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Journal articles on the topic 'Approaches of language teaching and teaching English'
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Karshiyev, Sh.A, and X.U Utkirova. "EFFECTIVE APPROACHES IN TEACHING ENGLISH." GOLDEN BRAIN 1, no. 14 (2023): 199–202. https://doi.org/10.5281/zenodo.7973823.
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<em>Nowadays, under the leadership of our president Shavkat Mirziyoyev, it was dedicated to improve the system of teaching foreign languages. From 2021, foreign language teachers are required to have national and international language certificates, and the in-depth teaching of these foreign languages started from the 1st grade. We can see that it is included in the education process, which in turn requires the preparation of students based on the four skills from the primary school. This puts a huge responsibility on the shoulders of our foreign language teachers. Now, instead of traditional teaching methods, we should organize the teaching process based on interactive methods using new ICT.</em>
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Makasheva, Farida, Akmarzhan Faizullieva, Alima Urazova, Aigerim Suyunova, and Kamila Ishangaliyeva. "MODERN APPROACHES IN TEACHING ENGLISH LANGUAGE." Батыс Қазақстан инновациялық-технологиялық университетінің Хабаршысы 32, no. 4 (2024): 153–65. https://doi.org/10.62724/202440208.
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The main goal of teaching foreign languages is to train students to freely navigate a foreign language environment and to respond appropriately in various situations, that is, to communicate. Every language reflects the culture of the people who speak it. The task of the modern teacher is to create conditions for each student to improve their command of the language, to select teaching methods that allow each student to express their enthusiasm and creativity, and to stimulate cognitive activity during the foreign language acquisition process. Therefore, one of the main objectives is to cultivate an interest in this subject and strive to awaken the students’ creative and intellectual abilities. The aim of this article is to examine modern approaches, particularly those with a communicative focus, to designing English language lessons and to discuss their practical application. The theoretical significance of the research lies in the comprehensive review of modern methods of foreign language teaching and in the theoretical substantiation of pedagogical conditions for applying modern technologies in the teaching process. The practical significance of the research is that the theoretical principles can be actively used in the process of teaching foreign languages in general education schools. Additionally, this research explores conditions for effective use of modern pedagogical methods and developmental techniques. The introduction of modern technologies creates prerequisites for intensifying the educational process. They facilitate the shift from mechanical knowledge acquisition to mastering the skill of independently acquiring new knowledge. Modern technologies contribute to the development, preservation, and enhancement of students’ personal qualities.
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Abdukodirov, Umidjan Nazirovich. "METHODICAL APPROACHES IN ENGLISH TEACHING." JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN 1, no. 9 (2023): 1169–73. https://doi.org/10.5281/zenodo.10435811.
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The development of a foreign language is always associated with the selection of relevant methods. The experience of teaching English by experts of this language is predominant. Its effective implementation and use in training programs, including federal ones, is one of the key issues of teaching English today
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Enesi, Miranda, Ekaterina Strati, and Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education." International Journal of Education and Practice 11, no. 2 (2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.
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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.
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Arantes, do Vale Márcia. "TEACHING AND PEDAGOGICAL PRACTICES IN TEACHING A MODERN FOREIGN LANGUAGE - ENGLISH." International Journal of Education and Research 1, no. 1 (2024): 15–22. https://doi.org/10.5281/zenodo.12607132.
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The teaching of foreign languages in the global context, and also in the Brazilian context, is an ancient practice that was outlined as if the structure of societies. Throughout the history of language teaching have emerged many approaches, methods and teaching techniques in order to develop student mastery of a new language. Every historical moment, the teaching of a foreign language had a goal that led to the development of approaches that might meet the best that goal. So, we come up to the current scenario with various approaches still in use, although not always this approach meets the current educational assumptions. But for a better understanding of how has set the didactic and pedagogical practices of foreign language teaching, it is necessary to first understand what happens to be the language and the language, two concepts that have developed in parallel and are often mistakenly used interchangeably, since both are focused on communication and interaction among human beings, aiming to impart knowledge and ownership of greater cultural diversity. Throughout the study presented here, it was found that the first methods and approaches are also used, alone or together, stand out: the method of the traditional approach, the direct approach or direct method, the US Army Approach Method ALM and the Communicative Approach. Each of them received advocates and critics due to the fact they have different focuses when very refer the question of teaching (methods and techniques) and, mostly, for ignoring the student as an active subject in the teaching-learning process. The criticisms of a particular approach favored the emergence of new approaches. In Brazil, the teaching of foreign languages does not have the value it should have, because foreign languages are still seen as complementary disciplines and not as essential, even recognizing the LDB and PCNs that the student needs to take ownership of a second language to broaden their culture and their communication skills. One of the important points to consider when it comes to foreign language teaching is the issue of teacher education that, as verified, must be able to master the language that will teach, in addition to knowledge and mastery over the teaching and teaching and learning processes to be able to develop the skills and language skills of the student. It is considered therefore that in addition to laws, guidelines and parameters that define how it should be the teaching of foreign languages, it is necessary to continuously form the teacher so that it can act as a mediator in the process of teaching foreign language learning and contribute for positive student education in acquiring a language.
