Ushbu ilmiy tadqiqot maqolasi ingliz tilini chet tili sifatida (EFL) talabalari uchun maxsus tayyorlangan tinglab tushunishni o’rgatishning turli yondashuvlarini o’rganishga qaratilgan. Unda tinglab tushunish malakasi, ularning kommunikativ kompetentsiyani rivojlantirishdagi vazifasi va chet el tadqiqotchilari tomonidan taklif qilingan tinglashga o’rgatish yondashuvlari, yuqoridan pastga va pastdan yuqoriga strategiyalari o’rganiladi. Bu universitetning EFL talabalarining tinglash qobiliyatini yaxshilashga yordam beradi va talabalarning sinfda tinglashini kuzatish orqali tinglashni o’rgatishdagi yondashuvlarning samaradorligini tekshiradi.
The role of critical thinking is usually underrated in the EFL classroom due to several factors. Yet implementing higher-order activities can facilitate students' language acquisition and enhance the learning of the course content. This article analyzes the notion of critical thinking and its importance in studying the English language and investigates the factors that impede the development of students’ critical thinking abilities.
In an increasingly digitalized world, the integration of technology into education has become essential, especially in the realm of teaching English as a foreign language (EFL). This article explores the pivotal role of computer-based assessment in EFL instruction, shedding light on its benefits, challenges, and impact on language learning outcomes. Through a comprehensive literature review, analysis of current trends, and examination of results from various studies, we provide insights into the transformative potential of computer based assessment in EFL education.
Remedial teaching in EFL classrooms involves providing additional support and guidance to students who are struggling with their English language skills. Different approaches can be used to address the individual needs of these students, including differentiated instruction, small group instruction, peer tutoring, scaffolded instruction, multisensory instruction, use of technology, and individualized learning plans. These approaches promote personalized instruction, targeted feedback, and a supportive learning environment, ultimately helping struggling students improve their English language proficiency.
The article explores how environmental education could be integrated into teaching English as a second or foreign language (EFL/ESL) and its deficiency in practice along with several available solutions.
The article deals with writing as a critical skill that students must develop in order to succeed academically and professionally. This article describes the scaffolding method that has emerged as an effective instructional approach for teaching writing to 5th-grade students. This article examines the research literature on the use of scaffolding in the context of teaching writing to 5th graders. It explores the definition and theoretical framework of scaffolding, discusses its benefits and principles, \and provides practical strategies and techniques for implementing scaffolding in the writing classroom. The article concludes with recommendations for future research and the importance of ongoing professional development for teachers.
As English as a Second Language (ESL) educators navigate the dynamic landscape of language instruction, the significance of cultural competence becomes increasingly evident. This article, presented by an EFL teacher at Karakalpak State University, delves into the transformative role of cultural competence in ESL classrooms.
The exploration begins with a conceptual understanding of cultural competence, followed by a spotlight on practical strategies for integration. Drawing on real-world experiences, the article illuminates the pivotal role of teachers in fostering cross-cultural understanding and creating inclusive learning environments. Case studies from the unique context of Karakalpak State University offer insights into successful implementations, accompanied by reflections on challenges faced and overcome. The article concludes by examining methods to measure the impact of cultural competence initiatives, emphasizing the ongoing journey towards creating culturally enriched ESL learning experiences.
In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence.
Learning a new language has numerous obstacles, one of which is knowing the language's vocabulary. Encourage pupils to become autonomous learners during the potential of second language (L2) vocabulary development is an important strategy to deal with the problem. Thus, the purpose of this study is to investigate the use of various vocabulary learning strategies among adult English as a foreign language learner, as well as to examine the various vocabulary learning strategies and determine the benefits and drawbacks of each strategy. It was able to determine which VLS was utilized the most regularly and least repeatedly by learners who had completed the language program and those who were still in the course. It also discovered effective ways for teaching vocabulary to students.