Volume 04 Issue 10-2024
187
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
187-194
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines and analyzes the advantages and disadvantages of using native language for students of English
classes from a linguistic and psychological point of view using a native speaker teacher as an example. Learning a
foreign language at different ages has the most positive effect on the development of memory, attention, thinking,
perception, and imagination in people. During the course of learning, the student develops his or her general speech
abilities and becomes more versatile.
KEYWORDS
Teaching, difficulties of teaching of foreign language, increasing motivation to learn a foreign language, pros and cons,
native speaker.
INTRODUCTION
Knowledge of English is essential - it is an international
language that allows people from different countries
to communicate. Without this knowledge, it is difficult
to build a good career. People can begin to learn it from
different ages, however, to study it from childhood
from young years the foreign language is learned most
easily.
A native speaker (level L1) is a person for whom this
linguistic tool is native - that is, learned from birth
without the use of teaching methods. In this language,
he not only speaks, but also thinks and even dreams -
Research Article
PROS AND CONS OF ENGLISH LANGUAGE PROFICIENCY IN
COMMUNICATION
Submission Date:
October 20, 2024,
Accepted Date:
October 25, 2024,
Published Date:
October 30, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue10-31
Mamadjanova Zukhra Bakhromdjanovna
The teacher of English language, Humanity and Pedagogy Faculty, Turan International Namangan 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 04 Issue 10-2024
188
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
187-194
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
accordingly, actively and effortlessly uses in any life
situations. Native speakers speak intuitively correctly,
and also use a "living" language - with all the colloquial
words and other nuances characteristic of a particular
area of residence [1-3].
But can every resident of a particular country (English
is used as the first language in the UK, USA, Australia,
Canada and some other countries) be considered a
native speaker. Native speakers are people of different
professions from different walks of life, and although
communication with native English speakers is always
useful for the learner, the possibilities of such contacts
should not be overestimated [2].
The problem of teaching people, specifically, adult
students of English groups, some of whom are at the
L1 level from the linguistic and psychological points of
view has always existed in society, was actively
discussed, was relevant and remains one of the most
important in modern education. In modern pedagogy,
there are different opinions on this matter. Some
teachers and researchers believe that it is extremely
difficult for students at the L1 level to learn a foreign
language due to their lack of knowledge of it. Others,
on the contrary, are sure that no difficulties should
arise if you find the right approach to students when
teaching at the L1 level and the teaching methods. This
group of people believes that teaching English to
people at the L1 level from the linguistic and
psychological points of view will help them develop as
individuals who will become acquainted with the
linguacultural science of another nation through
language [4]. Both opinions are valid. These polar
points of view should be compared. Young students
are not able to adapt to a new environment quickly and
relatively easily as children. They join a group, listen to
a new speech and try to adopt it. However, this is the
case only with the Uzbek speech, which they hear
every day. As for English students study a foreign
language lessons at a mandatory minimum of two
times a week. Of course, the learning process is much
slower. Besides, students due to their age experience
physiological and psychological feelings, such an
anxiety or fear of communicating on English language.
Many learners are hesitant to express themselves or
are unable to comprehend what they write and say in
other languages, particularly English. Therefore, this
research is conducted to determine how education and
psychological factors, such as anxiety, impact students
when it comes to language acquisition and learning
(2022). [5]
LITERATURE REVIEW
There are various researches made by scholars
connecting this theme. Balachandran Vadivel (2022)
explored in his article that, at first, the person`s
autonomy play a significant role in a foreign language
acquisition. Autonomy refers to a person’s ability to act
independently of others as opposed to being
compelled or dominated by a certain external force. [6]
Volume 04 Issue 10-2024
189
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
187-194
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
It depends on the individual to break the linguistic
barrier and use English language or be shy and close to
other people. The second reason according to him,
most students who have studied English for a long time
have difficulties speaking the language, even though
they have a solid vocabulary and grammatical level. The
reason for this is that they suffer from language
anxiety. [7] According to his research findings,
“Anxiety is one of the biggest impediments to
student`s fluency in English” (90.0%).
Another researchers Heiner D. and Deborah K. (2020)
in their paper investigated the fear factor:
Xenoglossophobia. Fear is an emotional, physical
response or reaction to a clear foreseen and present
danger of harm and affects the ability to focus and
think. The cognitive aspect is what interferes with
academic performance. Therefore, the ability to
concentrate, focus and think are also affected. [8]
According to their exploration, human`s brain negative
reacted on fear to communicate and make mistakes
speaking foreign language. The best teacher should be
smart and use appropriate methodS to different kinds
of learners. Step by step, partially use foreign language
together with native language will lead to successful
acquisition of English language.
