THE MINISTRY OF HIGHER EDUCATION, SCIENCE AND INNOVATION

OF THE REPUBLIC OF UZBEKISTAN

URGENCH STATE UNIVERSITY

FACULTY OF FOREIGN PHILOLOGY

THE DEPARTMENT OF
THE ENGLISH LANGUAGE AND LITERATURE

COURSE WORK
ON METHODS OF TEACHING FOREIGN LANGUAGES

THEME: The interactive methods of foriegn language teaching (ice-breakers)

Supervisor: Done by:

Masharipova Leninza Karimberganova Mavluda
Teacher of “The English Language Group 2003 student of the
and Literature” department “The Foreign Language and
Literature” speciality

U R G A N C H – 2023
 Contents

INTRODUCTION

1. INTERACTIVE METHODS OF ACTIVITIES IN TEACHING

FOREIGN LANGUAGES

2. ICE BREAKING

CONCLUSION

REFERENCES
INTRODUCTION 
Learning activity is an activity that must be followed by all students and teachers,
with the aim of achieve the success of educational goals. The success of learning
depends on an effective learning process in the classroom. According to Dollard and
Miller in  Dollard, Dollard, & Miller, n.d. books the effectiveness of learning
behavior is influenced by 4 things, namely the existence of motivation, attention and
knowing the goals, efforts, and evaluation of the use of results. Based on Bornstein
(1987), Budiawan (2008), motivation is a form of encourage from the inside (inner
drive), and also encouragement that can move a person to do certain activities.
Therefore motivation to learn English is influenced by many things, one of which
is a learning process that  is  not conducive  and  does not  vary.  So that  the learning 
process becomes  bored  and decreases the motivation of students to improve their
English skills. The teacher is a student guide in classroom learning activities that
must be able to manage the learning process to be effective.ections. 
Usually  in  the preliminary activities the teacher only greets and checks the
attendance of the student then progresses to the core activities. In this case many
students are not ready to accept the material provided by the teacher, thus reducing
students' motivation and interest in capturing a learning material.
Interactive learning is a special form of organizing cognitive activities, a way of
knowing, carried out in the form of joint activities students, in which all participants
interact with each other, exchange information, jointly solve problems, simulate
situations, evaluate actions others and their own behavior, immerse themselves in the
real atmosphere of a business cooperation to resolve the problem. It should be noted
that interactive teaching methods were very popular in the 1970s and 1980s and were
successfully realized in the process of teaching foreign languages. Based on the
works of the Bulgarian professor G.Lozanov, linguists and psycholinguists developed
intensive methods of teaching foreign languages: the emotional-semantic method ,
method of using internal potential of students, systematic method of teaching adult
learners. Interactivity of teaching process is achieved due to the form of organization
of lessons, special way of introduction of material, formation of speaking and
communicative skills of students.
 2. INTERACTIVE METHODS OF ACTIVITIES IN TEACHING
FOREIGN LANGUAGES
The analysis of scientific and pedagogical literature has shown that the main tools
of interactive pedagogical interaction are the polylogue, dialogue, mental activity,
creativity, and creation of situation of success at the lessons, positivity and optimism
of assessment of students' work, reflection . Modern linguodidactics and pedagogy
offer a wide variety of interactive methods to teaching foreign languages, as
warming-up activities (creation of communicative atmosphere); working in small
groups; discussion of issues and problems of current importance; educational games
(role games, imitations, business games, etc.); project methodology; using of audio
and video materials intended for real communication, etc.These are some examples of
interactive methods that can be used by teachers in foreign language classroom.

These are some examples of interactive methods that can be used by teachers in
foreign language classroom.

Warming-up activity

The topic of the lesson may be introduced by teacher's communication with students
on the most varied issues that are discussed in press, on television (recent events in
the country, abroad, weather, etc.).

Working in small groups

Students are divided into pairs, read the text and find information that is new and
interesting for them. They discuss the text in pairs and answer teacher's
questions.Thus, working in small groups, students discuss the material of the text on
the given situation and then report the results of their mutual work.

Educational games
When teaching English as a second language to adult learners, games and fun
activities can be just as important as when teaching younger age groups. Fun adult-
oriented educational games and activities can help teachers to build class cohesion,
raise energy levels and most importantly, provide a framework that motivates
learners to produce the target language. Role games, imitations, business games can
be used at the lessons to improve communicative skills of students.

Dramatization

An exciting world of performances, songs, games, improvisations, imitations can

provide invaluable help to teacher in formation and developing language competence,
solving problems of aesthetic upbringing, developing creativeabilitiesstudents.
Activity that stimulatesimagination awakens feelings and inspires to play different
roles is called drama. In the process of study of foreign language, dramatization turns
the lesson into a pleasant and fascinating activity and frees students from a sense of
fear.