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Rashov, Oybek Sobitjon o'g'li. "APPROACHES TO TEACHING ENGLISH TO STUDENTS WITH DISABILITIES." International journal of advanced research in education, technology and management 2, no. 3 (2023): 473–81. https://doi.org/10.5281/zenodo.7759424.
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It is known that learning foreign languages is becoming more and more important all over the world. Teaching foreign languages, especially to language learners with disabilities, is one of the unresolved issues. This article discusses the theoretical and practical aspects of teaching methods that are useful for teaching language learners with visual impairments in the classroom and developing their language skills. <strong><em>Keywords</em></strong><em>:</em> visual impairment, blind student, new methods, practical assistance, special equipment, special materials.
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Rustamov, Abdulaziz. "EFFECTIVE APPROACHES OF LANGUAGE TEACHING STYLES FOR LANGUAGE TEACHERS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 6 (2023): 575–77. https://doi.org/10.5281/zenodo.8041124.
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The article discusses the possibilities of using modern methods and approaches in the process of teaching English a foreign language. The topical issue today is how should be a foreign language lesson in modern conditions. Goals change and the content of education, new means and technologies are emerging learning, but no matter what reforms are made, the lesson remains eternal and main form of education. This article mainly discusses the effectiveness of modern approaches, as well as methods of careful teaching English. In addition, this article illustrates how use new innovative technologies in teaching in English. The purpose of the author is to show the significant role of some modern methods in intensive teaching of English
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Theivarani, K. Annal Girija, and Dr K. Nagarathinam. "Learning English as a Second Language through basic Approaches and Methods." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 024–32. http://dx.doi.org/10.22161/ijels.93.3.
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This paper is aimed to find out how school and college teachers use the Approaches and Methods in their teachings. This qualitative study analyses how teachers have to be aware in picking Approaches and Methods before they deliver certain materials and treat their students. They teach in schools considering English as a Foreign Language. This study found that the teachers only used several Approaches and Methods like Grammar-translation Method which discuss language rules of first language and target language, Audio-lingual Method where drilling is used, and so on. Later, this study is expected to help teachers in preparing their teaching in the classroom, and which teaching Methods and Approaches they should use in teaching the students.
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Poole, B. "Corpus-Based Approaches to English Language Teaching." ELT Journal 65, no. 1 (2010): 92–93. http://dx.doi.org/10.1093/elt/ccq080.
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Bakhromova, Gulmira Ahmadjonovna. "TEACHING ENGLISH LANGUAGE APPROACHES (STUDENT-CENTERED APPROACH)." Journal of Academic Research and Trends in Educational Sciences 1, no. 7 (2022): 43–45. https://doi.org/10.5281/zenodo.6630030.
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This article brings to light, the significance of an approach to learning talking; a student-centered learning approach. The analyst pays so much consideration to this approach caused the need of students in a globalization time that required them to ace the English, particularly in terms of communication. A key issue here is whether what happens in a talking classroom is concerned with “teaching speaking”. Student-centered learning is centered on the student’s needs, capacities, interface, and learning styles with the educator as a facilitator of learning. This classroom education strategy recognizes student voice as central to the learning involvement of each learner. The relationship between a student-centered approach and talking aptitude is important. This approach makes learning by doing circumstance. The understudies can create their talking ability through the realization of errands, which are concocted at the side of the understudies and taking into thought their needs and characteristics. The relationship between a student-centered approach and speaking expertise is significant. This approach creates learning by doing circumstances. The students can create their talking skills through the realization of errands, which are concocted beside the understudies and taking into thought their needs and characteristics.
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SASHKA, JOVANOVSKA. "Language teaching and testing - a research of using literature forms in the English Language Schoolbooks." Euro Afro Studies International Journal, (EASIJ.COM), 1, no. 1 (2019): 27–47. https://doi.org/10.5281/zenodo.3565842.
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The use of literature forms in the English language teaching schoolbooks is enjoying a revival for a number of reasons. Having formed part of traditional language teaching approaches, literature became less popular when language teaching and learning started to focus on the functional use of language. However, the role of literature forms in the English language teaching schoolbooks has been re-assessed and many now view literary texts as providing rich linguistic input, effective stimuli for students to express themselves in other languages and a potential source of learner motivation. The aim of my thesis is to find out if in the English schoolbooks used in some schools set by experts. Although the studies on the use of literature forms in teaching English have been increasing abroad, in our country, particularly in public schools, only English grammar is being taught. The students who are expected to memorize these rules cannot use English. The aim of this seminar paper is to exhibit why and how literature forms can be used in order to teach English effectively and efficiently. I have also compared two schoolbooks (Project 2 and Dream team 3) to see the differences between the literary content.
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Sofronova, Irina. "Current Approaches to Teaching Reading." SHS Web of Conferences 99 (2021): 01011. http://dx.doi.org/10.1051/shsconf/20219901011.
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The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.
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Et al., Shakhnoza Jalolova. "Different Approaches and Methods of Teaching English." Psychology and Education Journal 58, no. 2 (2021): 1149–57. http://dx.doi.org/10.17762/pae.v58i2.2254.
