Volume 04 Issue 11-2024
186
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
11
P
AGES
:
186-190
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Foreign language teaching represents a sophisticated and multifaceted process that necessitates the integration of
diverse methods, innovative technologies, and well-structured strategies to streamline and optimize the learning
experience. This article delves into the nuanced interpretations and theoretical underpinnings of the terms method,
technology, and strategy as articulated by global experts, scholars from the Commonwealth of Independent States
(CIS), and academics in Uzbekistan. The study highlights their distinct yet interrelated roles in enhancing the efficacy
of foreign language instruction, emphasizing their conceptual evolution and practical applications in varied
educational and cultural contexts.
KEYWORDS
Adaptive, approach, cognitive, competence, language teaching, mechanism, method, strategy, technology.
INTRODUCTION
Teaching a language is a complex and multifaceted
process encompassing various approaches, methods,
and strategies to facilitate the learning experience.
Within this process, "strategy" plays a particularly
significant role, yet it is often confused with the terms
method and technology. The Explanatory Dictionary of
the Uzbek Language (1) defines these terms as follows:
Research Article
THE INTEPRETATION OF THE TERMS METHOD, TECHNOLOGY, AND
STRATEGY IN LANGUAGE TEACHING BY WORLD, COMMONWEALTH OF
INDEPENDENT STATES, AND UZBEK SCHOLARS
Submission Date:
November 20, 2024,
Accepted Date:
November 25,2024,
Published Date:
November 30, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue11-33
Mardanova Zilola Fatxullo qizi
Teacher, PhD self-researcher at Uzbekistan State World Languages 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 11-2024
187
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
11
P
AGES
:
186-190
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
METHOD
(metod, noun)
–
1. a way of understanding
and researching natural and social phenomena.
Examples: Dialectical method, comparative method 2.
synonymous with approach or technique. Examples:
The introduction of new elements in the scientific
organization of labor, new methods of treatment.
(Excerpted from a newspaper)
Technology
(texnologiya, noun): 1. a set of methods
(techniques) applied in a particular production area to
process raw materials, materials, or semi-finished
goods, altering their state, properties, or form.
Examples: Metal technology, chemical technology,
advanced technology, atlas weaving technology. 2. the
study of the methods and means of processing raw
materials and materials using relevant production
tools. Example: The science of metal technology.
Strategy
(strategiya, noun): 1. (Military): the art of
conducting war; a general plan for carrying out war or
military operations. Example: Blitzkrieg strategy. 2. the
science of waging war. Examples: Strategy course,
strategy lectures, military strategy theory. 3.
(Figurative): the art of leading socio-political struggles,
as well as the skill of correct and forward-looking
planning in general. Example: Every important period
in the advancement of science puts forth a specific
strategy for scientific research. (Excerpted from
“Science and Life”)
It is evident that the term strategy originally stems
from the military and political spheres. However, since
the late 20th century, this term has been increasingly
adopted within the field of pedagogy. This shift can be
attributed to the heightened focus on education and
the emergence of innovative approaches, particularly
in language teaching.
In the following graphic, we will attempt to elaborate
on the differences between the terms method and
strategy in detail.
by scope and
orientation
A
method
provides a broad,
systematic foundation for
teaching a language.
Strategies, on the other hand,
are specific actions or
techniques applied within this
framework.
by purpose and
objective.
A method defines the overall
structure and direction of
teaching, serving to manage the
learning process.
Strategies are the tools that
students use to achieve specific
goals in language learning.
by consciousness
and flexibility.
A method is strict and
systematic, ensuring a consistent
approach to teaching across
different lessons.
Strategies are often conscious,
flexible actions that students
adapt to different tasks and
contexts.
Volume 04 Issue 11-2024
188
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
11
P
AGES
:
186-190
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Methods are often chosen by teachers, whereas
strategies are typically selected and applied by
students. However, teachers can suggest and model
effective strategies.
In the study of the importance of strategies in foreign
language teaching, R. Oxford is a leading figure. She
defines language learning strategies as "specific
behaviors, actions, steps, or techniques that students
use to improve their progress in developing foreign
language skills". Oxford's research has greatly
contributed to understanding how these strategies
can make language learning more effective, enjoyable,
and self-regulated.
E. Koen (3) expands on Rebecca Oxford's ideas by
defining strategies as "conscious thoughts and actions
that students use with the aim of improving their
knowledge and understanding of the target
language." Koen's work focuses on the purposeful and
conscious nature of strategies, emphasizing their
active role in language learning.
Carol Griffiths (4) highlights the importance of
understanding individual differences when using
strategies. She defines strategies as "consciously
chosen activities by students with the aim of
organizing
their
language
learning."
Griffiths
emphasizes that strategies do not fit everyone equally,
and they vary according to students' needs,
preferences, and cultural backgrounds.
Scholars from the Commonwealth of Independent
States have made significant contributions to the field
of language learning strategies and focused on further
integrating these strategies into educational practice.
Galina Zimnyaya (5) views strategies as "a part of the
student's general competence and a key factor in
achieving communicative competence in a foreign
language". Zimnyaya considers the role of strategies in
the development of communicative skills, particularly
for Russian learners who approach language learning
with a structured methodology, to be crucial.
