Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Traditional and modern methods in English language
teaching
Guzal TASHANOVA
1
University of Exact and Social Sciences
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
25 November 2024
The article discusses traditional and modern methods of
teaching English, their advantages and disadvantages. Since the
XIX century, the method of teaching English has been reading and
translating texts, this approach developed an understanding of
the language and vocabulary based on the analysis of texts and
their translation, and was aimed at developing grammar and
translation skills, without paying much attention to speaking
practice and listening. By the end of the XX century and the
beginning of the XXI century, modern methods appeared, the
central element of which was the development of various skills
based on the modern education system, that is, the practical use
of language in life situations, assuming interaction between
students in English, and the main task of modern and traditional
methods is to provide students with the ability to communicate
in English in a variety of contexts.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss5
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:
modern education,
teaching methods,
traditional and modern
methods,
English language.
Инглиз тилини ўқитишда анъанавий ва замонавий
усуллар
АННОТАЦИЯ
Калит сўзлар:
замонавий таълим,
ўқитиш усуллари,
анъанавий ва замонавий
усуллар,
инглиз тили.
Мақолада инглиз тилини ўқитишнинг анъанавий ва
замонавий
усуллари,
уларнинг
афзалликлари
ва
камчиликлари кўриб чиқилади. XIX асрдан бошлаб инглиз
тилини ўқитишнинг асосий усули матнларни ўқиш ва
таржима қилиш бўлган. Бу ёндашув матнларни таҳлил
қилиш ва уларни таржима қилиш асосида тилни тушуниш
ва луғат захирасини ривожлантиришга хизмат қилган
ҳамда
грамматик
ва
таржима
кўникмаларини
1
Teacher, University of Exact and Social Sciences
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
79
шакллантиришга қаратилган эди, аммо оғзаки нутқ ва
эшитиш амалиётига унчалик эътибор қаратилмаган. XX аср
охири ва XXI аср бошларига келиб, замонавий усуллар пайдо
бўлди, уларнинг марказий элементи турли тил
кўникмаларини замонавий таълим тизими асосида
ривожлантириш бўлди. Бу усуллар тилни реал ҳаётий
вазиятларда амалий қўллашга йўналтирилган бўлиб,
талабалар ўртасида инглиз тилида ўзаро ҳамкорликни
назарда тутади. Анъанавий ва замонавий усулларнинг
асосий вазифаси талабаларга инглиз тилида турли
контекстларда самарали мулоқот қилиш имкониятини
беришдир.
Традиционные и современные методы преподавания
английского языка
АННОТАЦИЯ
Ключевые слова:
современное образование,
методы преподавания,
традиционные и
современные методы,
английский язык.
В статье рассматриваются традиционные и современные
методы преподавания английского языка, их преимущества
и недостатки. С XIX века основным методом преподавания
английского языка было чтение и перевод текстов. Этот
подход способствовал развитию понимания языка и
словарного запаса на основе анализа текстов и их перевода,
а также был направлен на развитие грамматических и
переводческих навыков, при этом мало внимания уделялось
практике устной речи и аудирования. К концу XX и началу
XXI века появились современные методы, центральным
элементом которых стало развитие различных языковых
навыков в рамках современной системы образования. Эти
методы ориентированы на практическое использование
языка в реальных жизненных ситуациях и предполагают
взаимодействие студентов на английском языке. Основная
задача как современных, так и традиционных методов
заключается в том, чтобы дать студентам возможность
эффективно общаться на английском языке в различных
контекстах.
Today, acquiring knowledge is an interaction between a student and a teacher. The
curriculum is built, first of all, taking into account the age characteristics of students. For
preschoolers and younger schoolchildren, such types of lessons as a game, a trip, a video,
a competition, and others are more suitable. An adult student prefers a classic lesson.
Traditional tasks are also suitable for this age: composing a story, doing an exercise,
reading a text, listening, and so on. Composing a story allows you to learn how to use active
and passive vocabulary, expand your vocabulary, and improve your spoken language.