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: In this article, you will find a description of the different approaches to teaching English to students. The topic will be useful for young teachers and those who want to start learning the language on their own. It is important that the consumer understands how his or her linguistic needs are met. Also, after the independence of our country, the interest in teaching foreign languages has increased, and many opportunities for young people will be created, and other issues will be discussed.
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Nasiba, Mirzayeva Bakhtiyar kizi. "MODERN METHODS AND APPROACHES OF TEACHING ENGLISH." Innovative Development in Educational Activities 2, no. 20 (2023): 218–21. https://doi.org/10.5281/zenodo.10054859.
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<i>This article tells us about need of learning English language. For This aim is necessary to use different methods and approaches to teaching of English language. Main methods of teaching English are considered.</i>
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Nasiba, Mirzayeva Bakhtiyar kizi. "MODERN METHODS AND APPROACHES OF TEACHING ENGLISH." Innovative Development in Educational Activities 2, no. 20 (2023): 218–21. https://doi.org/10.5281/zenodo.10055299.
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<i>This article tells us about need of learning English language. For This aim is necessary to use different methods and approaches to teaching of English language. Main methods of teaching English are considered.</i>
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Floriasti, Tri Wahyuni, and Renasya Destyana. "Effective teaching strategies in "The Ron Clark Story" for teaching English as a foreign language." LITERA 22, no. 3 (2023): 315–29. http://dx.doi.org/10.21831/ltr.v22i3.63406.
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The need for improved language education approaches is critical given the current globalized world's growing demand for English language competency. Barriers based on language might prevent people from communicating and limit their chances. The goal of this study is to address the urgent need for creative and practical approaches to teaching foreign languages in order to enable students to get the language proficiency necessary for success in a globalized and multicultural society. The study explores effective teaching strategies in teaching and learning English as a foreign language, drawing insights from the movie "The Ron Clark Story." The research examines the alignment between the teaching strategies depicted in the movie and existing literature, specifically focusing on cognitive thinking and behavior. The research findings emphasize the significance of engaging in active social interactions, critical thinking, research, and evaluation to promote cognitive growth and improve language acquisition. The movie effectively showcases the positive impact of teaching strategies such as modeling, positive reinforcement, and structured learning on students' behavior. These findings imply that educators can implement these strategies to enhance cognitive growth and language learning and create a positive and engaging learning environment for English language learners in the classroom. The movie is a valuable resource and inspiration for educators seeking innovative approaches to teaching English as a foreign language. This research contributes to the existing body of knowledge on effective teaching strategies and their impact on cognitive thinking and behavior in the context of English language education.
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Mubaroq, Syahrul, and Zaitun Qamariah. "Curriculum Approaches in English Language Teaching in Indonesia." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 2, no. 1 (2024): 01–06. http://dx.doi.org/10.59435/jipnas.v2i1.105.
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This study used library research research methods to investigate curriculum approaches in English language teaching in Indonesia. The purpose of this study is to identify curriculum approaches commonly used in English language teaching in Indonesia and to understand how these approaches shape teaching methods and strategies applied in language classrooms. In this study, the author conducted a comprehensive literature review of relevant literature, including textbooks, research journals, articles, and education policies related to English language teaching in Indonesia. The data collected were analyzed qualitatively to identify curriculum approaches commonly used in the context of English language teaching in Indonesia. The results of this study show that some curriculum approaches commonly used in English teaching in Indonesia include content-based approaches, communicative approaches, task-based approaches, and grammar-based approaches. The selection of this curriculum approach is based on the goals and objectives of the program, as well as the needs and interests of learners. In conclusion, in Indonesia, English teaching is influenced by various curriculum approaches, which shape the methods and strategies applied in language classes. The choice of curriculum approach in English language teaching depends on the goals and objectives of the program, as well as the needs and interests of learners. Different approaches can be used in combination to create a comprehensive and effective language learning experience so that language learners can easily master the language in a formal setting.
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Ozodakhon, Elmurod qizi Izzatillaeva. "EVOLUTION OF ENGLISH LANGUAGE TEACHING METHODOLOGIES." МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ: ТЕОРИЯ И ПРАКТИКА 2, no. 4 (2024): 81–84. https://doi.org/10.5281/zenodo.10929799.
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The Evolution of English Language Teaching (ELT) methodologies has been a dynamic narrative that highlights the continuous changes and transformation of language education. This article provides a comprehensive overview of the historical developments in ELT methodologies, from the traditional approaches to modern pedagogies, and discusses the impact of these changes on language acquisition.
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Kholil, Achmad. "Teaching children: The weightiness of adopting practical approach to teaching children." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (2020): 41. http://dx.doi.org/10.33474/j-reall.v1i1.5614.
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Teaching children still becomes a challenging task today and copying with that is quite necessary. Although the strategies have been implemented to be successful language learning for the children, however, it sometimes still fails due to lack of several practical approaches in the teaching process. This paper is presented to shed light on some practical approaches to teaching English to young learners. It covers intellectual development, attention span, sensory input, affective factors, and authentic meaningful language. These approaches are offered so as to make the goal of learning attainable. The teachers are strongly recommended to apply this in English language teaching to their children.
