“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 138 ~
INTERACTIVE METHODS OF TEACHING ENGLISH LANGUAGE FOR
PRE-INTERMEDIATE LEVEL
Khaydarova Raykhona
O‘zDJTU 4-kurs talabasi
Annotation:
This article looks at effective ways to teach English to pre-
intermediate students, especially in Uzbek schools. It talks about how interactive
methods like role-play, group work, and digital tools can make learning more
engaging and help students pick up the language better. By referencing both local and
global studies, it emphasizes how these techniques can connect theory with real-
world English communication. The goal is to offer teachers practical and culturally
suitable ways to create a classroom that focuses on communication and puts students
at the center of learning.
Key words:
Interactive teaching, English as a Foreign Language (EFL), pre-
intermediate level, language acquisition, student engagement, Uzbekistan,
communicative approach
In Uzbekistan, learning English is seen as a key part of the country's
development and globalization efforts. Recently, there has been a change in English
language teaching (ELT) from a teacher-focused approach to one that is more
student-centered and interactive. This shift is especially important for pre-
intermediate learners who are moving from basic vocabulary and grammar to using
the language in a more practical way. Since English is taught as a foreign language in
schools, colleges, and universities throughout Uzbekistan, using interactive teaching
methods is crucial for boosting communication skills and keeping students motivated.
This paper looks at how interactive methods can improve English learning for pre-
intermediate students and offers strategies that are effective in Uzbek classrooms.
At the pre-intermediate level, students typically have basic vocabulary and an
understanding of grammar but often struggle with confidence and fluency when using
English in real-life situations. Using interactive methods can help improve their
communication skills by giving them real opportunities to practice the language.
According to Richards and Rodgers (2014), interaction plays a key role in language
learning because it helps students internalize language structures in an engaging way.
In Uzbekistan, many schools still stick to traditional grammar-translation
methods. This makes it both challenging and necessary to move towards more
interactive teaching strategies. Recently, the Ministry of Preschool and School
Education of Uzbekistan has pushed for modern teaching methods in its reforms,
urging schools to adopt communicative and student-centered approaches.
“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 139 ~
Core Interactive Methods for the Pre-Intermediate Classroom
1. Role-Play and Simulations
Role-play allows students to act out real-life situations, like ordering food,
booking tickets, or asking for directions. For instance, during a lesson on travel,
students could take turns being tourists and hotel staff. This practice not only boosts
speaking fluency but also aids in recalling vocabulary and developing important
social language skills. Teachers in Uzbekistan can create scenarios that connect with
local culture to help students feel more comfortable.
2. Think-Pair-Share Activities
This method gets everyone involved. The teacher poses a question, and students
first think alone, then discuss with a partner, and finally share their thoughts with the
class. It nurtures critical thinking, teamwork, and speaking skills. In large Uzbek
classrooms, such pair-based activities can be particularly useful for engaging shy
students who might otherwise not participate.
3. Information Gap Activities
In these activities, students work in pairs, each with different pieces of
information that they must share to complete a task. This method promotes active
communication in English and mimics real-life interactions. For example, students
could discuss local holidays or famous historical figures in Uzbekistan, making the
learning experience more relatable and meaningful.
4. Project-Based Learning
Group projects, like making posters, brochures, or presentations on specific
topics, allow students to practice various skills—reading, writing, speaking, and
listening—all at once. A project on “Uzbek Culture for Foreign Visitors” could
encourage students to share cultural insights in English, helping them connect
language with their national identity and pride.
5. Use of Digital Platforms
Incorporating tools like Quizlet, Kahoot, and Wordwall can make vocabulary
practice fun and engaging. Even in schools with limited technology, teachers can use
mobile devices or dedicate time in computer labs to expose students to these
resources. Studies in Uzbekistan show that when digital tools are used in English
classes, student participation and engagement often increase.
Classroom Management and Teacher Roles
To effectively use interactive methods, teachers need to shift from being just
"knowledge deliverers" to facilitators of learning. They should design tasks that
encourage student autonomy and group work, as well as provide feedback among
peers. Good classroom management is essential to ensure full participation from all
students. In Uzbekistan’s diverse classrooms, grouping students based on their
abilities or interests can enhance learning results.
“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 140 ~
Teachers also require ongoing professional development to feel confident in
employing these strategies. A study by the British Council in Uzbekistan (2023)
found that although many teachers want to use interactive methods, they often lack
the training to do so effectively. Therefore, there needs to be more workshops and
training programs that focus on interactive teaching methods in classrooms. This
could help create a more dynamic learning environment that engages all students.
ultural and Practical Considerations in Uzbekistan
When adopting international best practices, it’s important to think about the
cultural and educational background of Uzbekistan. For instance, some students
might be reluctant to speak up because they respect authority or are afraid of making
mistakes. Teachers can help by creating a supportive classroom atmosphere where
it’s clear that making errors is part of learning.
Additionally, those who design the curriculum in Uzbekistan should include
interactive methods in national textbooks and teacher guides. This would help make
teaching consistent in both rural and urban schools. Strong support from school
leadership is also essential, giving teachers the freedom to move away from strict
textbook-focused teaching.
Using interactive methods can bring great advantages for teaching English at the
pre-intermediate level, especially in Uzbekistan where educational changes are
encouraging more communicative approaches. Techniques like role-play, group
tasks, and digital tools can make learning more interesting and effective. However,
for these methods to work well, it’s essential to have proper teacher training,
classroom resources, and an understanding of the local culture. By putting these
methods into daily teaching, Uzbekistan can develop a generation of English learners
who are not just good at grammar but also confident in speaking.
References:
1.
British Council Uzbekistan. “
English for Education Systems in Uzbekistan:
Teacher Development Needs Survey”
. British Council, 2023.
2.
Kadirova, Nargiza. “Digital Technologies in the English Language
Classroom: A Case Study of Secondary Schools in Uzbekistan.”
International
Journal of Advanced Research in Education
, vol. 7, no. 3, 2021, pp. 34–41.
3.
Ministry of Preschool and School Education of the Republic of Uzbekistan.
“Strategic Plan for Education Reform 2022–2026”,
MoPSE, 2022.
4.
Richards, Jack C., and Theodore S. Rodgers.
Approaches and Methods in
Language Teaching
. 3rd ed., Cambridge University Press, 2014.
5.
Turgunov, Ulugbek. “Re-Evaluating the Grammar-Translation Method in
Uzbek EFL Classrooms.”
Tashkent State Pedagogical University Journal
, vol. 12,
2020, pp. 45–50.
