Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Learning a foreign language methods and teaching English
language
Aziza NAJMIDDINOVA
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This article examines the features of accented speech, when
a speaker, in the process of learning a second language, makes
mistakes using pronunciation models of his native language.
It is noted that such errors arise due to insufficient adaptation
to the phonetic features of the second language. The article also
presents various methods of pronunciation correction that help
improve language skills and reduce the degree of accent.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
language,
methods,
process,
influence,
knowledge,
skills,
competence,
speaking,
opinions,
cognitive process.
Chet tili metodlarini o
‘
rganish va ingliz tilini o
‘
qitish
ANNOTATSIYA
Kalit so‘zlar
:
til,
usullar,
jarayon,
ta’sir,
bilim,
malaka,
rivojlanish,
nutq,
fikr,
kognitiv jarayon.
Ushbu
maqolada so‘zlovchining nutqida va talaffuzida ona
tilisi modellaridan foydalanish natijasida xatolarga yo‘l qo‘yishi
tasvirlangan, bundan tashqari, ma’ruzachi ikkinchi tilning
talaffuz tizimida yetarli erkinlikka ega emasligi usullar va
ularning turlari haqida ma’lumot berilgan.
1
Independent researcher (PhD), Samarkand State Institute of Foreign Languages.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
498
Методы изучения иностранного языка и преподавания
английского языка
АННОТАЦИЯ
Ключевые слова:
язык,
методы,
процесс,
влияние,
знания,
навыки,
компетентность,
говорение,
мнения,
когнитивный процесс.
В данной статье рассматриваются особенности
акцентированной речи, когда говорящий в процессе
изучения второго языка допускает ошибки, используя
произносительные модели своего родного языка.
Отмечается, что такие ошибки возникают из
-
за
недостаточной адаптации к фонетическим особенностям
второго языка. Также в статье представлены различные
методы
коррекции
произношения,
способствующие
улучшению языковых навыков и снижению степени
акцента.
Language teaching has its challenges. Most of the time, it is a foreign language that
the learner can’t pick up from his/her surroundings, and you should teach patiently and
systematically so that the students become confident and can read, write, and speak the
language effortlessly.
A person learning a foreign language cannot get out of the rules and system of his
native language, he cannot leave it. He first forms his opinion in his native language and
then tries to find equivalent means in a foreign language. So, the cognitive process takes
place based on the mother tongue, and the communicative process takes place in the
second language. In the process of mastering a second language, there is a separation of
language and thinking. As a result, the speaker cannot get rid of the system and norms of
the native language, and the features of the native language begin to hinder the process of
speech formation in the second language. As a result, a person who speaks a second
language is forced to involuntarily transfer the rules of his mother tongue to the language
he is learning.
In the process of knowing, ideas about existence are formed. Words name things
and events and express concepts. Thinking is based on logical and psychological laws.
Language expresses accumulated experience and information in its way. Languages that
reflect objective existence differ from each other to different degrees. The members of
the Prague Linguistic Circle paid special attention to these characteristics of languages,
studied them specially, and identified various phenomena that prevent easy learning of a
foreign language. One of them is the phenomenon of interference.
Interference is a Latin word that means inter-intera, ferens-entrant, barrier, cavity.
This term was first used in the science of physics, and it means the increase or decrease
of the vibration amplitude of the waves falling on top of each other in space. Later, it
became customary to use this word in the field of psychology. The psychological aspect of
interference is that the previous activity is repeated in a continuous rhythm, and as a
result of its automation, it takes a firm place in the memory. Therefore, if the next activity
is different from the previous activity, the previous activity starts to interfere with the
next activity. As a result, an interference phenomenon occurs. From the psychological
point of view, it is noted that there are types of interference such as retroactive,
proactive, verbal, motor-acoustic, visual, and selective. In addition, this term is also used
in biology.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
499
Interference means negative influence, unknown displacement, hindrance, and
confusion, which leads to a negative result on skills and abilities. As an example of this,
learning English sounds requires a special methodological approach. The reason is that
the lack of such a sound in the Uzbek language causes difficulties for Uzbek children.
However, the skills developed by students through exercises can have a positive effect on
learning this phonetic phenomenon. Interference is a deviation from the norm in the
speech of a bilingual speaker, and any influence of one language on the other is the result
of this influence. In such a psychological process, the balance and adequacy between the
rules of the languages that come into contact is broken. The essence of the interference
process is that a person learning a foreign language involuntarily transfers the norms of
the system of speech rules established in the native language to the language being
studied.
Transposition is a Latin word, "transpositio", means to move to another place. This
concept is interpreted in the methodology as positive influence, positive transfer, coming
to help, assistance, transfer of knowledge, skills and competence leading to a positive
result.