METHODOLOGY AND RESEARCH
The present study implemented the mixed method
including quantitative and qualitative methods. The
questionnaire collected data defining the impact of
anxiety that influence students’ speaking performance
and to investigate the challenges that these aspects
cause among students. Classroom observations were
the additional sources for gathering information and
making conclusion of the research. The participants of
this study, 60 students from four different specialized
groups, were randomly elected and observed. Two
teachers spent lectures on same topics. However, the
first teacher used partially native language for
explanations, while the second teacher, as a native
speaker of English language, utilized only English
language during the lessons. The topics of the
questionnaire were based on the psychological and
physiological feelings of students during the lessons
and after them.
№
Questions
Yes
(%)
No
(%)
1
It is vital for me to learn English as world language
20
80
2
I can easily use English in the classroom
30
70
3
I can easily use English outside of the classroom
10
90
4
I do not afraid to communicate with native speaker-teacher
30
70
5
I do not afraid to communicate in English with groupmates
40
60
Volume 04 Issue 10-2024
190
American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
04
ISSUE
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P
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187-194
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
6
My future job is not connected with English language
50
50
7
I am interested in learning English to broaden my horizon
40
60
8
I need in English certificate to go abroad
70
30
9
I lose myself when communicate with native speaker
70
30
10
My groupmates have better results than me and I shy
70
30
11
I better understand lesson explanations on native language
50
50
12
English lessons for me are waste of time
20
80
RESULTS AND DISCUSSION
According to the methodology of teaching English, a
teacher must conduct the lesson entirely in English and
switch to Uzbek only to explain English grammar. What
actually happens in schools during foreign language
lessons? 60% of the English lesson is conducted in
Uzbek. What follows from this? It follows that the
student is immediately faced with a double problem:
firstly, he does not yet speak English well enough, and
secondly, he will never be able to if the teacher speaks
only Uzbek. Let us turn to the experience of one Uzbek
family. Uzbek parents told how their child studies
English at the L1 level in a private school, where
teachers conduct lessons in English mixed with
Russian, thus their child faces the following difficulties:
“First, the child translates the exercise from English to
Uzbek, and then from Uzbek to Russian”, initially, by
agreement with the management, lessons should be
conducted only in English so that the child masters at
the L1 level [9]. On the one hand, it is difficult to teach
people who do not speak the same language. On the
other hand, students are quite hardworking people
and, adapting to new conditions, they show their best
side, try and quickly master a foreign language than old
people, with the right choice of teaching methods.
Many private schools offer teachers - "native speakers"
when teaching students at the L1 level. So, which
foreigners are real teachers of their native language?
To answer this question correctly, it is enough to
honestly ask yourself: will I be able to teach Uzbek in
all the intricacies of its phonetics, grammar, syntax and
punctuation to a person from another country and
another culture?
Strictly speaking, this is impossible to do without
special training. In some English-speaking countries,
special courses are available for people of different
professions who want to devote their time to teaching
foreigners languages, after which you can receive basic
teaching skills.
It is good to learn conversational English with such
enthusiastic teachers, but if you are interested in
English with a native speaker for children, we can only
talk about a professional who has the appropriate
Volume 04 Issue 10-2024
191
American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
04
ISSUE
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P
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187-194
OCLC
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Publisher:
Oscar Publishing Services
Servi
methods, training programs, basic pedagogy, and
ideally also experience in applying all of his
professional knowledge and skills, which should be
confirmed by:
However, even in this case, one should not forget:
classes with a native speaker for students at the L1 level
have not only important advantages from a linguistic
and psychological point of view, but also some
disadvantages.
Pros of learning English with a native speaker. When
choosing to learn English with a native speaker, you
can count on the following positive aspects of the
lessons:
•
rich practice of oral speech, high intensity of
listening;
•
natural acquisition of colloquial vocabulary and
basic grammar;
•
the opportunity to study the language that our
contemporaries
speak,
without
outdated
grammatical constructions and formal expressions
not used in speech;
•
parallel study of the culture of another country,
complete and reliable information about its
traditions, interesting information: for example,
about holidays, about habits, etc.; current news
cases.
•
As a rule, such teachers do not speak Uzbek or
Russian, so the teaching is conducted strictly in
English, not allowing you to relax and slack off in
the hope of sooner or later getting a translation of
what the teacher said or wrote. Of course, listening
training is difficult at first, but it brings quick and
noticeable results.
•
Classes with a native speaker are usually not only
intensive, but also exciting: literally every lesson
brings an impressive amount of new vocabulary,
information is absorbed in a shorter time, and
communication is colored by an abundance of
interesting facts that only a person who grew up in
Diploma of
specialized
education
Reflecting the
milestones of
professional
activity
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another culture can know, the originality of his
assessments and reasoning.
