Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Active methods of teaching food technology terms in English
Dilfuza DJABBAROVA
Karshi Engineering-Economics Institute
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
This article investigates the effectiveness of active learning
methods in teaching food technology terminology in English as
a Second Language (ESL) classrooms. Traditional lecture-based
methods often struggle to engage students and promote long-
term retention. This research explores the impact of
incorporating activities like role-plays, simulations, and project-
based learning on student vocabulary acquisition and overall
understanding of food technology concepts. The study employs
a pre-test/post-test design to assess vocabulary knowledge gain
and student perception of the implemented methods. The
findings are expected to demonstrate the benefits of active
learning approaches in enhancing vocabulary acquisition and
fostering a more engaging learning environment in food
technology for ESL learners.
2181-3663
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss2-pp9
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:
active learning, food
technology,
ESL,
vocabulary acquisition,
teaching methods,
role-playing,
simulation,
project-based learning.
Ingliz tilida oziq-ovqat texnologiyasi terminlarini
o‘qitishning faol
usullari
ANNOTATSIYA
Kalit so‘zlar
:
faol o‘rganish,
oziq-ovqat texnologiyasi,
ingliz tili ikkinchi til sifatida,
so‘z boyligini oshirish,
o‘qitish usullari,
rolli o‘yinlar,
simulyatsiya,
loyiha asosida o‘rganish
.
Ushbu maqola ingliz tilini ikkinchi til sifatida o‘qitish
guruhlarida
ingliz
tilida
oziq-ovqat
texnologiyasi
terminologiyasini o‘rgatishda faol o‘qitish usullarining
samaradorligini o‘rganadi. An’anaviy ma’ruzaga asoslangan
usullar ko‘pincha talabalarni jalb qilish va ularni uzoq vaqt
o‘rganishga yordam berish uchun kurashadi. Ushbu tadqiqot
rolli o‘yinlar, simulyatsiyalar va loyihaga asoslangan ta’lim kabi
metodlarni o‘z ichiga olgan talabalarning so‘z boyligini
oshirishga va oziq-ovqat texnologiyasi terminlarini umumiy
tushunishga ta’sirini o‘rganadi.
Tadqiqotda
so‘z boyligi
1
Teacher, Foreign Languages Department, Karshi Engineering-Economics Institute, Uzbekistan.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
92
oshirishda amalga oshirilgan usullarni talabalar bilimini
baholash uchun testdan oldingi / testdan keyingi metodlar
qo‘llaniladi. Materiallar ingliz tilini ikkinchi til sifatida
o‘rganuvchi talabalar uchun so‘z boyligini oshirish va oziq
-
ovqat texnologiyasi bo‘yicha yanada qiziqarli ta’lim muhitini
yaratishda faol o‘qitish metodlarining afzalliklarini ko‘rsatishi
kutil-moqda.
Активные методы преподавания терминов пищевой
технологии на английском языке
АННОТАЦИЯ
Ключевые слова:
активное обучение,
пищевая технология,
английский как второй
язык,
приобретение словарного
запаса,
методы обучения,
ролевые игры,
моделирование,
обучение на основе
проектов.
В данной статье анализируется эффективность
активных методов обучения при изучении терминологии
пищевых технологий на занятиях по английскому языку
как второму языку. Традиционные лекционные методы
зачастую не способны заинтересовать студентов и
обеспечить
их
удержание
на
длительный
срок.
Исследование направлено на оценку влияния применения
интерактивных видов деятельности, таких как ролевые
игры, симуляции и проектное обучение, на усвоение
лексики студентами и глубину понимания пищевых
технологий. Применяется методика сравнения результатов
до и после внедрения данных подходов для оценки
улучшения словарного запаса и отношения студентов к
использованным методам обучения. Ожидается, что
результаты покажут преимущества активных методов в
повышении словарного запаса и создании более
мотивирующей обучающей среды в области пищевых
технологий для изучающих английский как второй язык.
INTRODUCTION
Food technology is an increasingly important field that encompasses various
aspects of food production, processing, and preservation. English serves as the dominant
language in this domain, making fluency in food technology terminology crucial for
students pursuing careers in this field. However, for English language learners (ELLs),
grasping food technology concepts and their associated vocabulary can be challenging.
Traditional lecture-based methods, often employed in teaching food technology,
primarily rely on rote memorization, failing to actively engage students and promote
long-term vocabulary retention.
This research aims to investigate the effectiveness of incorporating active learning
methods in teaching food technology vocabulary to ESL learners. Active learning
methodologies [1] shift the focus from passive content delivery to student-centered
engagement through activities like discussions, simulations, and problem-solving
exercises. Studies in various disciplines have shown that active learning strategies lead to
deeper understanding, enhanced critical thinking skills, and improved long-term
retention [2, 3].
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
93
This study specifically explores the impact of three active learning methods:
➢
Role-Playing: students participate in role-playing scenarios related to food
technology situations, such as acting out a meeting between food scientists discussing
product development or a customer interaction at a grocery store.
