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LANGUAGE LEARNING PROFILES AND TEACHING PHILOSOPHY STATEMENT
Nuriya Yelamanova,
English teacher at Tashkent State
University of Economics(Turtkul faculty)
The paper examines how various teaching methods—such as Communicative Language
Teaching (CLT), Grammar Translation Method (GTM), and Task-Based Language Teaching
(TBLT)—were tailored to support both students’ language development. Additionally, it explores
key aspects of syntax and phonology in their language acquisition, underscoring the role of
identity, motivation, and investment in shaping their language learning journey. The teaching
philosophy section emphasizes inclusive, student-centered, and technology-integrated approaches
that aim to foster active learning and holistic development in diverse classrooms.
Different kinds of methods will be very useful to grasp the attention of all learners. Also, it
helps to be more interesting and effectively teach students. Methods can be selected based on the
levels and needs of learners, which helps to engage every student. To improve their speaking
ability, I used the communicative language teaching (CLT) method and it is a student-centered
learning. Through this method learner are exposed to different cultures perspectives. Every teacher
should know to design the right speaking activity for a topic and they need to be aware of the
learners’ abilities such as the language and grammar they will be showing. As Cathcart (1989)
argues dialogues in most survival contexts still tend to be thinly veiled excuses for the showing of
grammar steps. By working together students can reduce their stress or worries and develop their
communicative ability. GTM (grammar translation method) is one of the most used approaches. It
helps the students to understand the grammar rules very well.
Grammar plays vital role in language learning (Wagner et all, 2005). Richard and Schmidt
(2002, p. 231) noted that this translation and grammar study as the main teaching and learning
activities. It improves their translation ability and they learn to translate correctly. Moreover, in
the process, they will learn and memorize new words. GTM prioritizes the development of writing
and reading ability as learners work with written passages. TBLT (task-based language teaching)
method is beneficial in the language learning process. They worked with activity and during the
process, they exchanged their opinion, knowledge, and experience, which developed their
motivation and enthusiasm for language learning. These all improved their speaking ability and
they can learn new things. TBLT improved their ability to use language to communicate effectively
in a different situation. Moreover, this method focuses on real-life tasks and communication, which
helps students to practice language in meaningful contexts.
Two aspects of Language:
Syntax.
During the teenage years, learners continue to develop their language abilities.
Grammar is an essential part of language learning and it can have some difficulties for my learners.
My learners sometimes get confused with the rules and frequently commit errors in complex and
compound sentences. But they have a good memory and with it, they can recall all rules. Munoz
(2019), claimed that adults may have challenges in maintaining attention or comprehension in
grammar (p. 438). They know all grammar rules but sometimes they make mistakes in their writing
or speaking. They can understand the sentence structures and it helps them to make some
sentences. They confuse verbs, especially irregular forms and they cannot find proper words to
use in writing. Moreover, they make mistakes with tenses, and they sometimes miss “to be”.
Firstly, I should know my learners’ preferences, interests, and abilities so that I can tailor my
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teaching methods to their needs. To correct their mistakes, I gave feedback after their speech
because if I interrupt them, they will not continue their speech or forget their speech. As a teacher,
I will provide clear eliciting for tenses with clear real-world examples and I will use visual aids to
help learners easily understand how these structures work in practice. Also, I used interactive
activities to encourage them and it allows them to practice topics. It can be exercises like sentence
building, rearranging words to form different structures, and creating original sentences, dialogues,
or role-plays on specific rules. Besides, I used contextual learning, which helps my learners
connect the learning to specific topics or communicative aims to show how it plays a vital role in
communication. I encouraged them to read articles then we discussed sentence structures or they
wrote summary about article. During the lessons I tried to pay attention to this topic because this
plays vital role in learning the language.
Phonology
is the study of the sounds and how they are used in speech. Learning this is vital
for teenagers, as it helps them to catch and compare different types of accents or dialects, and can
develop their speaking ability. As I mentioned before, learner 1 can speak with confidence but
with mistakes. Learner 2 is shy and afraid of making mistakes. My learners sometimes cannot
choose the right words to use in their communication. Then their speech is not fluent and clear.
They have an opportunity to develop their speaking and improve their fluency in the class with
activities and group works. In the class, I used CLT, which is a student-centered method, and it is
helpful to address their weaknesses. In this method, students are allowed to engage in greater
opportunities for pronunciation practice. Creating a supportive and inclusive learning atmosphere
can help them to overcome their hesitation or stress. I used the material, which relevant to their
life such as popular or favorite songs, shows, videos, or movies that emphasize different accents.
I showed their favorite movie in the parts, and in every lesson they should prepare their speech
about movies. It helped to improve their speech and step by step they will learn to speak without
hesitation or shyness. Moreover, they will prepare dialogues on different topics, and then they
should record them, which improves their ability to self-correction.
In teaching process teacher should center on stimulating an inclusive and capturing learning
atmosphere that allows students to become critical thinkers and active people. It is important to
think about learners’ personalities, how they like to learn, and how fast they learn (Waller et all,
2017, p. 5). I use CLT, TBLT, and ALM methods and they are successful approaches to teaching
languages to today’s generation. We adapt my teaching methods based on the age and level of
students. we work to advocate active and collaborative learning, encouraging learners to
participate actively in discussions, and debates and engage with course material. Bloome (2012)
noted it is important to choose the proper material in constructing a conducive classroom
environment.
According to Moll et al. (1992), lessons can be created with tasks that require students to
actively participate and solve problems through collaboration. Teachers should be devoted to
supplying a diverse range of methods and activities to accommodate different learning abilities.
Additionally, to convey knowledge, we use skills such as critical thinking, problem-solving, and
effective communication. It helps them learn more words and analyze information. We believe in
the importance of providing guidance and feedback to learners, supporting their personal and
academic development. We always try to create a warm environment where my students feel
comfortable to ask questions and are motivated to reach their educational aims. We use modern
technology to grasp their attention because nowadays young generation is addicted to using it.
Mostly as teachers we will use pair works, group works or a presentation which helps to develop
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their speaking ability and implement their skills in practice. Because our final aim is to help
students achieve their educational goals and inspire curiosity, creativity, and a passion for learning.
References
1.
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literacy studies and Bourdieu
(pp. 8–26). New York, NY: Routledge.
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Cathcart, R. 1989. Authentic discourse and the survival English curriculum.
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Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:
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Theory Into Practice,
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Muñoz, C. (2019). A new look at "age": Young and old L2 learners. In Schwieter, J. W.,
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