Doing exercises helps you learn grammar material. Reading a text not only develops
reading skills but also immerses you in the culture and traditions of the language being
studied. Listening improves your understanding of spoken language.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
80
No method allows you to learn a foreign language easily and quickly, and there
cannot be one. The most common classification of methods for learning a foreign language
looks like this: Traditional method; Communicative method; Intensive method; The 25th
frame method; Denis Runov's method; and Milashevich's method. And this is far from a
complete list.
Traditional method: A person studies words and grammar rules and, based on this,
creates phrases. The material is consolidated with the help of exercises and homework. At
present, despite the prevalence of the communicative method, the traditional method has
not given up its position. Such serious language schools as the Ministry of Foreign Affairs
Courses, and Natalia Bonk Courses, not to mention language universities, work according
to it - and very effectively. But, of course, not in a purely traditional form, but with the use
(additionally) of all the latest achievements of methodologists. High results speak for
themselves. These are courses for those who want to know a foreign language as a "second
native". There, the lexical and grammatical methodology is aimed at teaching language as
a system. First of all, the four basic language skills - not only speaking and listening but also
Think about ways to diagnose and monitor the student's progress.
Maintain a constant dialogue, be ready to adjust your plans.
Think about what resources you will use during classes, discuss them.
Discuss your plans for learning with the student.
Form a personal methodological base: principles, techniques, rules.
Alternate independent and joint work.
Describe in as much detail as possible what tasks you need to achieve
the goal.
Always start with a goal that will be different for each student.
Instructions for building a methodology:
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
81
reading and writing. Therefore, much attention is paid to parsing texts, and writing essays
and compositions. In addition, the student must learn the structure and logic of the foreign
language, be able to relate it to the native language and understand their similarities and
differences. This is impossible without serious study of grammar and the practice of two-
way translation. If the right balance is found between all these elements in the language
course, then the program is effective, as in the well-known, long-standing "classic" courses
of the Ministry of Foreign Affairs. The level of knowledge of the language of their graduates
is often equal to higher linguistic education.
COMMUNICATIVE METHOD
It is considered a lively variety of the traditional one - the emphasis is not only on
studying grammar and vocabulary but also on conversational speech, language games in
abundance, etc. International language schools (both in Uzbekistan and abroad) work
according to this method, actively involving "native speakers" in teaching. This method
works effectively and, first of all, is designed for teaching in the country of the language
being studied.
INTENSIVE METHODS
Some linguists thought about quick ways to learn a foreign language back in Soviet
times. The inspiration for the developers of new methods was the Bulgarian
psychotherapist Georgiy Lozanov, who visited the Maurice Thorez Moscow Institute of
Foreign Languages with his colleagues in the late 1970s. Lozanov demonstrated how, using
a system of psychological techniques - suggestion, attracting attention, etc. - one could
teach a foreign language in 24 days. After this period, Lozanov's students started speaking
and reading fluently. "His lessons turned into exciting theatrical performances. The
difference from traditional methods was that the teacher treated his students as friends
and partners," recalled Galina Kitaygorodskaya, a graduate student at the Institute of
Foreign Languages at the time. Lozanov's experiments showed that everyone is capable of
remembering tens, almost hundreds of times more: almost as much in one hour as is
usually remembered in a year. It is known, for example, that the average student
memorizes about 10 unfamiliar words in a foreign language lesson. Lozanov's students can
learn up to 200 words in one lesson. Lozanov's teaching technology is based on the use of
two patterns of human memory. The first: everything that enters the human consciousness
is remembered: people, words, events, but only what is important to a person, interesting
or necessary, what excites him and is associated with some experiences remains in an
active state; the second pattern is associated with a peculiar mechanism reminiscent of a
gate: interesting - the gate is slightly open, very interesting - the gate is wide open,
uninteresting - closed. The strength of Lozanov's teaching is that in 10 days you can achieve
colossal results, and the fear of communication is overcome, which is inherent in everyone
studying a foreign language in the usual ways, but the weakness is that the knowledge that
quickly comes is quickly forgotten if it is not constantly applied.
