International scientific journal
“Interpretation and researches”
Volume 1 issue 5 (51) | ISSN: 2181-4163 | Impact Factor: 8.2
113
TEACHING PHILOSOPHY STATEMENT
Saidakhmedova Dilfuzakhon Solikhon qizi
Termez Economics and Service University, interfaculty of foreign
languages, ESP teacher
Abstract:
Employing a student-oriented framework, this article delves into the
strategies used to foster active engagement and sustained motivation in EFL/ESP
classrooms. It examines the integration of task-based learning, learner needs
curriculum, and engaging activities designed to cater to diverse learner profiles.
Drawing upon Dörnyei's conceptualization of motivation in L2 learning, the study
explores the role of teacher practices in cultivating intrinsic and extrinsic motivation,
alongside the importance of setting high expectations and providing a supportive
learning atmosphere. Practical examples of classroom activities and techniques aimed
at enhancing student interest, participation, and overall language learning success are
presented and discussed.
Keywords:
student-oriented approach, ESP, SLA, intrinsic, extrinsic, Bloom’s
taxonomy, sociolinguistic, integrated skills.
Generally, I aspire to use a student-oriented approach in my language classroom
where students engage actively in the topic via tasks. My lessons and my syllabus are
considered students' needs: age, lacks and wants, and their level. Most classes are
focused on general English, which covers all integrated skills and grammar. ESP
classes are the courses where students learn specific knowledge in terms of their
profession. Particularly, I try to focus on the difficult content to make it easier and
more readable, teachable, and effective for learners, thus, students’ competence is
always considered in my plans. VanPatten & Williams (2014, cited in Waller 2017)
“The theoretical and methodological frameworks considered as the main part of
Second language Acquisition (SLA) which involves task-based and pedagogical
approach and socialization in the target language to develop second language
learning. Cognitive and input and output processes, acquisition and student
interaction are central to the language process”. Using role-plays, group projects
(portfolios, projects), and pair working are beneficial to raise students’ awareness.
Based on the CLT method, I create different activities for each integrated skill;
for instance, while creating writing tasks, I involve other skills too. Example: one of
the interesting cartoon pictures will be shown to students, and the teacher asks
questions related to the picture. After discussion, they need to continue the story with
their own words on paper. Mitchell (2013) states, “If the teacher explains the lesson
correctly, the provided knowledge will be beneficial in the learning process. Many
International scientific journal
“Interpretation and researches”
Volume 1 issue 5 (51) | ISSN: 2181-4163 | Impact Factor: 8.2
114
learners are struggling with completing the task because of the failure of instruction”.
In line with this, most of the time, I put higher demands depending on Bloom’s
Taxonomy to develop their critical thinking by providing activities to foster students'
critical thinking about themselves and around the world. Consequently, analyzing
each learner’s type in language teaching shows a high percentage of effective
teaching. As investigations outlined, each individual has their type of learning
depending on ways of learning that might clarify which teaching ways are more
effective. Specifically, as an EFL/ESP teacher, I check how my learners respond to
the content and its tasks. I try to use both visuals and tasks, tracks or videos one time,
which can lead to answering them clearly because using visuals and a task, or an
audio represent whether they are visual learner or kinesthetic who can learn in action
and tasks or auditory or verbal learners. This is much higher and more effective for
demonstrating and learners to lighten their effort while learning. VanPatten &
Cadierno (1993) outlined that instruction focusing on how students interpret and
process information seems demonstrably more beneficial than instruction solely
focused on practicing production. Students receiving redesigned instruction aimed at
modifying input processing gain two crucial advantages: enhanced input processing
skills and the potential transfer of these skills to production. These findings hold
significant weight in enriching the ongoing discussion about the impact of
instructional methods and solidifying the importance of input processing as a
cornerstone of effective classroom SLA (Second language acquisition).
Consequently, while planning and conducting the class, another pivotal form
should be faced in every lesson: the way the facilitator inspires learners. As Dornyei
(1998) mentioned, “Motivation in teaching L2 is considered a construction of
multifaceted interpretation and the core form of nature”. While teaching, teachers
need to consider each form of motivation that will be required for their students.
Additionally, as students differ in character, behavior, and sociolinguistic form,
motivation should be interpreted in its features for every student. Examples include
internal motivation, which comes from interest; external motivation, which can come
from outside sources, particularly teachers and loved ones; and family motivation,
which comes from the environment and encouragement of the members.
A good mentor always sets high expectations and the correct mindset before the
lesson. For this reason, I try to notice every student's activeness, their interaction
between pairs and groups, and their focus on my lessons. Moreover, when I see
students doing well and enjoying the lesson, I want to motivate them to learn this
target language prospect. I expect my learners to be active and work hard on
themselves.
References:
International scientific journal
“Interpretation and researches”
Volume 1 issue 5 (51) | ISSN: 2181-4163 | Impact Factor: 8.2
115
1.
Dornyei, Z. (1998) Motivation in second and foreign language learning.
Thames Valley University: London. Cambridge University Press.
2.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning
theories. Routledge.
3.
Vanpatten, B., & Cadierno, T. (1993, March). Input Processing and
Second Language Acquisition: A Role for Instruction. The Modern Language
Journal, 77(1), 45–57.
https://doi.org/10.1111/j.1540-4781.1993.tb01944.x