It can be said that equipping children with the knowledge of interlingual or
intralingual linguodidactic comparative analysis of foreign language, second language,
and mother tongue is one of the important conditions for the formation of their skills
aimed at solving cognitive, communicative-educational, and practical-planning tasks. The
English language is the language of the world, and English teachers have changed their
methods of delivery over the years to suit the present scenario. In this article, we will be
discussing specific popular and efficient ways of teaching the English language, which
fulfill the demand of modern learners. The present generation gets exposure to the world
through social media, their knowledge base is augmented by the information available on
the internet, the students nowadays are more impatient and to grab their attention,
teaching methods need to cater to their dynamic thinking process.
Language teaching, like any other topic, has undergone a lot of changes. It has
shifted to role-plays, interactive games, short visuals, etc. from the traditional ways, such
as lectures by facilitators with only a blackboard to support and spell repetition and
grammar worksheets, which have shifted to role-plays. In general, everything you teach
needs to be relevant to the student’s environment, as students are the focal point of the
teaching and learning process.
Among the manifestations of the phenomenon of linguistic interference, the
characteristics of the phonetic level are visible. In the process of using a foreign language,
the manifestation of phonetic system elements specific to the dominant language creates
phonetic interference. This is expressed in linguistics by a special term
–
the term accent.
One of the unique features of an accent is that it is extremely difficult to get rid of it.
Because the previous pronunciation skills are endlessly repeated in the native language
and completely prevent the achievement of the adequacy of similar articulation in a
foreign language. Phonetic interference is the phenomenon of phonetic interference,
involuntarily applying the phonetic features of the native language to the language being
studied.
In accented speech, the speaker makes mistakes as a result of using the
pronunciation models of the mother tongue, as the speaker does not have sufficient
freedom of the pronunciation system of the second language acquired. Of course, there
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
500
are deviations from the established norm in the speech of native speakers. They are
related to the concept of local accent. There are also deviations from language norms in
the speech of children who speak a certain language. This is especially evident in the
initial period of formation and stabilization of language norms. Only cases related to the
attitude of the dialect to the literary language or the pronunciation of other language
units of a foreigner can be included in the border or circle of accent. Deviations from the
norm in bilingual speech are manifested in the initial period of learning a foreign
language.
The accent is variable, and in the process of learning a foreign language, the speech
of a foreigner may start with a strong accent, and then become almost unrecognizable as
a result of regular practice. In the case of bilingualism, the phonetic formation of the
speech of the learner is not only carried out during the speech process, but it also
depends on the quality of the speech in the foreign language, as well as the level of
acceptance of the pronunciation features of the foreign language by the learner.
Linguistic communication is a two-way process: it involves not only speaking, but also
listening. The development of conversation between communicants depends on the level
of mutual understanding between them, the ability to receive exactly the same message.
Usually, in the conditions of interference, the speech activity of the native speaker is
significantly lower compared to the natural conditions of communication in the native
language, and it can have features such as slowing down. In the process of speaking with
the native speaker, the learner's attention is more focused on the form of the
interlocutor's language. The communication situation, the speaker's attitude towards the
listener and other extralinguistic factors are not in the focus of attention of the learner.
The social aspect of the accent in the speaker's speech is one of the issues that has
attracted the attention of a number of world linguists and is still waiting for a positive
solution. However, this aspect of accent has not been studied theoretically in Uzbek
linguistics. Some think that the accent does not cause difficulties in the exchange of ideas
and are indifferent to it. Because the accent sometimes makes communication difficult. In
our opinion, even if it is very difficult to get rid of the accent, it can be eliminated through
regular practice.
From a sociolinguistic point of view, an accent is a special form of deviation from
the pronunciation norm that occurs in the situation of bilingualism. One of the features of
accent is the presence of a norm governing the pronunciation of a second language
learner. First of all, before turning to the issue of bilingualism and accent, it is necessary
to determine what is included in the scope of accent in speech. Grammar Paraphrasing
this method of teaching English is a classic one used since the 16th century. This
approach was improvised for teaching the Latin language, which was not commonly
learned and spoken by people. The method of teaching English focused on translating the
texts in Latin to the native language and then gaining it, in line with the grammatical rules
and vocabulary of Latin. The rote learning method is the most used method to learn
vocabulary.
This method of teaching English, also known as the direct method, seems to be a
response to the Grammar translation technique. In this process, the teacher who is
aiming to teach English as a second language, asks the learner to think in English so that
they can communicate in English.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
501
The technique aims at building a connection between thought and expression.
It required the teacher to strictly prohibit the student from using his/her native language.
The learner is supposed to perfectly express himself/herself in English, with proper
accent and usage of grammatical skills.
This method of teaching English is used in modern times and is useful in teaching
to communicate in English. As the student thinks and talks in English in real-life
situations, they learn the language accurately, and there is no rote learning or translation.
This might take some time, but whatever is learned has a long-term effect on our
memory.
The various characteristics of these methods
Interaction in the English language results in a proper understanding of the
language.
Students are taught strategies to understand English.