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Dusbayeva, Nazira Narimanovna. "GOALS AND TASKS OF ENGLISH LANGUAGE TEACHING." JOURNAL OF AGRICULTURE & HORTICULTURE 2, no. 8 (2022): 17–21. https://doi.org/10.5281/zenodo.7036503.
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In this scientific article, the goals and objectives of teaching foreign languages (English) in the educational system were discussed on the basis of scientific approaches. Information about the role of the English language in the process of development of our society was also presented.
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Shamsiyev, Kakhramon Olimzoda Parvina Saidova Kamola Ibragimova Dilbar. "APPROACHES TO TEACHING ACADEMIC WRITING." МЕЖДУРОДНАЯ КОНФЕРЕНЦИЯ АКАДЕМИЧЕСКИХ НАУК 2, no. 2 (2023): 31–34. https://doi.org/10.5281/zenodo.7608577.
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The article describes the difficulties that students face when mastering a written language in a foreign language course in English for Academic Purposes in the context of the specifics of the course. Methodological approaches to teaching foreign language written speech are analyzed, their strengths and weaknesses are identified, the possibility of using tasks inherent in these approaches in the course of academic writing to overcome the described difficulties is considered. Examples are given illustrating how tasks can be combined when writing an essay and annotation.
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Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH." American Journal of Philological Sciences 4, no. 1 (2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.
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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.
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V., Indira Mudiraj. "EFFECTIVE TEACHING METHODS AND APPROACHES FOR SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE LEARNING." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 7, no. 1 (2022): 12–17. https://doi.org/10.5281/zenodo.6037411.
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Teaching English is challenging.However, in this globalized world learningforeign languages is necessary. So as potential teachers, we should ask ourselves thefollowing questions,: How could I teach English to my pupils? What is the best wayfor them to learn?At present, English is one of the most important and growing subjects in oursecondary schools and it is also present in our curriculum. Moreover, many schools areadopting bilingual programs. Though there is abundant legislation stipulating howteachers must proceed and how they should incorporate the different approaches and methodologies, it is the teachers themselves who are expected to design and plan thelessons.Learning a foreign language as if it were a mother tongue would be the idealway, since the need to learn grammar and structures would be obviated. This is difficultif the teachers themselves are non-native and is therefore one of the most complicatedaspects.Thus, we consider it very important to investigate how to teach English in eachsituation. Sometimes it is not a matter of teaching English but a matter of teaching inEnglish. The main purpose is to create a new method made of all the different methodsalready known and take advantage of all the positive features in each method.However, just a simple mixture of all methods would not be enough since we aredealing with very different situations regarding age, level and resources. Therefore, themain idea is to use all the methods in a varying proportion depending on thecircumstances. With experience, the teacher will be able to decide which method will fit the student’s needs. It is well known that the teacher’s role is significant in students learning progress. One of the important decisions that this role demands is choosing the right teaching method to achieve the lesson objectives. In the English language classroom, the accomplishment of this goal will ensure the success of the educational process and enhance student’s language competence. Teachers often change their teaching methods to fit their students’ needs, cope with the changing classroom situation, or to suit the new educational decisions from higher authorities. In the field of English Language Teaching there have been arguments and counter arguments about the role of various methods, approaches and techniques in learning the language.Teaching English language requires not onlythe skill, knowledge of subject, methods and strategies but also infrastructural facilities like languagelaboratory, teaching aids, teaching learning materials and teacher's resources books and audio-visual aid etc.The effective teaching and learning is depends on use of suitable teaching aids and teachers competence. Thereare many methods emerged in the 21st century for teaching and learning of English language. Teaching Englishlanguage becomes challenging for teachers at school education system in India.
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Davison, Megan Dunn, and Cathy Huaqing Qi. "Language Teaching Strategies for Preschool English Learners." Perspectives of the ASHA Special Interest Groups 2, no. 1 (2017): 170–78. http://dx.doi.org/10.1044/persp2.sig1.170.
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English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading approaches that are incorporated across home and school settings, explicit vocabulary instruction, and repeated exposure to vocabulary in both languages.
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Nishanov, Shavkat, and G. H. Suyunova. "Teaching english language through modern methods and approaches." Общество и инновации 2, no. 1/S (2021): 19–22. http://dx.doi.org/10.47689/2181-1415-vol2-iss1/s-pp19-22.
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The usage of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country. Recent trends, methodologies and developments portray the vital role of education sector in general with its internalization of the education process, stress on quality above quantity, increase in the adoption of technologies, necessity for professional talent. This article presents the famous trends in the ELT that have been used practically in recent times in the entire world with specific reference to the trends prevalent during the previous decades.
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Komar, Olga. "CLASSIFICATION OF MODERN APPROACHES TO ENGLISH LANGUAGE TEACHING." Problems of Modern Teacher Training, no. 1 (April 28, 2022): 82–88. http://dx.doi.org/10.31499/2307-4914.1.2022.258478.
