International scientific journal
“Interpretation and researches”
Volume 1 issue 2 (48) | ISSN: 2181-4163 | Impact Factor: 8.2
9
METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE
Isakova Munojat Farhodovna
Master student of the University of Exact and Social Sciences
Uzbekistan, Tashkent
МЕТОДЫ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ КАК
ИНОСТРАННОМУ
Исакова Муножат Фарходовна
Магистрант Университета Точных и Социальных наук
Узбекистан, Ташкент
Abstract:
It is essential that several approaches to teaching English be used.
New strategies for encouraging pupils' speaking must be considered while teaching a
foreign language. Nonetheless, many traditional schools continue to try to use
outdated texts and techniques. However, issues will inevitably arise, and language
learners are dissatisfied with both the caliber of instruction and the outcomes. The
goal of this essay is to go over several engaging teaching strategies that can affect
students' language development.
Key words:
Traditional language-learning methods, repetitive exercises,
cultural elements, “Bonk textbook”, a blended teaching strategy.
Аннотация:
Важно использовать несколько подходов к преподаванию
английского языка. При обучении иностранному языку необходимо учитывать
новые стратегии поощрения разговорной речи учащихся. Тем не менее, многие
традиционные школы продолжают пытаться использовать устаревшие тексты и
методики. Однако проблемы неизбежно возникнут, и изучающие язык будут
недовольны как качеством обучения, так и результатами. Цель этого эссе -
рассмотреть несколько привлекательных стратегий обучения, которые могут
повлиять на языковое развитие учащихся.
Ключевые слова:
традиционные методы изучения языка, повторяющиеся
упражнения, элементы культуры, “учебник Бонка”, смешанная стратегия
обучения.
The days of learning a foreign language only involved memorization of
grammar rules and vocabulary are long gone. Traditional language-learning methods
often emphasized rote learning, repetitive exercises, and translation from the native
language to the target language. While these methods did yield results, they often
came at the cost of student engagement and enjoyment. Despite the availability of
International scientific journal
“Interpretation and researches”
Volume 1 issue 2 (48) | ISSN: 2181-4163 | Impact Factor: 8.2
10
numerous language-learning approaches worldwide, it was not until the 20th century
that English teaching methods in our country underwent a significant transformation.
The objectives and methodologies of language learning evolved, leading to a surge in
diverse teaching strategies.
Each approach to language learning comes with its own advantages and
limitations. While traditional methods laid a solid foundation, they often faced
criticism for their rigid and monotonous nature. Typically, mastering a language
required learners to spend countless hours reading texts, translating passages,
memorizing vocabulary, and completing structured exercises. Writing tasks such as
essays and dictations were used to reinforce learning and diversify activities.
One of the oldest and most widely used approaches is the classical method,
which prioritizes understanding the intricacies of language rather than mere fluency.
Its primary focus is on building a strong grammatical foundation, making it
particularly suitable for beginners. This method, commonly taught in schools,
remains prevalent in various linguistic institutions in Kazakhstan and neighboring
countries. The classical approach follows a structured sequence—starting with
grammar rules, applying them to specific examples, and reinforcing them through
exercises. A well-known advocate of this method is N.A. Bonk, whose “Bonk
textbook” has stood the test of time despite competition from modern Western
methodologies. However, a notable drawback of this approach is its limited emphasis
on conversational practice.
To address this shortcoming, the classical method can be complemented with
more interactive and communicative techniques. One such approach is the lingo-
sociocultural method, which moves beyond grammar and vocabulary to incorporate
cultural and societal aspects of the target language. Proponents of this method argue
that language should be viewed as a dynamic communication tool rather than a set of
rigid rules. By integrating cultural elements—such as traditions, customs, and history,
students gain a deeper appreciation for the language and its practical applications.
Among the various modern methodologies, the communicative approach has
emerged as one of the most effective and widely used methods for teaching foreign
languages. Popular in Europe and the United States, this method has gained
prominence in leading linguistic institutions across our country. By blending
elements of both traditional and contemporary methods, the communicative approach
prioritizes real-life communication and language fluency over rote memorization.
The core objective is to help learners overcome language barriers, build confidence in
speaking, and develop well-rounded language skills, including writing, listening, and
reading. Unlike traditional methods, grammar is introduced organically through
conversation rather than as an isolated subject. The key principle behind this
International scientific journal
“Interpretation and researches”
Volume 1 issue 2 (48) | ISSN: 2181-4163 | Impact Factor: 8.2
11
approach is oral progression—students first memorize commonly used phrases and
expressions before analyzing their grammatical structures.
Results and Discussion
The communicative approach, as its name suggests, places strong emphasis on
practical communication. This methodology fosters students’ ability to express
themselves in a foreign language, significantly influencing the structure of lessons.
Classroom activities often include role-playing, group discussions, error analysis
tasks, and comparative exercises. These activities not only improve memory retention
but also encourage logical reasoning and creative thinking.
As a result, students develop the ability to analyze language use and articulate
their thoughts more effectively. With advancements in technology and digital
learning, students now have access to a wide range of interactive resources, including
computers, the internet, television programs, newspapers, and magazines. Integrating
these tools into language learning can significantly enhance student engagement and
motivation. By exposing students to real-life content—such as current events, cultural
insights, and authentic language use—educators can foster a deeper interest in the
English language. Moreover, the interactive nature of these resources encourages
active participation and reinforces the idea that learning a language is not a passive
process but a dynamic exchange between teachers and students. The success of
language learning largely depends on how effectively teachers integrate these
elements into their lessons.
Conclusion
Ultimately, every teacher selects their teaching methodology based on personal
experience and instructional goals. However, experimental research suggests that
incorporating a combination of communicative, inductive, and deductive approaches
significantly enhances the effectiveness of grammar instruction and overall language
acquisition. A blended teaching strategy—which integrates multiple methodologies—
proves to be the most effective in achieving learning objectives and yielding positive
outcomes. By combining traditional techniques with interactive and communicative
practices, educators can create an engaging and well-rounded learning experience that
equips students with the skills necessary for real-world language use.
References:
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2. BIM, I. L. To the question of methods of teaching foreign languages / I. L.
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3. Golovin, A. V. Communicative approach to the study of foreign languages in
the methodical systems Great Britain and the USA / A.V. Volovin / / Communicative
International scientific journal
“Interpretation and researches”
Volume 1 issue 2 (48) | ISSN: 2181-4163 | Impact Factor: 8.2
12
approach to the study of foreign languages: collection of scientific works. - Issue 275.
- M., 1985. - pp. 19-32.
4. Introduction to the communicative methodology of teaching English: a
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