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COMPARATIVE ANALYSIS OF METHODS AND APPROACHES FOR
EFFECTIVE ORGANIZATION OF ENGLISH LANGUAGE
INSTRUCTION
Yo’ldosheva Maftuna Islom qizi
mmyoldoshevs@gmail.com, +998911039691
O’zbekiston Respublikasi Ichki Ishar Vazirligi Sirdaryo Akademik litseyi
https://doi.org/10.5281/zenodo.13354853
ABSTRACT:
This paper is aimed at describing different types of methods
and approaches in an English classroom. The writer investigates them according
to the latest experiments held by the linguists to observe the effectiveness of
historical and modern ones. The data showed in this paper may differ from each
other as each linguist received not the same outcome and conclusion in that or
this method, but they all can advise which to use according to the aim of teaching.
There were three steps used in this research, i.e., collecting data, analyzing
data, and presenting the result of data analysis. Firstly, the data were collected by
using observation method with tapping, nonparticipant-observatory, sorting, and
note taking. Secondly, the data were analyzed by using referential identity
method and translation method with comparing, equalizing technique, and
differentiating technique. Finally, the result of analysis is illustrated by using
formal and informal method.
KEYWORDS:
method, approach, direct method, communicative language
teaching, language, students, communicative skills.
Целью данной статьи является описание различных типов методов и
подходов на уроках английского языка. Писатель исследует их на основе
новейших экспериментов, проведенных лингвистами по наблюдению за
эффективностью исторических и современных. Данные, представленные в
этой статье, могут отличаться друг от друга, поскольку каждый лингвист
получил не одинаковый результат и заключение по тому или иному
методу, но все они могут посоветовать, какой использовать в соответствии
с целью обучения.
В этом исследовании использовались три этапа: сбор данных, анализ
данных и
представление результатов анализа данных. Во-первых, данные были
собраны с помощью наблюдения.
метод с прослушиванием, сортировкой и ведением заметок.
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Во-вторых, данные были проанализированы с использованием метода
референтной идентичности и метода перевода со сравнением,
уравниванием и дифференцированием.
Наконец, результат анализа иллюстрируется с использованием
формального и неформального метода.
Ключевые слова: метод, подход, прямой метод, коммуникативное
обучение языку, язык, учащиеся, коммуникативные навыки.
ANNOTATSIYA:
Ushbu maqola ingliz tili darslarida qo’llanilishi mumiin
bo’lgan turli xil metod va yondashuvlarni tavsiflashga qaratilgan. Muallif ularni
tilshunoslar tomonidan o’tkazilgan tajribalarda tarixiy va zamonaviy metod va
yondashuvlarning nechog’lik samarali ekanligiga ko’ra tekshiradi. Ushbu
maqolada ko'rsatilgan ma'lumotlar bir-biridan farq qilishi mumkin, chunki har
bir tilshunos u yoki bu metodda turli xil natija va xulosaga ega bo'lishgan, ammo
ularning barchasi o'qitish maqsadiga ko'ra qaysi biri afzal ekanligini maslahat
bera oladi.
Ushbu tadqiqot uch bosqichda amalga oshirirlgan, ya'ni ma'lumotlarni
to'plash, ma'lumotlarni tahlil qilish va ma'lumotlar tahlili natijalarini taqdim
etish. Avvalo, ma'lumotlar kuzatish, saralash va qayd qilish orqali yig’ilgan.
So’ngra, ma'lumotlar afzalliligiga ko’ra taqqoslash, tenglashtirish va farqlash
texnikasi yordamida tahlil qilindi. Nihoyat, tahlil natijasi rasmiy va norasmiy
usullardan foydalangan holda yoritilgan.
KALIT SO’ZLAR:
metod, yondashuv, to'g'ridan-to'g'ri metod,
kommunikativ til o’qitish, til, talabalarlar, kommunikativ qobiliyatlar.
INTRODUCTION
“An international language belongs to its users, not to the countries whose
national languages have become internationalized” (Edge 1993). In our world
today, English became one of the widely used languages in different spheres of
life, both in educational and non- educational fields. According to some statistics,
English is being spoken by two billion people worldwide, with native speakers
making up about 400 millions of them because of the reason English became
lingua franca for business, diplomacy and travel. As it occupies an equal central
position in fields of academia and research, a number of researches are being
done to investigate new ways of teaching in appropriate ways which are suitable
in 21
st
century, while a number of researchers are trying to reveal new features
of approaches and methods from 1900s. In this article we will review some
examples of current methods and approach in teaching English .
LITERATURE AND METHODS
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Obviously, great number of linguists and methodologists are observing and
analysing the techniques, approaches and methods according to different
criteria, as some of them try to renew historical ones while others create new.
Among all methodology investigators Richards and Rodgers, M. Betti, C.Mukalel,
Nagaraj and others made a noticeable impact. They all investigated historical
and current approaches as well as techniques, analyzed deeply and sorted
according to the aim of instruction and so on.
In Uzbekistan, J. Jalolov, G. Tajibayev, A.Haydarov, Shabonov and
To’xtamirzayev did investigations on language teaching. On the same time giving
their own reviews to methods, they used the latest data by well known linguists
worldwide.
RESULTS AND DISCUSSION
Jack C. Richards and Theodore S. Rodgers (2014) implemented a noticeable
impact on the necessity of methods and approaches in English learning process.