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The article provides an overview of modern approaches to teaching English as a foreign language (such as cognitive, integrated, competency-based, communicative, activity-based, individual, etc.) and presents different classifications of learning methods in terms of the historical development of didactics. The intensification of international relations in our country has given impetus to the training of qualified specialists capable of foreign language communication. The data collected in the observational research and testing show that the success of mastering a foreign language is specified not only by mental cognitive processes associated with mind. Regarding this, the so-called personality factors that have a significant impact on the efficiency of a foreign language learning, have been actively studied. The teacher’s task is to provide the appropriate classroom context by constantly creating situations of professional communication, encouraging students to actively participate in the dialogues, supporting their initiative and developing the skills of interactive learning. All forms of classroom activities are organized to form and develop the linguistic competence of students, the exercises include questions and tasks for the development of attention, memory, thinking, logic, problematic and creative tasks, activating students’ mental and emotional activity. It is especially advisable to use authentic material (newspapers, videos) in teaching listening and reading, as it significantly facilitates the perception of language, develops students’ cognitive activity, deepens the knowledge of modern language units and significantly increases the motivation for learning a foreign language. The successful outcomes indicate that improving the classroom’s engagement as well as working on the students’ linguistic competence help fostering a better attitude towards a more confident use of communicative skills.
 Keywords: competency-based approach; communicative approach; individual approach; integrated approach; English language; foreign language communicative competence; linguistic competence; learning methods.
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Aryal, Muna. "Blended Learning Approaches in English Language Teaching Pedagogy." Journal of NELTA 29, no. 1 (2024): 156–66. https://doi.org/10.3126/nelta.v29i1.72643.
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This paper presents the impact and eff ectiveness of blended learning strategies in English language teaching (ELT). The study delves into how blended learning, a combination of traditional face-to-face and online learning platforms, enhances student engagement, motivation, and communication. The study utilizes a qualitative research design, employing semi-structured interviews with three experienced English language teachers. The findings reveal that blended learning provides flexible and individual learning opportunities to learners which significantly enhances their engagement and learning outcomes. However, teacher’s flexibility and continued professional development are essential for the successful implementation of blended learning. The study highlights the need for institutional support to address the challenges of integrating blended learning into ELT, ultimately contributing to a more dynamic and effective teaching methodology.
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Dushaeva, Sokhiba. "Cluster Approach to Teaching English for Biology Students: Analysis of Teaching Materials." Foreign Linguistics and Linguodidactics 6, no. 2 (2024): 72–78. https://doi.org/10.47689/2181-3701-vol2-iss6-pp72-78.
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This study examines the effectiveness of cluster-based teaching materials designed for English language instruction among biology students. Cluster approaches organize vocabulary and concepts by thematic relevance, aiming to enhance retention and comprehension of specialized terminology. Through an analysis of selected materials, the study evaluates how well these resources support language acquisition tailored to biology. Findings indicate that clustering techniques improve contextual understanding and facilitate learning by connecting biological concepts and language. The results suggest that cluster-based materials are beneficial for specialized English learning, providing a foundation for more targeted and contextually rich ESP (English for Specific Purposes) curricula.
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Solodchuk, Alona. "MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 162–69. http://dx.doi.org/10.31499/2307-4906.3.2021.241764.
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The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment.
 Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.
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Karimov, Feruzjon. "TEACHING ENGLISH LANGUAGE WITH COLLOBORATIVE SKILLS." GOLDEN BRAIN 1, no. 15 (2023): 238–42. https://doi.org/10.5281/zenodo.8008642.
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<em>Throughout my teaching experience, particularly in teaching English as a Second Language (ESL), I’ve observed how the educational approaches and outcomes vary significantly between different countries and educational systems. Traditional teaching methods, primarily those that heavily rely on rote learning and memorization, are still prevalent in many countries. However, they often lack the interactive and dynamic components necessary for efficient language acquisition and fail to account for the diverse strengths and weaknesses of each student.</em>
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Rasulova, M., and S. Ataullayeva. "Teaching academic writing in English: Approaches and products." E3S Web of Conferences 413 (2023): 03022. http://dx.doi.org/10.1051/e3sconf/202341303022.
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English is the number one world language today. Writing in this language is the main task of every staff, including students. The article describes the difficulties that students encounter when mastering a written language in a foreign language course in English for Academic Purposes in the context of the specifics of the course. Methodological approaches to teaching foreign language written speech are analyzed, their strengths and weaknesses are identified, the possibility of using tasks inherent in these approaches in the course of academic writing to overcome the described difficulties is considered. Examples are given illustrating how tasks can be combined when writing an essay and annotation. The article shows some experiments with tables and explanations. The results of this article can be used in various scientific works and educational manuals in the future.
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Mamatova, Zargul Xursanboy qizi. "ENGLISH TEACHING METHODS." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 3 (2023): 234–38. https://doi.org/10.5281/zenodo.7779146.
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<em>What is the best teaching method for learning English?</em> According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. Also, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs.Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others.
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Berdialiyeva, Gulnoza. "ADVANCES IN INTERACTIVE FOREIGN LANGUAGE TEACHING AT ACADEMIC LYCEUMS." CONFERENCE ON UNIVERSAL SCIENCE RESEARCH 2023 1, no. 5 (2023): 43–46. https://doi.org/10.5281/zenodo.7934286.
