Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Teaching English based on a learner-centered approach as
a pedagogical problem
Makhliyo KUKIBOYEVA
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received June 2024
Received in revised form
10 June 2024
Accepted 25 July 2024
Available online
15 July 2024
This article explores the pedagogical challenges of teaching
English using a learner-centered approach. In the context of
globalization, education plays a crucial role in the
comprehensive development of individuals, fostering qualities
of excellence and skilled professionals. The modern era
demands that young people be equipped with substantive
information swiftly, necessitating conditions for the thorough
assimilation of various disciplines. The educational process
must aim at developing, socializing, and nurturing independent,
critical, and creative thinking abilities in students. This
approach is termed learner-centered education.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss4-pp244-248
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:
learner-centered approach,
English language teaching,
globalization,
educational development,
pedagogical challenges,
psychological and
typological characteristics,
practical usage,
contextual understanding,
knowledge differentiation,
higher education
institutions.
Ingliz tilini shaxsga yo
‘
naltirilgan yondashuv asosida
o
‘
qitish pedagogik muammo sifatida
ANNOTATSIYA
Kalit so‘zlar
:
shaxsga yo‘naltirilgan
yondashuv,
ingliz tilini o
‘
qitish,
globallashuv,
ta’
limni rivojlantirish,
pedagogik muammolar,
psixologik va tipologik
xususiyatlar,
amaliy foydalanish,
Ushbu maqolada ingliz tilini shaxsga yo‘naltirilgan
yondashuv asosida
o‘qitishning pedagogik muammolari ko‘rib
chiqiladi. Globallashuv sharoitida ta’lim shaxsni har tomonlama
kamol toptirishda, mukammal va malakali mutaxassislarni
tarbiyalashda hal qiluvchi rol o‘ynaydi. Zamonaviy davr
yoshlarni tezkorlik bilan mazmunli ma’lumotlar bilan
ta’minlashni taqozo etmoqda, bu esa turli fanlarni puxta
o‘zlashtirishi uchun shart
-
sharoitlarni taqozo etadi. Ta’lim
1
Independent Researcher, Namangan State University. E-mail: mahliyo81@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
245
kontekstual tushunish,
bilimlarni farqlash,
oliy o
‘
quv yurtlari.
jarayoni o‘quvchilarda mustaqil, tanqidiy va ijodiy fikrlash
qobiliyatlarini rivojlantirish, ijtimoiylashtirish va tarbiyalashga
qaratilgan bo‘lishi kerak. Ushbu yondashuv shaxsga
yo
‘
naltirilgan ta
’
lim deb ataladi.
Преподавание английского языка на основе личностно
-
ориентированного подхода как педагогическая проблема
АННОТАЦИЯ
Ключевые слова:
подход,
ориентированный на
обучающегося,
преподавание
английского языка,
глобализация,
образовательное
развитие,
педагогические проблемы,
психологические и
типологические
характеристики,
практическое
использование,
контекстное понимание,
дифференциация знаний,
высшие учебные
заведения.
В данной статье рассматриваются педагогические
проблемы
преподавания
английского
языка
с
использованием
подхода,
ориентированного
на
обучающегося. В контексте глобализации образование
играет решающую роль во всестороннем развитии
личности, способствуя развитию качеств совершенства и
квалифицированных специалистов. Современная эпоха
требует, чтобы молодые люди быстро снабжались
существенной информацией, что требует условий для
тщательного
усвоения
различных
дисциплин.
Образовательный процесс должен быть направлен на
развитие, социализацию и воспитание независимых,
критических и творческих способностей мышления у
студентов.
Такой
подход
называется
обучением,
ориентированным на обучающегося.
INTRODUCTION
In the context of globalization, education plays a crucial role in the comprehensive
development of an individual, fostering qualities characteristic of a complete and skilled
professional. The rapid pace of today's world demands equipping young people with
well-founded knowledge in a short period, creating necessary conditions for thorough
mastery of various subjects. Modern educational processes are expected to focus on
developing individuals, socializing them, and fostering independent, critical, and creative
thinking abilities. Education that can demonstrate these opportunities is referred to as
"learner-centered education".
The development of a person in life is primarily determined by the formation of
personal qualities. Development is a process that manifests the improvement of a
person's physical, mental, moral, and other qualities. Education, as a criterion of being
well-educated, is historically linked with the formation of personal qualities. Science and
practice prove the influence of the external environment on human development.
Throughout their life, a person relies on someone else's experience, shaping their skills
and competencies based on this experience. They gather social life experiences as heirs of
the past and prepare for the future.
METHODOLOGY
Historically, Eastern thinkers have placed special emphasis on the role of the
community in ensuring personal development. For instance, Abu Ali ibn Sina highly
valued the role of the social environment in shaping an individual. He emphasized the
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
246
importance of the microenvironment in a child's upbringing, highlighting the need to
protect children from negative influences. Abu Nasr al-Farabi stated that humans have a
need to interact with others and feel their support, considering practical actions to satisfy
this need as leading to personal development. Abu Rayhan Beruni noted that mutual
assistance, cooperation, and benevolence towards others determine a person's role and
place in the social environment.
An analysis of scientific sources indicates that numerous English teaching
methodologies have been developed both abroad and in our country. In creating a model
for teaching English based on a learner-centered approach, we utilized a systematic
approach. According to L.A. Shevtsova, "a methodological system is a key link in the
system of continuous training of school pedagogical personnel, allowing its
implementation". I.P. Podlasy adheres to the same viewpoint, stating that "the structural
components of the system where the pedagogical process takes place describe the goals,
tasks, content, methods, interaction forms of teachers and students, and the achieved
results". Many scholars believe that a systematic approach is the most reliable
methodological basis for improving both pedagogical theory and practice. V.V. Andreev
identifies the following characteristics of the pedagogical system:
–
Integrity and entirety, not reduced to a mechanical sum of its elements'
properties, while each element has its place and specific functions;
–
The system's structure and functioning are determined not by the properties of
individual elements but by its structural characteristics;
–
Hierarchy, where each element of the system can be considered as a relatively
independent subsystem;
–
Interdependence of the system and its environment, where the system operates
and develops in close connection with its environment;
–
Multiple characteristics, using various schemes and models due to the complexity
of system objects during the cognition process.
