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THE ISSUES OF TEACHING UZBEK STUDENTS ENGLISH
Yuldasheva Dilnoza Bobojonovna
Bukhara region Vobkent district,
6th general secondary school teacher
E-mail: yuldashevadilnoza41@gmail.com
https://doi.org/10.5281/zenodo.13828552
Annotation:
This thesis discusses the issues of teaching English in
Uzbekistan and its methods, as well as tips for teaching effectiveness. It also
highlights the importance of moving from a teacher-centered approach to
teaching and learning English, and presents the results of an educational test
aimed at creating a student-centered environment in the dialect classroom.
Annotatsiya:
Ushbu tezisda O‘zbekistonda ingliz tilini o‘rgatish
masalalari va uning usullari, shuningdek, o‘qitish samaradorligi bo‘yicha
maslahatlar ko‘rib chiqiladi. Shuningdek, u ingliz tilini o‘qitish va o‘rganishda
o‘qituvchiga yo‘naltirilgan yondashuvdan o‘tish muhimligini ta’kidlaydi va
dialekt sinfida o‘quvchiga yo‘naltirilgan muhit yaratishga qaratilgan ta’lim testi
natijalarini taqdim etadi.
В данной диссертации рассматриваются вопросы преподавания
английского языка в Узбекистане и его методы, а также советы по
эффективности преподавания. В нем также подчеркивается важность
перехода от подхода, ориентированного на преподавателя, к
преподаванию и изучению английского языка, и представлены
результаты образовательного теста, направленного на создание
личностно-ориентированной среды в диалектном классе.
Keywords:
non-native-English-speaking teachers, teacher-centered teaching,
student-centered teaching.
Multifaceted contacts, correspondence and trust have become a necessary
part of the advanced world, opening incredibly open doors for speakers of
dialects usually perceived as lingua francas.
English has acquired the status of the "world language" used for worldwide
intercession over the past many years. Approximately 400 million people
communicate in English as their first language, and estimates of the number of
non-native English speakers range from 470 million to over a billion, depending
on the value of education or language ability. The current exams confirm that
"the number of students learning English is increasing and the age is
decreasing", and the growing prominence of the English language on the planet
"has become one of the few exceptional ways to cope with the realities of
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modern life around the world." one]. According to the Euronews television
channel, in 2008 approximately 56% of Europeans were bilingual, and 38% of
them communicated in English [2]. The Russian diary Kommersant-Vlast noted
that 98% of German physicists and 83% of German scientists distribute their
logical papers only in English [3]. Experts expect that by 2020, 30-35% of the
Asian population (compared to the current 8-10%) will use English consistently.
Another vivid illustration of the consistently growing popularity of the English
language in Asian countries is the appearance of the expression "Asian native
English speakers" [4].
A 2024 UNESCO report [5] showed that only 43.1% of the Uzbek
population communicates in a foreign language as a follow-up language. [6].
This requires updating and creating English language teaching
methodologies that enable non-local speakers to gain adequate English-
speaking skills in order to enter the growing circle of the Kachru model [7].
In the English language display industry, which has recently grown into a
worldwide enterprise, the majority of teachers in general are non-native English
speakers. As you might expect, over the past many years, the polarity between
Native English Teachers (NEST) and Non-Native English Teachers (NNEST) has
generated a lot of thought, discussion and conversation. The focus of this
conversation has shifted little by little from thinking about local speakers (NS)
as the main solid source of etymological information and the ability to
recommend terms, such as "gifted language client" [8] or "experienced speaker"
[8]. 9], finally, the conclusion that local speakers of a non-local language can get
"instinct, sentence structure, suddenness, innovation, control over common
sense and the nature of the translation of "ordinary" local speakers" [10].
While a few significant advances have been taken to further develop
English language learning in Uzbekistan, the development of the gaining climate
and the shift from educator focused to understudy focused training are not
quick cycles. Electronic instructing and learning strategies and procedures are
increasingly more frequently included into the educational plan, while the job of
current gadgets, for example, advanced cameras and PDA cameras is by all
accounts misjudged. These contraptions are a vital piece of numerous youthful
people’s lives these days, and our perceptions propose that they animate
students‟ useful relational abilities, while the Internet is regularly seen by them
just as the wellspring of data.
Notwithstanding, research-based proof that making video films in the ESL
study halls can spur students, urge and empower them to involve English in a
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more normal manner, and therefore upgrade their English relational abilities is
extremely scant. Our review makes a stride towards evaluating the adequacy of
students‟ filmmaking as an English language learning apparatus. It ought to be
noticed that Uzbek EFL instructors additionally face numerous expert
difficulties, the primary of them being the strength of conventional educator
focused techniques in language study halls. Whenever an instructor is put at the
focal point of the learning system, the person in question fills in as the
fundamental wellspring of semantic and social data for students, as well as their
vitally phonetic good example. We have accepted that such methodology limits
students‟ learning open doors, yet additionally puts extra strain on an
instructor.