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The purpose of the following article is to examine how technology is used to teach English in nations where it is not a first language. One of the best contemporary and technological approaches to learning a language is through interactive methods, which are particularly methodologically advantageous for the development of communicative competence in students at the stage of teaching foreign languages and for the formation of sustainable motivation, the development of cognitive interests in students at academic lyceums, intellectual skills of critical thinking, and abilities of self- and mutual aplomb.
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Rai, Vishnu S. "Ecological Approach to the Second Language (L2) Teaching and Nepali English Teachers." Studies in ELT and Applied Linguistics 1, no. 1 (2021): 71–78. http://dx.doi.org/10.3126/seltal.v1i1.40608.
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Ecological approach to L2 teaching is based on the concept of language ecology. In this ever changing world nothing is static. After so many approaches, methods, views, and ideas, ecological approach has made its appearance on the ELT stage. The approach is new to many Nepali English teachers who equate it with teaching ecology through the English language. The present paper explores the origin of the approach, shows differences between ecological approach to L2 (English) from teaching ecology through English, presents situation of language ecology, and ELT in Nepal, and suggests what could be possibly the best ways to teach English in Nepal.
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Aisha Ilyas, Arslan Tahir, and Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies." International Journal of Linguistics and Culture 2, no. 1 (2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.
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The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statistics to examine and interpret results, obtained by questionnaires. This study's sample contained both Chinese and English students at the institutional level. In specific, for data gathering, a total of 80 respondents were approached from the Faisalabad district. The targeted respondents answered a questionnaire structured in the framework of the Likert scale. The results suggest that English students were considered to be active learners, whereas Chinese students deemed passive learners. This study demonstrates that institutes and organizations of Chinese and English languages need various modifications or changes, on applicable linguistic views regarding language instruction in Pakistan.
 Keywords: FLT, teaching methods, teaching strategies, Chinese language, English language.
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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.
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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.
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Farooqui, Laiba Hassan, Imran Ahmed, and Sumaiya Azmat. "Conflict of Teaching Methods in English Language Teaching in Pakistan." Spry Contemporary Educational Practices 3, no. 1 (2024): 770–82. http://dx.doi.org/10.62681/sprypublishers.scep/3/1/41.
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Introduction: This study examines the conflict between traditional and modern teaching methods in Pakistan's English language education. Traditional methods emphasize grammar translation and rote learning, while modern methods focus on communicative and student-centered approaches. This tension disrupts effective language absorption. Methodology: Using a mixed-methods approach, this study involves classroom observations, teacher interviews, and surveys to investigate the practices and challenges faced by English language teachers in Pakistan. Results/Findings: The study finds that the mismatch between traditional and modern methods hinders effective language learning. Teachers struggle to balance rote memorization with communicative techniques, leading to suboptimal learning outcomes. Key factors include inadequate teacher training and outdated curricula. Future Direction: To improve language education, the study recommends comprehensive teacher training and curriculum reforms. Integrating the strengths of both traditional and modern methods could foster a more effective, learner-centered approach to English language teaching in Pakistan.
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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Fachruddin, Achmad Taqlidul Chair. "Developing Interactive Instructional Modules for Core Principles of English Language Teaching." ELS Journal on Interdisciplinary Studies in Humanities 5, no. 3 (2022): 405–10. http://dx.doi.org/10.34050/elsjish.v5i3.22113.
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This research aims to develop instuctional modul of core principles of EFL Material dealing with English Education Program curriculum at Tarbiyah and Teacher Traning Faculty of STAIN Majene. This research conducted a Research and Development (R&D) by using ADDIE Model. The subject of this research was core principles of EFL Material dealing with English Education Program curriculum of Tadris Bahasa Inggris STAIN Majene. The data of this research were collected and analyzed in proccess of development through Model.The result of the research reveal that the the developing of core principles in ELT class was needed by student. The ADDIE Model can really help the lecturer to develope material for teaching. This research has been trying to develop Core Principle of English Languge Teaching materials in the STAIN Majene which consists of Language Components in English Language Teaching; Methods and Approaches in Language Teaching; and Evaluation and Assessment on Language Teaching which divided into some subtopics which are Language Components covering Elements of Language and Language Skills, then Methods and Approaches in Language Teaching covering The Development of Methods and Approaches of Language Teaching in the world; Kinds of Methods and Approaches in Language Teaching; and Current Methods and Approach in Language Teaching. Evaluation and Assessment on Language Teaching covering The Introduction of Measurement in Language Teaching; and Constructing Evaluation and Assessment Tools in Language Teaching.
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Ahmedova, Dildora, and Dildora Boboqulova. "EFFECTIVE METHODS IN TEACHING ENGLISH." Multidisciplinary Journal of Science and Technology 3, no. 3 (2023): 214–16. https://doi.org/10.5281/zenodo.10029093.