They discussed about the methods that have attracted support at different times
and in places during the last 30 years, but not being accepted now. According to
the consideration, while Total Physical Response, The Silent way, and
Suggestopedia are no longer widely used, the Direct Method, Audiolingualism,
the Situational Approach were adopted almost universally and achieved the
status of methodological orthodoxy. Communicative Language Teaching (CLT)
marks the beginning of a major paradigm shift within language teaching in the
twentieth century, one whose ramifications continue to be felt today. The
general principles of CLT are still widely accepted in language teaching today
these principles have been open to various interpretations, and those favoring
the approach may weigh the value of fluency and accuracy in different ways.
Aspects of CLT may also be used to support other approaches and methods.
Content-Based Instruction (CBI) can be regarded as a logical development of
some of the core principles of CLT, particularly those that relate to the role of
meaning in language learning. Because CBI provides an approach that is
particularly suited to prepare ESL students to enter elementary, secondary, or
tertiary education, it is widely used in English-speaking countries around the
world, particularly in the United States. CLIL, a related approach, has become
popular in Europe; both approaches involve a merging of content and language
(Richards and Rodgers, 2014: 81). They pointed out that very large number of
textbooks are based on Oral Approach as it has been long lasting and it has
shaped the design of many EFL textbooks and courses for students. Framework
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for National curricula in English as well as other subjects in some countries is
hold by Competency- based Instruction.
According to Philipp Kamhuber, the Communicative Approach and Task-
Based Language Teaching are the ones to investigate the role and effectiveness
in teaching grammar for ELT textbooks. He did not only explore their role in
teaching grammar, but the comparison Austrian and Spanish ELT textbooks is
concerned the attention, as well. The Grammar-Translation Method, the Direct
Method, Audiolingualism, the Natural Approach and Communicative Language
Teaching including Task-Based Learning are considered relevant for the
development of grammar teaching by the author.
Another linguist Mohammed Jasim Betti tries to familiarize the Iraqi
teacher of English with key aspects of methodology and suggests strategies and
techniques through which the elements and communicative skills of the
language can be taught. He pays special attention to the conditions and factors
influencing the effectiveness of the teaching of the language in school in his book
“ Approaches and methods of teaching English as a foreign language”.
Hence the book is intended for teaching English as a Fo reign language, it
includes different ideas on using strategies and approaches substance and
techniques for. Teaching sounds, grammar,vocabulary and cultural subsystems.
Suggestions for developing the communication skills; listening, speaking,
reading and writing are also included. As the linguist aimed to broaden the
instruction about the peculiarities and features of language teaching and
learning process, the book’s first two chapters are dedicted to basic principles,
techniques , methods and approaches in teaching.
As he points “Indirect and the Direct methods , are rather extreme. On the
one hand, the chief purpose of the grammar-translation method is to
develop an ability to translate while the spoken language is neglected. The
Direct method on the other hand lays heavy emphasis on the oral aspects of the
language and intensive speech practice. Yet it discards the use of translation” .
Unlike the Audio- Lingual Method, the Communicative Approach gives priority
to the semantic content of language learning. That is pupils learn the
grammatical form through meanng, and not the other way round. Though this
new strategy helps the learners apply what they have learnt of the linguistic
knowledge, without any difficulty, to real life situations involving interactive
processes, it relies on the functional- Notional syllabus which places great
demands on the pupils and a few categories of language functions are not
systematically graded that brings some confusion and makes challenges on
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teaching the fuctions appropriately. He showed the Eclectic Approach as a
framework for techniques and procedures drawn from various methods and it is
useful in practical situations in the classroom.
The differences between Translation Methods and the Direct Method have
earned a special attention on the manual by Shabanov and To’xtamirzaev. They
considered that all the types of the Translation Method are under the goal of
understanding the meaning during the translation, on the other hand no L1 is
useable in Direct method. The learners should associate the connection between
the word and subject following understanding and thinking in L2. As the goal of
Direct method is learning the language in a practical point of view, rather than
theory, the Audio- lingual and the Audio- visual methods are separated as a
modern version of the Direct Method (Shabanov and To’xtamirzaev, 2009). They
showed a basic disadvantage of the Audio- lingual Method to persue in primary
education system in Uzbekistan. As the speech examples can be produced
without the role of mental process that will not be illustrated any rules, leads the
lack of scientific frame, it can be concluded as an inappropriate illustration of
methodology.
CONCLUSION
As English became global language, as more and more different cultures are
using it, there is the necessity of empowering it with renewing and creating new
way of teaching that will be ideal for the purpose of learners. Above mentioned
linguists had a noticeable impact on English teaching with their precious
analysis, facts and recommendations
References:
1.
Edge Julian. Essentials of English Language Teaching – New York.:
Longman, 1993.
2.
Richards and Rodgers. Approaches and Methods in Language Teaching
Second Edition – New York.: Cambridge University Press, 2001.
3.
Richards and Rodgers. Approaches and Methods in Language Teaching
Third Edition – New York.: Cambridge University Press, 2014. pp.81- 82.
4.
Philipp Kamhuber. Comparison of Grammar in Austrian and Spanish
English Language Teaching Textbooks – Vienna, 2010.
5.
Geetha Nagaraj . English Lnaguage Teaching – Delhi.: Orient Black Swan
Private Limited, 2021.
6.
Mohammed Jasim Betti. Approaches and Methods of Teaching English as a
Foreign Language – Iraq.: Dar nippur Printing, Publishing and Distribution,
2015.
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7.
Shabanov, To’xtamirzayev. Chet Tilini O’qitish Metodikasi va Zamonaviy
Texnalogiyalari – Toshkent.: Toshkent davlat sharqshunoslik institute, 2009.
8.
A.A.Haydarov. Tillar O’qitish Metodikasi va Ta’lim Texnologiyalari –
Buxoro.: Durdona, 2022.