Project methodology

After completing the exercises at the lesson, discussing particular topic,and students
get homework assignment: make a presentation or project on the given topic.
Students may write a script, make a presentation, and prepare a play or
video.Although implementing project work in the English language classroom may
require some creativity, it's certainly possible and effective. Teacher works with
students throughout the entire project to give feedback.

Audio and video tasks

Interactivity in the process of viewing of a video in a foreign language begins on an

emotional level [3]: students feel enthusiastic watching the film and exchanging their
views, thinking and speaking during the discussion. Teachers may use such popular
films as "Twilight", "Patriot", "The Queen Elizabeth", "Romeo and Juliette" and
others. The teacher chooses those methodical methods that contribute to the
achievement of learning objectives: to intensify learning process.
 Studying languages has been done by humans since birth, starting from  the
mother tongue. Language  has  central  role  on  intellectual  development,  social, 
and  emotional  students  to supported success student and learn all of lessons,
Parmawati (2018). But in the current era of globalization, learning foreign languages
such as English is very necessary. Like the opinion Expressed by Nunan (2005) in
Yeganehpour & Takkaç, (2016) namely the ability to use a second language or
foreign language will develop automatically if the learner is directed to focus in
communication. The second language referred to in the opinion is a foreign language
that is generally studied by students at school.   
Second language is a language that is very necessary when formal, social, trade or
education activities. While foreign languages are languages used by people to
communicate with other people who are not from their country.  So from that it can
be concluded that learning foreign languages such as English at school is considered
important and must be  mastered by the Indonesian Nation because English  as a
communication tool is also a language of association between nations. In addition,
English is also the first foreign language that is considered important for the purpose
of adding information and developing science, technology, and cultural arts.  

Teaching process is mainly based on two activities. They are imparting knowledge
and acquiring knowledge. In the first case teacher sends information and the learners
receive it. The innovative methods also deal with this process and their aim is to
evaluate the activities of a teacher and learners using new ways and methods of
teaching including new technical means of teaching. As we know that
methodological approach in teaching foreign languages may be divided into three
groups. They are Passive methods, Active methods and also interactive methods. If
we speak here in the first place about the passive methods, it should be noted that in
Passive methods a teacher is in the centre of teaching. He plays active role but the
learners are passive. Control can be carried out by the way of questions, individual
and control work, tests etc. It may be useful when it is used by an experienced
teacher. Secondly, in Active methods learners are also active. Their role and activity
is equal in the process of interaction. Learners may ask questions; express their ideas
with a teacher. The last but it is in the first nowadays interactive method or approach
is a modernized form of active methods. The most of teachers usually understand or
mean cooperative action during the lesson. But here attention should be focused on
inner action too. The learners should have inner motivation which involves them into
active work or active participation at the lesson. In interactive method teacher’s role
is to direct learners activity to getting the aim of the lesson which include interactive
exercises and tasks. Below some types of interactive methods are given:
Brainstorming. It is technique for generating new ideas on a topic. These methods
stimulate creative activity of the learners in solving problems and express their ideas
freckly. Various variants of solving the problem are usually given here. In
brainstorming quantity of utterances is important but not the quality. Teacher should
listen to all utterances and not criticize them. Instead of this he inspire the learners to
give as many variants of solving the problem as he (or she) can. Lacks of criticism
create favorable conditions for the learners to express the ideas freely and these of
course motivate them. At the end of brainstorming activity all the expressed
utterances are written and then analyzed.
Discussion. This type of interactive method requires to study teaching material on
the theme before starting discussion. After having learnt the lexico-grammatical
material on the theme the learners may start discussion. This method helps the
learners consistently and logically express their ideas by presenting grounds for their
utterances. Here the learners work in small groups and this improves their activity
because every member of the group may express his/her ideas and takes part in the
discussion. The forms of organizing group work are the following:

 a)  a theme is selected (chosen);

b)                learners must have learnt the chosen problem;
c)                groups are formed;
d)                teacher gives instruction and announces the time;
e)                controls the activity of learners and if it is needed, helps and stimulated
them.
f)                  at the end of the discussion one representative of each group makes
presentation. Cluster. The next innovative method is cluster. It is one of widely used
methods in teaching a foreign languages now. It can be used in all stages of teaching
English to both young and aged learners. In presenting new words a teacher writes
a new word on the blackboard. And then learners tell the words that can be used
together with the given word.