•
The student will immediately begin to speak
without an accent. Russian teachers often focus on
grammar and vocabulary, losing sight of correct
pronunciation. In addition, they themselves often
speak with a strong accent. Studying with a native
speaker, the student will pronounce words exactly
as needed.
•
The student will become familiar with a modern,
not academic version of English. Language is a
living structure, it changes quickly, new words and
idioms appear. Russian teachers often do not know
about them at all. For a native speaker, their
speech is too dry, sometimes it contains outdated
expressions. After English lessons with a native
speaker, the student will speak like an ordinary
Englishman or American, and not like a radio
announcer from the 1970s.
•
The student will learn to understand English well
"by ear", overcoming the problem of many Uzbek
students who understand written text and even
pass listening well, but are at a loss when it comes
to talking to a living person who speaks quickly and
naturally.
Disadvantages of teaching English to students at L1
level from linguistic and psychological points of view:
•
Of course, there are difficulties in learning a foreign
language with a native speaker - some of them
follow directly from the advantages listed above.
•
Thus, conducting classes exclusively in the
language being studied creates increased tension
for the student, in a certain sense even stress. For
people with a pronounced language barrier, this is
definitely not the best solution.
•
Any native speaker has an individual intonation and
a unique manner of speech, can use slang, specific
words - and, unfortunately, he is not always a
native
speaker
of
the
British
standard
pronunciation
(the
so-called
Received
Pronunciation, or RP). Therefore, learning is
fraught with the fact that the student will speak
with an accent or become addicted to words that
are not commonly used.
•
Many native speakers working as teachers or
tutors in Uzbekistan do not have any linguistic
education or even certificates, they have no idea
about the pedagogical process, and their main
activity is very far from this subject. They may
speak correct English, but they are still not capable
of teaching another. Another point is that native
speakers sometimes do not have such a good
command of grammar rules and the subtleties of
vocabulary. Despite the paradoxical nature of such
a statement, there is a real basis for it: a teacher
who has learned language structures intuitively
cannot always clearly explain them to a student.
Volume 04 Issue 10-2024
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American Journal Of Philological Sciences
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VOLUME
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ISSUE
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
Thus, despite the shortcomings, learning a foreign
language develops all mental cognitive processes.
Getting acquainted with a foreign language, a student
deepens his knowledge of the world around him, gains
experience in communicating with people - the process
of his socialization occurs.
CONCLUSION
Local teacher of identical qualification is simply more
affordable. If you decide to teach English to a student
at the L1 level from a linguistic and psychological point
of view. People turn to studying the most popular
language for a variety of reasons: preparing to
communicate with foreign guests or to move to an
English-speaking country, wanting to get to know
another culture or simply “shake down” the language
barrier in order to enjoy free communication with
people, watching films, reading books in the original.
In fact, there are several ways to solve the problem of
teaching students at the L1 level a foreign language. At
the school level, it is quite possible to organize
differentiated teaching, that is, to allocate children into
one
general
group
and
conduct
additional
extracurricular activities with them. In their group, they
will feel much more comfortable than in the general
class. It is necessary to create special teaching aids
adapted for students who want to learn English at the
L1 level, taking into account the linguistic and
psychological points of view, and to conduct special
training for foreign language teachers to work with
such students. An integral part of the learning process
is the use of dictionaries. Diagrams, tables, visual aids,
and educational cartoons are very helpful in the work.
When watching cartoons, learners very quickly
remember new words and expressions. Constant use
of various methods in work will help to achieve an
effective result, and make the adaptation process
easier. At the city level, work has already begun with
migrants and, as already mentioned above, special
centers are being created to help children and their
parents adapt to a new country. Advantages and
disadvantages of English classes for students at the L1
level from the linguistic and psychological points of
view. So, we see that the problem of teaching children
at the L1 level is very relevant from the linguistic and
psychological points of view. There are many
unresolved issues on this topic, and further work will
be continued.
Despite all the difficulties, it is necessary to remember
that we live on one planet and it is very important that
people can live peacefully and comfortably anywhere
on earth. It is generally accepted today that the most
favorable age period for mastering a foreign language
at the L1 level from a linguistic and psychological point
of view is preschool age. A foreign language is much
easier for children at this age, since they spend less
effort on memorization. A foreign language for them is
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VOLUME
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
a new game, the conditions of which they accept with
pleasure.
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1.
Abdullaeva, D. (2024) Modern Methods of
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Kudratova T.V. Learning foreign languages for
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Pron, P. I. (2022). PROBLEMS OF STUDYING
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Voronkova, O. Yu., Mikhailichenko, Z. I., &
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1.Balachandran Vadivel ,2. Nawroz Ramadan
Khalil , 3. Shouket Ahmad Tilwani , and 4.
Gurudas Mandal. The Educational and
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A golden question: how much L1 should our
learners
use
in
class?//
https://www.teachingenglish.org.uk/professio
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