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Teaching English as a second language (ESL) or as a foreign language (EFL) is a complex and dynamic endeavor, with a diverse range of teaching methods and approaches. This article explores the key methods and strategies that have proven to be effective in enhancing the teaching and learning of English. The literature review delves into the history of language teaching, highlighting the evolution of methodologies. The methodology section presents practical techniques, tools, and tips for effective language instruction. The results section discusses the outcomes and benefits of these methods, supported by research and real-world experiences. In conclusion, this article emphasizes the importance of a flexible and learner-centered approach to teaching English.
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Albukbak, Omar A., and Amel M. Msimeer. "Methods and Approaches of Teaching English: a Historical Review." (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (June 30, 2021): 79–98. http://dx.doi.org/10.36602/faj/2021.n17.14.
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It might be quite difficult to say that one teaching method or approach is the best to be adopted in English classes. A little knowledge of the history of these methods and approaches can lead to unsuccessful application inside language classrooms. Therefore, this methodological research paper presents a historical background of some teaching methods and approaches which have been used in language education throughout history of teaching/learning English. It introduces the principles on which each teaching method and approach is based. Furthermore, it provides details about the advantages and disadvantages of each method and approach besides their limitations. The paper deals with only five methods and approaches of teaching English because of the limited number of pages determined by the journal. Namely they are: Grammar Translation Method, Direct Method, Oral Approach and Situational Language Teaching, Audio-Lingual Method, and Communicative Language Teaching. Finally, the paper ends with a conclusion showing the result of its research and intended work to be done in the near future.
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Sinovats, Marina Anatolevna. "Modern Approaches and Methods in Teaching English." Interactive science, no. 7 (53) (October 20, 2020): 63–66. http://dx.doi.org/10.21661/r-552102.
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Teaching a foreign language includes two main components: to impart and to receive information. In practice, the teacher tries his best to convey the knowledge that he has. The use of innovative methods in educational institutions expands the rights and opportunities of both students and teachers. Innovative technologies contribute to the development of the country's human potential. With a number of educational opportunities available to students of the modern generation, new trends that have completely changed the face of the traditional education system have emerged. Recent trends in the methodology reflect the vitally important role of the education sector as a whole, with its internalization of the educational process, emphasis on quality, and increased use of new technologies. Theory and methods are constantly being developed in the field of ELT. The article presents well-known trends in ELT that have been practically used all over the world recently. New trends in foreign language teaching are becoming known as GTM, a communicative method.
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Abdullayeva, Saida. "Effective approaches in teaching English for specific purposes." Общество и инновации 4, no. 4/S (2023): 296–99. http://dx.doi.org/10.47689/2181-1415-vol4-iss4/s-pp296-299.
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Nowadays the English language is the language of international communication. It is used by representatives of various professional spheres. Consequently, there is high demand for ESP (English for Specific Purposes) courses. ESP focuses on the specific needs of learners who require English for their professional or academic pursuits. This study aims to explore the most effective teaching methods for English for Specific Purposes (ESP) as well as present an overview of various teaching approaches and highlights their effectiveness in ESP courses.
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Gbenedio, Uche. "English Language Teaching from Behaviourism to Interactionism: Implication for Second Language Teaching." CLAREP Journal of English and Linguistics 3 (October 10, 2021): 249–71. http://dx.doi.org/10.56907/gsykb7az.
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This paper examines diachronically, the philosophical, psychological and linguistic theories that have propelled language teaching over the years. It proposes that the pedagogical procedures of teaching English as a Second Language at all levels should gain from these rich theoretical resources and the vast repertoire of methodological approaches arising from them including the ‘new methods’. The foundations of human learning expressed in Behaviourism, Innatism, Cognitivism, Constructivism and Social-Pragmatism as well as the Interaction theories have contributed variously to Second Language teaching and learning. While some of the theories have emphasised physical patterns, others have emphasised mental patterns and each group has contributed to teaching methods and practices of language teaching. In this paper, the major contributions of each group are interrogated via a descriptive study of the theories. The paper concludes that no matter the method the second language teacher elects to use, a well-adapted and conducive learning environment can maximise the contributions from each of these theories to make L2 teaching more successful.
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Karshibaev, Khumoyun. "THE ECLECTIC APPROACH IN TEACHING THE ENGLISH LANGUAGE." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 3 (2022): 209–14. https://doi.org/10.5281/zenodo.6416596.
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In general, teaching is a noble profession in which children are educated at the elementary and secondary levels, and students are educated at the higher levels of colleges and universities. Learning is a process in which pupils learn a variety of skills in order to improve their physical, mental, and moral well-being. At every level, teachers employ a variety of methods, approaches, strategies, and techniques to teach their students. Teachers in English language classes use certain methods, approaches, and tactics while teaching a second or foreign language, notably English. Various teaching methods and approaches are developed via continuous review and observation. Grammar Translation, Direct Method, Audio-Lingual Method, and Communicative Language Teaching Approach (CLT) are among the most popular, and teachers use a variety of approaches and tactics to make English language learning flexible and appealing. Despite the fact that these strategies, approaches, and tactics are used by teachers in EL classrooms, there is still a gap between teacher and student. There has been a growing desire for a unified approach to language instruction throughout the years. The Eclectic approach is the possible solution, and it is a way for teaching English that blends diverse methods and methodologies. This method is dependent on the lesson's goals and the learners' skills. This research paper examines the benefits and drawbacks of the Eclectic method in the teaching of English as a foreign language. This article also looks at several components of the Eclectic method and how they might benefit English language teachers.