Our discoveries revealed that native-speaker instructors highlight Uzbek
while communicating in English, which connected with their dialect capability
and working experience, and couldn't be totally disposed of. It made sense of
why outside regular dialect climate, instructors frequently neglect to assess the
level of their articulation because of goal reasons, like absence of scholastic
situation in far off nations, restricted correspondence with unfamiliar friends,
and solid impact of their local language. This inflection is therefore imitated by
the students who in the greater part of the cases see their EFL instructor as the
main semantic good example and placed a lot of validity into them. This
outcome experiencing the same thing when educators can't diminish their
students‟ complement, since this is their own inflection precisely imitated by
the students.
Moreover, we noticed that the observed teachers behaved formally in the
classroom, preferred to use ordinary teaching materials, bombarded students
with school assignments, and the atmosphere in their illustrations was
generally annoying to the point of creating obstacles for correspondence
between students. This urged us to look for new EFL showing strategies, with
the goal that we could relieve the effect of NNESTs‟ phonetic highlight on
students‟ articulation, put understudy at the focal point of the learning system
and establish more advantageous and solid homeroom climate. Additionally, we
attempted to utilize video materials and introduced films, as well as students‟
and teachers‟ self-assessments showed that leading examination through
filmmaking can be viewed as a powerful and imaginative instructing strategy.
This strategy proved beneficial to both students and teachers as it worked
on the viability of the demonstration process, inspired students, and provided
them with the opportunity to develop related interdisciplinary skills:
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1.
capacity to involve fitting dialect in talking and composing for
creating a film on the picked theme;
2.
economical discussion abilities, including capacity to underwrite a
discussion with numerous talk members;
3.
capacity to utilize various types of perusing (skimming, examining,
serious, broad, and so on) and to separate explicit data from enormous texts;
4.
capacity to dissect message structure (separate between sections,
recognize theme sentences, decide the creator's perspective);
5.
capacity to freely make texts of various sorts, points and subjects,
utilizing portrayal, portrayal, thinking and argumentation relying on the reason
for correspondence;
6.
diverse relational abilities, created by raising social mindfulness
and the increment of semantic and social information;
7.
the ability to use knowledge of a foreign language to form a more
tolerant attitude towards the culture, history and modern problems of other
nations, understanding the importance of learning other languages and
developing readiness to use knowledge of a foreign language for cross-border
and intercultural cooperation.
Our simple survey revealed a correlation between students' English
proficiency and their willingness to participate: the strongest students
expressed a negative attitude towards filmmaking and preferred to stick to
standard teaching methods and exam tasks, such as questions and answers,
discussions with the teacher, presentations and role-playing games. However,
after completing the video project, the vast majority of students recognized that
this form of work has many advantages and merits. Teachers were also very
enthusiastic about video filming, pointing to the following important qualities of
this type of work: the ability to stimulate students' interest in learning a foreign
language, develop their intellectual abilities, encourage independent thinking
and develop critical skills. as well as their self-discipline and ability to learn on
their own. Weaknesses noted by the teachers included a lack of computer-aided
film editing skills, clear assessment criteria, and written instructions for
teaching. In most Uzbek educational institutions, teaching foreign languages is
traditionally carried out by creating a special artificial bilingual learning
environment, i.e. using a complex of "pre-planned activities, strictly controlled
and controlled" [9]. However, the possibility of developing bilingualism outside
the natural language environment causes heated debate among Uzbek
specialists in the methodology of teaching foreign languages. So, they mainly
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receive information about this non-native language and foreign-language culture
from their Uzbek-speaking teachers, who, in turn, are strongly influenced by
their native (Uzbek) language and very often explore foreign-language culture
indirectly, like their students - through scientific literature, textbooks and media.
References:
1.
D. Graddol, English Next, British Council, London, 2006. [E-book]
2.
“What is the EU‟s Language Policy Today?” Euronews, Sept. 13,
3.
“The English Language takes French Leave,” Kommersant Vlast’, 7 (409),
February 2001
4.
L. Smith (ed.), “English is an Asian Language”, World English, Fall 2005. [5]
[6] S. G. Ter-Minasova, Language and Cross-Cultural Communication, Moscow,
2000, 14.
5.
B. Kachru, “World Englishes and English-using communities,” Annual
Review of Applied Linguistics, 17, 66-87, 1997.
6.
T. Paikeday, The Native Speaker is Dead, Paikeday Toronto, 1985, 10. [9]
M. Rampton, “Displacing the „native speaker‟: expertise, affiliation and
inheritance,” ELT Journal, 44 (2), 338-343, 1990.
7.
A. Davies, “The native speaker of World Englishes,” Journal of Pan-Pacific
Association of Applied Linguistics, 6 (1), 43-60, 2003
