title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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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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