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Melikulova, Madina Khikmatovna. "TEACHING ENGLISH WITH TRADITIONAL METHODS." ZDIT 2, no. 19 (2023): 19–21. https://doi.org/10.5281/zenodo.8026964.
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this article is about creating a new teaching approach that is as similar to the natural process of language acquisition as possible by drawing on what we see as the most noteworthy aspects of the existing approaches.
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Peng, Jie. "English Language Teaching Methods: Exploring the Impact of Various Approaches on Students’ Language Learning Outcomes." SHS Web of Conferences 187 (2024): 01008. http://dx.doi.org/10.1051/shsconf/202418701008.
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This scholarly paper embarks on an in-depth exploration within the domain of English language teaching methodologies, casting a spotlight on three innovative approaches: immersive teaching, task-based teaching, and reflective teaching. Each of these methods represents a unique strategy in the broader context of language pedagogy, aimed at enhancing the efficacy of language acquisition among learners. By meticulously examining the effectiveness of each approach in fostering language learning outcomes, this study makes a significant contribution to the ongoing scholarly conversation about the most effective methods for teaching languages. Through an exhaustive review and analysis of both existing literature and empirical evidence, the paper illuminates the distinct advantages and potential limitations inherent in each of these teaching strategies. Immersive teaching, with its focus on surrounding learners with the target language in context, aims to simulate the natural language acquisition processes. Task-based teaching, on the other hand, emphasizes the completion of meaningful tasks that require language use, thereby promoting practical language skills in real-world contexts. Reflective teaching introduces a critical component, encouraging both teachers and learners to reflect on their experiences, strategies, and outcomes to continuously adapt and improve the learning process. By offering educators a nuanced understanding of these diverse approaches, the paper provides valuable insights into how language education can be optimized to meet the varied needs of learners. It highlights the importance of selecting and tailoring teaching methodologies to suit specific educational contexts and learner profiles, thus enhancing the overall effectiveness of language learning programs. This comprehensive analysis not only aids educators in making informed decisions about their teaching practices but also contributes to the development of more dynamic, responsive, and effective language teaching and learning environments.
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Asrianti, Asrianti, Iskandar Iskandar, and Andi Anto Patak. "The implementation of multicultural-based English language teaching in a language institution." International Journal of Humanities and Innovation (IJHI) 5, no. 2 (2022): 67–73. http://dx.doi.org/10.33750/ijhi.v5i2.150.
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This research aims to explore how teachers implement multicultural-based English language teaching in a language institution and students' views of teachers' implementation of multicultural-based English language teaching. This research is qualitative with a case study design. In collecting the data, the researcher used direct observation by observing teaching and learning processes to find teachers implementing multicultural-based English language teaching and semi-structured interviews to explore the students' views. There are two main points of the findings of this study: 1) there are four dimensions of multicultural education exist in the teachers' implementation of multicultural-based English language teaching: content integration, knowledge construction process, prejudice reduction, and equity pedagogy; 2) Students have positive views toward the teachers' implementation of multicultural-based English language teaching. Thus, the researcher concluded that teachers and students have positive views towards implementing multicultural-based English language teaching, and teachers have been implementing multicultural-based English language teaching in their classes. Furthermore, similar studies in the future are better to discuss the implementation of multicultural-based English language teaching using other approaches or other theories to analyze different parts of it
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Makhamadievna, Atamuratova Munira. "MODERN METHODOLOGY OF CULTURAL ASPECT INTEGRATION IN TEACHING FOREIGN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 03 (2023): 19–23. http://dx.doi.org/10.37547/pedagogics-crjp-04-03-04.
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This article is devoted to the theoretical basis of using the cultural aspect in teaching English as a foreign language and orientation to the development of speech competences is important in teaching. Description of modern approaches and methods related to the use of cultural aspects in teaching English as a foreign language in Uzbek groups, as well as issues of methodological support in teaching English as a foreign language in Uzbek groups are covered in the article. Developing and implementing exercises and tasks related to teaching English as a foreign language in Uzbek groups, organization of personalized education and achieving transparency in education, methodological basis of using cultural aspects in teaching English to increase flexibility and it is important that the structural structure of increasing student mobility consists of two necessary elements.
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Alfisah. "The Inspiring Lecturers of Teaching English." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 4, no. 2 (2019): 97–104. http://dx.doi.org/10.21462/educasia.v4i2.45.
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Mastering English is very important for the students, especially because of English, is necessary as a means of getting knowledge. Moreover, English can help the learners to make a change for the country and also his/her life. English is an official language or chosen language as in many schools across the globe. The competence of teachers should be improved. English learners in the modern language classroom often learn through techniques drawn from a variety of methods/approaches in such a way to make a teaching and learning become successful and meaningful. The teachers may select techniques from various approaches according to the different needs of their learners with only a single purpose to create bright students and qualified human resources.