Volume 03 Issue 02-2023
17
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
17-20
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
the given article deals with the main or primary role of approaches and methods of teaching process and effectiveness
of methods in various levels of pupils. In addition to this, it concerns with importance of understanding the various
approaches, methods and techniques so that teachers and learners are able to make educated choices, and boost
their enjoyment of learning a language and it also shows teaching method is based on a particular vision of
understanding the language and the learning process.
KEYWORDS
Reconstructionism, progressivism, approach, method, technique, metacognitive skills, traditions and innovations,
types of information processing.
INTRODUCTION
The effectiveness of the pedagogical activity depends
on using appropriate methods. As a language learner,
or a teacher, it is important to understand the various
approaches, methods and techniques so that you are
able to make educated choices, and boost your
enjoyment of learning a language. Each teaching
method is based on a particular vision of
understanding the language and the learning process.
Research Article
THE APPEARANCE OF APPROACHES AND METHODS IN TEACHING
PROCESS
Submission Date:
February 08, 2023,
Accepted Date:
February 13, 2023,
Published Date:
February 18, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue02-04
Burxonov Baxodirjon Botirali
O’g’li
Teacher Of Andizhan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 02-2023
18
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
17-20
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Each method has a different focus or priority, so let’s
look at what this means in practical terms in the
classroom.
Under CLT the following approaches can be pointed
out:
•
Interactive Learning: This concept goes right to
the heart of communication itself, stressing the dual
roles of "receiver" and "sender" in any communicative
situation. Learning through interaction is proposed as
alternative to learning through repetition and habit
formation. Interaction and negotiation of meaning are
seen as central of learning through tasks that require
attention to meaning, transfer of information, and
pushed output. The concept of interactive learning
entails to be a lot of pair and group work in the
classroom, as well as genuine language input from the
"real world" for meaningful communication.
•
Cooperative/Collaborative learning essentially
involves students learning from each other in groups.
It has been comprised as a way of encouraging
communicative instruction in the classroom and is seen
as a stretch of the procedures of CLT. It is viewed as a
learner-centered approach offering the advantages
over teacher-fronted classroom methods, fostered
competition rather than cooperation and favored
majority of students.
•
Content-based learning as an instruction in
which teaching is arranged around the content of
information that students will acquire. It joins language
learning to content/subject matter and engages them
both concurrently. Special information provides
natural content for language instruction. Language is
seen as a tool or medium for acquiring knowledge
about other things, instantly proving its usefulness.
•
Task-based learning: This type of learning
proposes tasks as useful vehicles and instruction in LT.
This concept equates the idea of a "learning task" to a
language learning technique in itself. This could be a
problem solving activity or a project, but the task
should have a clear objective, appropriate content, a
working/application procedure, and a set range of
outcomes.
As with content-based instruction, a task-based
approach aims to provide learners with a natural
context for language use. One way of attaining the
focus on meaning is through content- or theme-based
instruction, and contemporary teaching approaches
such as content-based and task-based ones which are
all applications of the communicative approach at
vocational colleges.
Content
and
language
integrated
learning
presupposes
to
enhance
learners’
linguistic
competence thanks to a higher amount of a target
language exposure. Among most favorably influenced
by this kind of learning is the learner’s lexicon. Through
receiving FL input in different content subjects learners
Volume 03 Issue 02-2023
19
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
17-20
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
acquire more profound knowledge and specialized
terminology for their future profession.
Any method can be d
escribed as “result
-
oriented” or
“process
-
oriented” with some teaching methods
occupying an intermediate position. A result-oriented
method advocates the idea of a final goal with the
emphasis on its quickest achievement and on equal
results being achieved by all the learners. A process-
oriented method focuses on the teaching/ learning
procedure with the individual pace of learning and the
final results varying according to individual learner
differences.
Form-
focused methods concentrate teachers’
and
learners’ attention on the grammar forms of the target
language. Form-defocused methods focus on speech
patterns rather than on grammar structures.
In our conditions the deductive way of teaching is more
used. A teacher first introduces new elements of the
language knowledge then gives students an
opportunity to have practice using the obtained
knowledge in the classroom. Inductive teaching and
learning is an umbrella term that encompasses a range
of instructional methods, including inquiry learning,
problem-based learning, project-based learning, case-
based teaching, discovery learning, and just-in-time
teaching. These methods have many features in
common, besides the fact that they all are qualified as
inductive. They are all learner-centered, meaning that
they impose more responsibility on students for their
own learning than the traditional lecture-based
deductive approach does. They are all supported by
research findings that students learn by fitting new
information into existing cognitive structures and are
unlikely to learn if the information has few apparent
connections to what they already know and believe.
They can all be characterized as constructivist
methods, creating a widely accepted principle that
students construct their own versions of reality rather
than simply absorbing versions presented by their
teachers. The methods almost always involve students
discussing questions and solving problems in class
(active learning), with much of the work in and out of
class being done by students working in groups
(collaborative or cooperative learning).
Information processing in listening and reading is
viewed as encoding-decoding or construction and
reconstruction processes. Students actively construct
the knowledge that they hear or read.
For successful organization of teaching listening and
reading you should identify the information processing
as bottom-up and top-down. Think about features of
information processing related to listening and
reading. Why is top-down processing given as general
for receptive types of speech activity? In the English
classrooms teachers use both bottom-up and top-
down approaches in teaching language skills. Think
Volume 03 Issue 02-2023
20
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
17-20
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
about reasons for incorporating them in the teaching
process.
In FLT the Interactive model of information processing
is also described, which involves both bottom-up and
top-down processing so called parallel processing. In
the instructional point of view it is a possibility of
individual variation in linguistic processing and
sensitive to learning styles of students and flexible to
learners needs.
REFERENCES
1.
Jalolov J.J., Makhkamova G.T., Ashurov Sh.S.
English
language
Teaching
Methodology.
Tashkent:Fan va texnologiya, 2015.
2.
Richards J.C., Rodgers Th.S. Approaches and
methods.
CUP:
On-line
Publication,
2010.
http://dx.doi.org/10/1017/CBO9780511667305
3.
http://blog.tjtaylor.net/teaching-methods/
4.
http://www.slideshare.net/maviscinal/direct-
method-5550563?related=1
5.
Pham Hoa Hiep. “Imported” Communicative
Language Teaching Implications for Local
Teaching. // English Teaching Forum Journal. V.43,
No4, 2005. p.2-9.
