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Abstract

Over the years there have been many theories about how our pupils best learn foreign languages. We have seen grammar-translation, direct methods, audio-visual and audio-lingual based loosely on the behaviourist movement, situational, communicative, 'comprehensible input', functional/notional, task-based, content-based (CLIL) and so on. In very recent times, lexicogrammatical approaches, such as Gianfranco Conti's EPI (Extensive Processing Instruction) have made considerable inroads in secondary modern languages classrooms, notably in England, as well as 'knowledge organiser' methods using parallel translations as a basis for manipulating chunked language. So, beware of being dogmatic about target language use. Clarity also means understanding instructions. I believe it is more pragmatic and efficient to explain the rules for an activity or game in English, perhaps after an explanation in the target language. This gains time and you do not waste time subsequently explaining to students what they are meant to be doing. So you use a little English to achieve a gain of greater practice time, understanding and enjoyment.

Keywords

French language methodology pedagogical technology word technique memory exercise word game

Article Details

How to Cite
Sobirjonovna, P. S. (2022). Methodology of French Language. CENTRAL ASIAN JOURNAL OF SOCIAL SCIENCES AND HISTORY, 3(11), 145-151. Retrieved from https://cajssh.centralasianstudies.org/index.php/CAJSSH/article/view/501

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