Various scientific studies and literature discuss the importance of learning foreign
languages and their role in communicative interaction. For example, Professor
U. Jumanazarov (2021) identified 11 didactic principles in teaching the "Practical English
Course" in higher educational institutions: comprehensive teaching, education, and
development; orderliness and sequence; interdisciplinary connections; systematicity;
scientificity; the connection between theory and practice; professional-pedagogical
orientation; visibility; differentiation and individualization of teaching; attitude towards
creativity and motivation; and comprehensibility (Jumanazarov, 2021).
RESULTS
Teaching English in non-philological fields in higher education institutions
naturally requires a new approach. Considering the specific characteristics of these fields,
it is essential to create and improve the methodology for teaching foreign languages,
making it an urgent task of today. The research focuses on two main issues:
1. The specific features of teaching English in non-philological fields of higher
education institutions.
2. Scientific-methodological considerations of teaching English based on a learner-
centered approach in these fields.
In non-philological fields of higher education institutions, students are required to
master the functional aspects of English (in terms of usage) and then apply them
intuitively. In foreign language education, information is truly practical. Grammar
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
247
teaching in non-philological fields is primarily limited to mastering the meaning, form,
and use of structures, understanding rules, and using them in communicative situations,
and applying grammatical skills in oral and written production (Freeman, 2016).
Research indicates that at different stages of learning English, the issue of forming
language knowledge (linguistic competence) is crucial. The term "linguistic competence"
is often used synonymously with "language competence." Language competence involves
the manifestation of skills and abilities in engaging in speech activities in English. Some
scholars prefer the term "language acquisition" instead of "language competence."
For instance, I.A. Zimnya (1999) emphasizes listening and speaking skills as the primary
types of speech activity, stating that language competence involves mastering the
grammar, vocabulary, and phonetics of the studied language, developing in various
stages of speech activity in both oral and written forms Zimnya (1999).
The concept of "foreign language competence" refers to a comprehensive set of
abilities, skills, and competencies formed during the process of learning a foreign
language. American psychologist and psycholinguist D. Slobin distinguishes between
these terms, stating that regular communication leads to the development of language
understanding skills. French scientist S. Savignon considers language competence
synonymous with grammatical competence, encompassing lexical, morphological,
syntactic, and phonological layers of language (Savignon, 1997).
DISCUSSION
Today, developing students' communicative competence in modern social
conditions may require addressing several crucial directions. However, for practical
purposes, it is essential to limit communicative competence development to specific types
of interaction, such as service-oriented, role-playing, and other personal forms. Typically,
the psychological distance between partners serves as the basis for differentiation, leading
to a "you-me" contact. In communication, a person reveals themselves and their inner
world to their partner, granting them the status of a "close person," making the interaction
genuinely trustworthy. Communicative competence may require the readiness and skill to
establish necessary connections at varying psychological distances. However, difficulties
arise due to the partner's character, nature, and specific situation, indicating that
competence involves flexibility in switching communication styles, which is a vital factor in
communicative competence (Manvelov, 2002).
In scientific-methodological literature, the content and structure of teacher
competence, its process, and outcome aspects, and its role in a learner-centered approach
are extensively analyzed from pedagogical and psychological perspectives. We refer to the
scientific works of A.K. Markova, M.K. Yerst, J. Garanina, Y.V. Vardanyan, O.A. Bulovenko,
I.A. Zimnya, A.V. Raysev, and others, highlighting certain aspects of this issue.
A.K. Markova's considerations reveal specific foundations: according to this
viewpoint, the structure of competence includes internal tasks of activity, such as
motivation, knowledge, skills, and competencies, considering its process and result
indicators. E.F. Zeer and O.N. Shakhmatova view it as a set of professional knowledge and
skills, methods of professional activity; V.G. Afanasyev assesses it as a set of tasks, rights,
and responsibilities of a specialist. T.G. Braje's research indicates that professional
competence involves not only professional knowledge but also values, motivation for
activity, understanding oneself and the surrounding world, methods of communication
with people, and general cultural elements (Temirov, 2014).
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
248
CONCLUSION
To conclude, enhancing students' communicative skills in modern social contexts
may necessitate addressing various critical areas. However, for practical purposes,
communication competence development should be limited to specific sorts of
engagement, such as service, role-playing, and other personal forms in teaching English
for specific purposes.
REFERENCES:
1.
Jumanazarov, U. U. (2021). "Development of linguistic competence of future
English language teachers in the environment of digital education." DSc, Jizzakh.
2.
Freeman, D. L. (2016). "Meaning, form and use."
3.
Markova, A. K., Yerst, M. K., Garanina, J., Vardanyan, Y. V., Bulovenko, O. A.,
Zimnya, I. A., Raysev, A. V.
4.
Temirov, S. Y. (2014). "Theoretical foundations of forming professional
competence in future mathematics teachers." Tashkent: Science and Technology.
5.
Manvelov, S. G. (2002). "Constructing a modern lesson." Moscow:
Prosveshchenie.
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Zimnya, I. A. (1999). "Pedagogical psychology." Moscow.
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Slobin, D. (1999). "Psycholinguistics."
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Kukiboyeva M.M. Chet til o’qitish tizimiga shaxsga yo’naltirilgan yondashuvning
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