Svetlana Gural (6) emphasizes the integration of
cognitive and metacognitive strategies, referring to
them as "mental operations and conscious plans that
students use to acquire, store, and recall linguistic
information". Gural's research explores how strategies
can be regularly taught to improve language learning
outcomes.
Irina Alekseeva (7) defines strategies as "adaptive
mechanisms that students use to overcome language
learning difficulties". Alekseeva's definition points to
the flexibility and adaptability of strategies, suggesting
that they can be tailored to overcome the specific
challenges students face in different contexts.
Uzbek scholars have provided valuable insights into
the use of strategies in language learning, combining
traditional and modern teaching approaches to meet
the specific needs of Uzbek learners.
Volume 04 Issue 11-2024
189
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
11
P
AGES
:
186-190
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Professor, methodologist J. Jalolov (30) also explains
the term "strategy" as follows:
Strategy
–
[Greek. strategia < stratos
–
army + ago
–
I
lead]
–
refers to the management of the educational
process, i.e., directing, teaching, educational goals,
teaching tactics, and technology.
Munira Bekmuratova (8), a renowned scholar, has
contributed to the understanding of language learning
strategies in the context of Uzbekistan, highlighting
the unique cultural and educational environment. Her
work focuses on the cognitive and affective
components of language learning that reflect
Uzbekistan's distinct educational and cultural context.
Bekmuratova defines strategies as "a set of cognitive
and affective tasks that facilitate language learning".
She emphasizes the role of emotional and
psychological factors when using strategies in a
context that reflects Uzbekistan's unique cultural and
educational conditions.
Alisher Usmonov (9) emphasizes the importance of
cultural context in selecting strategies, defining
strategies as "context-sensitive actions that help
students overcome linguistic and cultural gaps".
Usmonov's work highlights the importance of
strategies in helping Uzbek learners overcome
challenges in foreign language acquisition.
Dilorom Yoqubova (10) defines strategies as "planned
and systematic techniques used by learners to achieve
language proficiency in a multilingual environment".
Yoqubova's research focuses on the strategic planning
aspects of language learning, particularly in the
multilingual context of Uzbekistan.
In language teaching, a strategy is a specific behavior,
action, technique, or step that learners consciously or
unconsciously use to further their language learning.
Strategies are tools that assist students in processing,
understanding, and producing language more
effectively.
CONCLUSION
In conclusion, language learning strategies play a
crucial role in enhancing the effectiveness and
efficiency of acquiring a foreign language. Scholars
such as R. Oxford, E. Koen, and Carol Griffiths have
emphasized the active, conscious nature of these
strategies and their importance in helping learners
navigate the complexities of language acquisition. At
the same time, researchers like Galina Zimnyaya and
Svetlana Gural have pointed out the significance of
cognitive and metacognitive strategies in improving
learning outcomes. The work of Uzbek scholars,
including Munira Bekmuratova, Alisher Usmonov, and
Dilorom Yoqubova, adds an important cultural context
to this discussion, demonstrating how strategies can
be tailored to meet the unique needs of learners in
Uzbekistan's educational system.
Volume 04 Issue 11-2024
190
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
11
P
AGES
:
186-190
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Ultimately, language learning strategies are essential
tools that empower students to become more
autonomous and effective in their learning process.
Whether through cognitive techniques, cultural
sensitivity, or emotional factors, these strategies offer
learners valuable ways to engage with the language,
overcome obstacles, and achieve their educational
goals. Therefore, educators and researchers should
continue to explore, refine, and incorporate these
strategies into language teaching practices to ensure
successful
and
meaningful
language
learning
experiences.
REFERENCES
1.
Explanatory Dictionary of the Uzbek Language
2.
Oxford, R. L. (2011). Teaching and Researching
Language Learning Strategies.
3.
Cohen, A. D. (2011). Strategies in Learning and
Using a Second Language (2nd ed.). Routledge.
4.
Griffiths, C. (2008). Lessons from Good Language
Learners. Cambridge University Press.
5.
Zimnyaya,
G.
I.
(2003).
"Linguistic
and
Methodological Foundations for Teaching Foreign
Languages." Issues of Applied Linguistics, 3(2), 22
–
35.
6.
Gural, S. K. (2008). "Cognitive and Metacognitive
Strategies in Russian Language Education."
Contemporary Issues in Education Research, 5(3),
15
–
25.
7.
Alekseeva, I. A. (2015). "Adaptation of Language
Learning Strategies for Russian Students." Russian
Journal of Language Education, 21(4), 78
–
90.
8.
Bekmuratova, M. (2013). "Cognitive and Affective
Language Learning Strategies in the Uzbek
Context." Uzbekistan Journal of Linguistics, 7(1),
33
–
47.
9.
Usmonov, A. (2017). "Cultural Context and
Language Learning Strategies: Perspectives from
Uzbekistan." Journal of Central Asian Studies,
12(3), 58
–
72.
10.
Yoqubova, D. (2015). "Strategic Planning in
Language Learning: A Multilingual Perspective
from Uzbekistan." Language and Culture Journal,
10(2), 88
–
102.