The experiences of the students are focused on making up the content of the
lessons.
Authentic text in English is used for teaching.
Principled Eclecticism: This refers to the variety of teaching methods, depending
on the aptitude of the learner. Different methods are put together to suit the requirement
of the student.
Any single method has its strengths and weaknesses. Therefore, it may not be
suitable for a specific learner, so the teacher in this approach uses a combination of
techniques to make the language understandable.
This is the most contemporary method of teaching a foreign language and is very
useful.
Much like the task-based approach, the project-based approach is meant to
address students’ real needs by adapting language to the skills and competencies they
truly need personally and/or professionally.
The application of this approach begins by determining the one, global objective
that the individual or group of students have.
For example, if you’re teaching a business English class, you should look at why
students are in the class to begin with and plan accordingly. One time when working for a
corporate client, I taught a room full of accountants who were all for promotions up for
grabs in their company.
Naturally, we taught them differently than we would students interested in
learning casual English conversations because of the nature of their jobs. They had to
produce specific monthly reports in English for multiple departments in their office.
So, we broke one sample report into sections and analyzed each segment. Each student
prepared the sections as if they were the real thing.
In class, discussed the difficulties my students encountered, in addition to covering
all the vocabulary and grammar needed to complete each section. Their final project was
a finished report they could submit to their boss for approval, and the criteria we used to
create the report were based on their company handbook.
Think of the project as their final, comprehensive assessment. Whereas small tests
or the completion of individual tasks are cumulative assessments. Just remember, your
evaluation criteria must be clear so students know what they’re being graded on.
Using Smartphones in the Classroom.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
502
A good example of how smartphones enhance classroom learning is the scavenger
hunt exercise. Here, students must go through websites to find the information they need
to fill out a worksheet. Students can also use their devices to access free, online exercises
that reinforce language and skills seen in class.
The key issue here is to be creative with the use of smartphones. Other uses for
smartphones in the classroom could be polling apps, surveys or even recording, yes,
recording! Students can record themselves in action, which is perfect helping them
receive feedback on specific tasks and activities.
In the scientific literature on methodology, various models of communication have
been presented. But in the current interpretation communicative competence includes
linguistic, sociolinguistic, discourse, strategic, socio-cultural, and social competencies.
Linguistic competence: the ability to produce and interpret meaningful utterances which
are formed by the rules of the language concerned and bear their conventional meaning
that meaning which native speakers would normally attach to an utterance when used in
isolation. This competence includes vocabulary, grammar, phonetic and phonological,
and stylistic knowledge. Sociolinguistic competence: the awareness of ways in which the
choice of language forms is determined by such conditions as set, the relationship
between communication partners, communicative intentions, etc. This competence
covers the relation between linguistic signals and their contextual/situational meaning.
Discourse competence: the ability to use appropriate strategies in the construction and
interpretation of texts. It refers to selection, sequencing, and arrangement of words,
structures, and utterances to achieve a unified spoken message. This is where the top-
down communicative intent and socio-cultural knowledge intersect with the lexical and
grammatical resources to express messages and attitudes and to create coherent texts.
Strategic competence: when communication is difficult, we have to find ways of getting
our meaning across or finding out what somediv means; these are communicative
strategies, such as rephrasing, asking for clarification, etc.
Accent, in addition to the pronunciation of vowels and consonants, also stands out
in accent and intonation. Therefore, the struggle against the accented pronunciation of
vowels and consonants in the language of the language should be equally focused on
accent and intonation. In the process of learning a foreign language, especially in its first
stages, it is not always possible to identify the source of the error. It is natural to
associate accentological idiosyncrasies with the influence of the speaker's native
language. Thus, the concept of accent is a complex phenomenon and is characterized by
covering various phenomena. The presence of interference between two language
systems and norms should be a general and basic condition for defining an accent.
It is worth noting that noticing unusual pronunciation is related to the learner.
A person learning a second language is characterized by phonetic interference. Since
bilingualism is a multifaceted phenomenon, the factors of interference theory should also
be taken into account. If the second language is not systematized in the learner's mind,
the interference and foreign accent in his speech will be stronger. So, successful learning
of a new language requires paying attention to its system character.
It can be concluded from the above information that in teaching and learning any
foreign language, a special approach is required to the positive and negative effects of the
language learner's mother tongue on the foreign language, i.e. interference and
transposition phenomena. In addition to the above intralinguistic effects, phonetic
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
503
interference also depends on extralinguistic factors. Among the extralinguistic influences,
first of all, what is the social status of the language? For example, speaking English with a
French accent is perceived positively in the USA, but in Canada, on the contrary, it is
perceived as a negative characteristic of speech. Among Russian aristocrats of the 18th
and 19th centuries, communicating with French pronunciation patterns was considered a
sign of civilization. Goals of the English language teaching are determined by all-round
development of an individual and the upbringing of students as well as by the
requirements of the syllabus of a certain type of educational stage.
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