. He/she should update his/her knowledge to
teach effectively and efficiently, English teaching is not only based on four skills
such as listening, speaking, reading and writing but also on other skills such as
personality, technical, etc. Teachers should conduct some of the class room
activities to get fruitful results in teaching as well as to help the learners learn
more. Group Discussion helps the learners to develop thinking and listening skills.
Topic for discussion should be on current news because it can help the
learners to discuss.
Based on the data taken from the interview sessions, this suggests that
information about conjunctions should not only depend on teachers itself but
English textbook used in the course should also can play game.
The strengths and weaknesses of each writing approach described in the
previous section show that the three approaches complement each other. To
integrate each approach in the writing class, teachers may follow the following
steps. Teachers should start teaching writing with one approach and then adapt it
by combining the strengths of other approaches in the writing classroom.
Therefore, using the integrated approach in the classroom has the main purpose of
enabling learners to transfer the skills they have gained from each approach
naturally from one mode to another and thus to produce their writing tasks
efficiently. For example, writing teachers may start teaching
English major students by using the rhetorical patterns or the so-called
‘rhetorical organizations’ in the productbased approach in order to teach them how
to write according to a variety of organizational conventions of academic prose.
Instructors should combine the strengths of process-based writing such as readers’
guidance and interaction in the process of meaning discovery as a part of
producing the written product. By working in groups or pairs, learners will
improve their writing from their partners’ and instructors’ comment and also
develop their critical thinking skills.
Through the process of writing, teachers should help students realize the
importance of each writing stage equally and provide them with a chance to self-
correct their own writing mistakes to raise their awareness in L2 writing. Doing so
will help teachers draw out learners’ writing potential and allow students to see
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