➢
Simulation: students engage in simulated activities, like operating a virtual food
processing plant or conducting a mock food safety inspection.
➢
Project-Based Learning: students work in teams on projects related to food
technology themes, such as researching and presenting a new food preservation
technique or developing a marketing campaign for a healthy food product.
➢
Games and Activities: interactive games like vocabulary bingo or charades can
provide a fun and engaging way to practice and reinforce terminology recall.
➢
Discussions and Debates: facilitating discussions on current food technology
issues allows students to practice vocabulary related to topics like food safety, processing
methods, or sustainability.
LITERATURE REVIEW
Several studies have explored the effectiveness of active learning methods in ESL
classrooms. Waring [4] found that incorporating role-play activities significantly
improved students' communication skills and vocabulary acquisition in an ESL business
English course. Similarly, Kim [5] demonstrated that project-based learning enhanced
student engagement and vocabulary development in an ESL science class.
Regarding food technology education, research by Aursnes [6] highlights the
limitations of traditional teaching methods and proposes incorporating simulation games
to promote interactive learning. While existing research primarily focuses on improving
the overall understanding of food technology concepts, this study specifically investigates
the impact of active learning on ESL learners’ food technology vocabulary acquisition.
THEORETICAL FRAMEWORK
This study is grounded in social constructivist learning theory [7], which
emphasizes the importance of active participation and social interaction in knowledge
construction. By engaging with food technology concepts through role-playing,
simulations, and project-based learning activities, ESL learners can actively construct
meaning and enhance their vocabulary acquisition. Additionally, this study draws on
Krashen’s Input Hypothesis [8], which suggests that exposure to comprehensible input
(language that is slightly above the learner's current level of understanding) is essential
for language acquisition. Active learning activities can provide students with rich and
contextualized input of food technology vocabulary, promoting vocabulary development.
RESEARCH METHODOLOGY
A mixed-methods research design will be employed to assess the effectiveness of
active learning methodologies in teaching food technology terms. The study will involve a
group of ESL learners enrolled in a food technology course.
✓
Pre-Test: before implementing the active learning strategies, a pre-test will be
conducted to measure students' baseline vocabulary knowledge related to food
technology. This can involve multiple-choice questions or vocabulary-matching exercises.
✓
Intervention: the course will then incorporate active learning methods such as
role-playing, simulations, and project-based learning for a designated period.
✓
Post-Test: a post-test will be conducted after the intervention to evaluate the
effectiveness of the active learning strategies. The format will be similar to the pre-test.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
94
✓
Qualitative Data: additionally, qualitative data will be collected through surveys
or focus groups to gauge student engagement and perceptions of the active learning
methods.[9]
EXPECTED RESULTS
The research is anticipated to yield valuable insights. It is expected that the group
incorporating active learning strategies will show significant improvement in food
technology vocabulary retention compared to the control group. The qualitative data will
provide additional information on students’ preferences for different active learning
techniques and their overall engagement with the learning process.
CONCLUSION
This article has highlighted the limitations of traditional lecture-based instruction
in teaching food technology terminology to ESL learners. It has also advocated for the use
of active learning methodologies, such as role-playing, simulations, and project-based
learning, as more effective and engaging tools. The proposed research will further
explore the impact of these methods and contribute to the development of more effective
pedagogical practices in ESL food technology education. [10,11] Nowadays, both people
who write teaching materials and teachers understand that it is important to know what
students need in order to teach them English for specific purposes. ESP is a wide range of
English lessons for different professions like business, science and technology,
engineering, and hospitality. This is a type of teaching English that has its own methods,
materials, and ways of teaching. These methods have been created by taking ideas from
other subjects and combining them with English teaching. This article explains different
methods of teaching English for specific purposes.[12]
REFERENCES:
1. Bonwell, J. A., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom.
2. Prince, M. (2004). Does active learning work? A review of the research.
3. Freeman, S., Eddy, S. L., McDonough, M., Purcell, M. C., & Wenderoth, M. P.
(2014). Active learning increases student learning in science and engineering.
4. Waring, R. (2008). Role-playing for effective communication: A guide for
language learners.
5. Kim, M.-J. (2012). The effect of project-based learning on ESL learners' science
vocabulary development and science inquiry skills.
6. Aursnes, M. (2014). Simulation games for learning food technology.
7. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction.
8. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.).
Longman.
9. Nation, I.S.P. (2001). Language Acquisition in Language Learning. ELT Journal,
55(3), 179-192.
10. Z. Z. Tukhtasinova. Interactive Forms of Conducting Practical Classes at the
University/ Экономика и социум, 2022 12
-2 (103)
11. Djabbarova Dilfuza Gayratovna. Role games as a learning method /
International Journal on Integrated Education 2023/4 6/4
12. G. S Doniyorova. Significance and approaches to teaching ESP to Uzbek
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