Then teacher gives a task to make up word combinations with the word “book”:
my book, a good book, an interesting book, a nice book, etc. This method involves all
the learners into active work and forms of motivation. It can be effectively used in
improving monologic speech habits and skills. Role playing. Role playing is also one
of the activity used in teaching innovative methods. They are made to improve the
efficiency of teaching. Role playing involves the learners into active work by
positively influencing on their inner activity. This creates favorable conditions for
cooperative work. Such atmosphere creates their motivation, personal potentials of
inner activity and helps to form practical skills and habits. During the role playing
such skills as creativity, getting out of the difficult situations, resourcefulness, self
managing are formed and improved. Role playing has not only educational aim, but
also has social aims because some life situation are modeled here for teaching. When
a teacher uses role playing method in teaching the foreign language he/she should
follow the below given instructions:
          Creating cordial atmosphere among the learners who take part in the play;
         Learners should feel free themselves and this will help them to play their role
perfectly;
           Creating favorable conditions in the teaching process and using pros;
  Taking into consideration the personal features of the learners. Multimedia learning.
This is the next innovative method. It is the combination of various media types as
text, audio and video materials by the help of which teacher presents information to
the learners. By using information technology as an innovative teaching and learning
strategy in a problem based learning teacher tries to motivate learners to active
knowledge through real life problems.
Multimedia learning. This is the next innovative method. It is the combination of
various media types as text, audio and video materials by the help of which teacher
presents information to the learners. By using information technology as an
innovative teaching and learning strategy in a problem based learning teacher tries to
motivate learners to active knowledge through real life problems. Advantages of
using multimedia learning:  
Positively influence on forming speech habits and skills. An effective conclusion
retraces the important elements of the lesson and relates them to the objective. This
review and wrap-up of ideas reinforces student learning and improves the retention of
what has been learned. New ideas should not be introduced in the conclusion because
at this point they are likely to confuse the students
ICE BREACKING
The term ice breaker comes from two foreign words, namely ice which means ice
has a rigid, cold, and hard nature, while the breaker means solving. Meaning literally
an ice-breaker is an "ice breaker". So, an ice breaker can be interpreted as attempts to
break or melt the atmosphere that is rigid as ice to become more comfortable flowing
and relaxing.

Ice breaking is an activity that can be used to solve the tension and saturation of
students in learning, so that the class becomes fun and more conducive before
entering into core activities. The conducive situation will be more effective to help
students achieve learning goals compared to a  tense situation. Ice breaking can do in
various activity, such as game, short story, and guessing.this activity done in time 5
until 15 minutes. 
There  are  several  benefits  of  doing  ice  breaking  activities,  including  the 
ones  eliminate boredom, boredom, anxiety, and fatigue because they can get out
while from the routine of the lesson by doing free and cheerful activities, also other
benefits such as: Train creative thinking and broad students, Develop and optimize
the brain and creativity of students, Train students to interact in groups and work
together in a team, Train systematic and creative thinking to solve  problems, 
Increase  self-confidence,  Practice  determining  strategies  carefully,  Train
creativity with limited material, Practice concentration, dare to act and not be afraid
of being wrong, Gluing tenuous interpersonal relationships, Train to respect others, 
Strengthen self-concept, Train the soul of leadership, Practice being scientific,
Practice making decisions and actions
Based on these benefits, it is clear that ice breaking can be an alternative to be used in
learning.
Learning is not monotonous and not bored for students. Especially very both used in
the
learning process of English which are usually impressed difficult for students.
 CONCLUSION
The study was conducted in five meetings and further deepened ice breaking or
warming up at the beginning of each meeting. From the results of the data it can be
concluded that the ability of seventh grade students has increased. By using ice
breaking when learning takes place can increase students' motivation and interest in
English, this right is evident from the increase that occurred in this study. This
increase consists  of:  increasing  the average  score  and increasing  the  value of 
student attitudes and behavior. The average pretest score is 5.25, and the post-test is
8.20
Increased attitudes and behavior can be seen from the more pleasant activity,
knowledge, and atmosphere of the class. After the authors conducted the study, the
authors concluded that ice breaking or warming up can increase students' motivation
and interest in the learning process. And in this case study study the authors suggest
that teachers can use ice breaking in class because it can motivate students to feel
more enjoyable in the learning process and they will not feel bored quickly.
References:          
     1. Fries Ch. C. Teaching and Learning English as a Foreign Language. Ann Arbor,
1947.        
     2.Littlewood. W. Communicative Language Teaching. An Introduction.
Cambridge. CUP. 1981.      
     3.Livingstone Card. Role play in Language Learning. 1988.        
     4. Palmer H. Scientific Study and Teaching of Languages. London, 1922.        
    5.Richards G. C. and Rodgers Th. S. Apporaches and Methods in Language
teaching. USA, 1993