Two people were seriously interested in Lozanov's method: Galina Kitaygorodskaya
and Igor Shekhter, a teacher at the Institute of Foreign Languages. The methods they
created, which allowed language teaching in the shortest possible time, contained
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
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elements of Lozanov's suggestopedia. The official name of Kitaygorodskaya's method is
"the method of activating the reserve capabilities of the individual and the group."
Kitaygorodskaya also emphasized the development of spoken language but did not
abandon grammar, which she used to summarize the material covered. Like Lozanov, she
saw the role of the teacher in something else: to "infect" the students with her artistry,
turning each lesson into a theatrical performance that is remembered for a long time.
During classes, students find themselves as if inside a play written for them and about
them. First, they repeat the text after the "prompter" - the teacher, then they are allowed
to "ad lib" - construct their phrases based on the memorized structures. But what seems
like a fun improvisation is in fact a carefully directed and methodically verified language
training, where every word and action has an educational function.
The Shechter method appeared as a reaction to the shortcomings of traditional
methods: a person who studied according to the traditional system and does not have the
opportunity to "immerse" himself in the language environment for a long time usually
constructs phrases based on his native language - the problem of "internal translation"
remains. Training according to the Shechter method is structured in such a way that a
person "immerses" himself in a foreign language and begins to speak it without any
knowledge of the rules. Immersion is facilitated, first of all, by the frequency of classes (six
times a week) - conversations in a foreign language almost every day for a month
inevitably lead to the desired effect. Training according to Shechter involves passing three
levels. Graduates of the third, final level, in practice have a command of the language no
worse than senior students of the "foreign language institute": the level reaches
approximately 550 points on TOEFL, and you can successfully pass exams for the first
Cambridge certificate.
The 25th frame method: The widely advertised so-called "25th frame method" is
often presented as one of the most powerful methods for learning foreign languages. What
is this method really? The basis of the method is the subconscious perception of
information in the form of pairs of words in Russian or Uzbek and English. But such a
version of simply memorizing the meaning of words can give nothing in learning foreign
languages. In addition, the 25th frame technology itself is increasingly being questioned.
Denis Runov's method: The method of linguist and psychologist Denis Runov is
based on teaching grammar using graphic symbols and memorizing new words using the
method of direct associations. The essence of the cognitive-motivational approach
underlying Denis Runov's method can be formulated as follows: any area of knowledge, be
it physics, mathematics, language, or biology, is a kind of analytical program that the brain
uses to solve a certain range of problems. In most cases, the program used by the brain
differs significantly from how this area of knowledge is presented in teaching. Firstly, the
program used by the brain is much more compact, secondly, it produces incomparably
fewer errors, and thirdly, it is many times faster. Cognitive-motivational theory makes it
possible to identify and describe the structure of such a program. The program identified
and described in this way forms the basis of the curriculum. As a result, this approach to
teaching gives knowledge to students much faster and in a form in which the brain
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
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immediately accepts it and begins to use it without a long period of "reconfiguration" of
information, which is inevitable for a regular course of study. The most famous project
based on Denis Runov's invention is the system of English language schools "Denis' School"
(Denis School - Denis' School). "Denis' School" has become one of the largest English
language schools in Uzbekistan.
MILASHEVICH'S METHOD
Vladislav Milashevich developed a method that allowed one to master the
grammatical structure of the language in a short period (up to 30 hours). This knowledge
was already enough to learn how to quickly and correctly translate texts of any complexity,
in particular scientific and technical ones. The methods created according to the
Milashevich method mainly provide basic knowledge of the structure of the language,
grammar, and structural vocabulary. The disadvantages of the method include the fact that
the Milashevich method is designed only for Native (Uzbek or Russian)-speaking students,
and not all of them, but those who have already studied a foreign language at school and
includes only the grammar part. To speak the language, you will have to use other courses.
Thus, many teachers combine different methods and use both immersion in the
language environment and a classic lesson in their work. Knowledge of the methodology
of teaching English, psychology, and pedagogy allows them to identify the peculiarities of
perception and thinking, and select the necessary methods and forms of work. After all,
along with the English lesson, other forms of organizing the lesson are also popular: a
round table, a concert, a language club, a conference and many others. This allows you to
include a large number of students in the language environment. With increased
motivation, skills improve. If earlier the question of how to teach spoken English was open,
now you can teach a person of any age to speak a foreign language. Of course, the older the
person, the more work lies ahead. And here a lot depends not even on the age of the
student, but on the initial level of knowledge, motivation, and hard work. However, the
immersion method will allow you not only to study the language but also to organize
leisure time with benefit. Its peculiarity is that the teacher not only conducts the lesson but
also monitors the consolidation of the topic studied. The classic homework has been
replaced by recommendations: watch a movie in English, talk to a native speaker, listen to
a song, and complete tasks. Watching movies in English is a task that not only teaches you
to understand foreign speech but can also be interesting entertainment. It improves
pronunciation and helps you express your thoughts better in English. Communicating with
a native speaker helps develop the skill of understanding oral speech. After such practice,
any foreigner is not scary! Listening to songs in English is no longer new, but always an
interesting form of listening. Recently, computer games in English have also become
popular. They are used not only for teaching children but also adults. And we are talking
not only about educational games, but also story games, arcades, simulators, role-playing
games, and others. Of course, some students are better suited to the traditional version of
education. It is based on the study of lexical and grammatical material followed by the
completion of tasks. Knowledge of psychology will help the teacher improve the
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
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proficiency of any student in a foreign language, using any method. Sometimes it is difficult
to choose between the immersion method and the traditional method.
To choose which method is best for learning English, it is best to try learning the
language in different ways. But there is not always time to attend many different courses
and choose the best one. In this case, you should rely on the goal of learning a foreign
language. For those who want to learn to speak English, the communicative method is
more suitable. It improves speech, thinking, and creativity. It goes well with various forms
of organizing the lesson. This method is based on the principle of group interaction. The
main forms of work: are business games, project activities, group work, and conferences.
Thanks to communication with students with different levels of language proficiency,
spoken language improves, and the so-called "language barrier" goes away. The need to
learn English leaves no chance for anyone. Some do not want to study the language with a
teacher and choose the self-study method. This method appeared a long time ago. When
self-study guides and phrasebooks appeared on the market. People began to try to learn
languages themselves. But independent work is not just reading a textbook or listening to
a disc. If a computer program can still correct errors, and develop skills, then only a person
can guide, select tasks for consolidation, and support. Therefore, those who try to learn a
language on their own do not often succeed. It is better to use this method only at the initial
stage, to get a base. Or to supplement classes with a teacher. In addition to the teaching
methods, there are many disputes among teachers regarding the selection of specific
methods. For example, learning to read can begin with learning letters and sounds, which
then form words. Or it can be the whole word method. The latter is especially well suited
for creating a language environment. It helps to better remember words, sentences,
improves spoken language. The choice of a teaching aid also depends on the teaching
methods. In the modern world, this is not only a textbook, but also a workbook, CD and
DVD, training programs. A correctly selected teaching tool is an aid not only to the student,
but also to the teacher. Ideally, the curriculum, textbook, teaching methods are selected
individually for each student.
REFERENCES:
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Kitaygorodskaya G. A. Methodology of intensive teaching of a foreign language. - M.:
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Komarova Yu. A. On the principles of teaching in an intensive course of a foreign
language for scientists// www.linguact.hyperlink.ru/articles/komarova.html.
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Rustambekova N. (2024) Methodology of teaching a foreign language// Bulletin of
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Maslyko E. A. Handbook of a foreign language teacher. Publ. 3. M.: LUCH, 2023.
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Farmonov M. (2024) Methodology of teaching foreign languages at a university//
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The Balancing Act
