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INQUIRY-BASED APPROACH TO DEVELOPING LANGUAGE SKILLS IN
THE ENGLISH CLASSROOMS
Jo’rayeva Gulira’no Ulug’bek qizi student of Uzbek
State World Languages University scientific adviser:
Kattabaeva D.K.
Abstract:
The aim of this study was to examine the effects of using inquiry-based
learning in teaching language in English language learning classroom. Inquiry-based
learning is the act of gaining knowledge and skills through asking for information. It is
a discovery method of learning that involves language learners in making observations;
posing questions; examining sources; gathering, analyzing, interpreting, and
synthesizing data; proposing answers, explanations and predictions; communicating
findings through discussion and reflection; applying findings to the real situation, and
following up new questions that may arise in the process.
Key words:
language learning, listening skills, feature movie clips in language
learning, audio-visual materials
Inquiry-based learning emphasizes language learners’ abilities to critically view,
question, and explore various perspectives and concepts of the real world. It takes place
when the teacher facilitates and scaffolds learning than gives facts and knowledge so
that language learners engage in investigating, questioning, and explaining their world
in a learner-centered learning environment. Inquiry-based learning is often assisted by
a facilitator rather than a lecturer. The inquiry-based instruction is principally very
closely related to the development and practice of thinking and problem solving skills.
Some important characteristics of IBL are:
•
It encourages the development of critical thinking.
•
It allows an active participation of students in the acquisition of knowledge.
•
It facilitates problem solving skills.
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•
It guides students to form and express concepts through a series of questions
•
It allows for a more meaningful use of digital technologies linking students to
the local as well as the global community.
When language teachers use this model, the role of teachers is changed. They
become more learner centered and use open ended questions to encourage research,
participant observation and reasoning. They introduce different tools and strategies
according to the content of the unit or topic and become mediators for language learners’
learning. They do active teaching, proposing projects and problems to work on. They
constantly become part of the group by walking around the class interacting with the
learners, talking to them, asking questions and making suggestions instead of just sitting
down at their desks. They also encourage students to follow the inquiry cycle,
To highlight the pedagogy’s nuances, it is important to define inquiry-based
learning from both a learner and teacher perspective.
From a student point-of-view
,
inquiry-based learning focuses on investigating
an open question or problem. They must use evidence-based reasoning and creative
problem-solving to reach a conclusion, which they must defend or present.
From a teacher point-of-view
,
inquiry-based teaching focuses on moving
language learners beyond general curiosity into the realms of critical thinking and
understanding. You must encourage students to ask questions and support them through
the investigation process, understanding when to begin and how to structure an inquiry
activity.
Using methods such as guided research, document analysis and question-and-
answer sessions, teacher can run inquiry activities in the form of:
Case studies
Group projects
Research projects
Field work, especially for science lessons
Whichever kind of activity teachers uses, it should allow language learners to
develop unique strategies for solving open questions. There are different kinds of
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inquiry-based learning, which become decreasingly structured and suit different
classrooms:
Confirmation Inquiry
-
teacher gives students a question, its answer and the
method of reaching this answer. Their goal is to build investigation and critical- thinking
skills, learning how the specific method works.
Structured Inquiry
-
teacher gives students an open question and an investigation
method. They must use the method to craft an evidence-backed conclusion.
Guided Inquiry
-
teacher gives students an open question. Typically in groups,
they design investigation methods to reach a conclusion.
Open Inquiry
-
teacher gives students time and support. They pose original
questions that they investigate through their own methods, and eventually present their
results to discuss and expand.
Regardless of the type, inquiry-based learning aims to develop language learners’
abilities to analyze, synthesize and evaluate information. Armed with a thorough
understanding of inquiry-based learning and the strategies language teacher needs to run
activities, her/his students should see benefits. These not only include an improved
understanding of curriculum concepts and the development of transferable skills, but -
according to research and proponents - a greater appreciation for learning’s inherent
rewards. This, in itself, should create a more engaged classroom.
References
1.
Carin A. A., Bass J. E., Contant T. L. Methods for teaching science asinquiry.
9th ed. - Upper Saddle River, NJ: Pearson Prentice Hall, 2005.
2.
De Graaff E., Kolmos A. Characteristics of Problem- Based teaching. //
International Journal of Engineering Education. Vol. 19, No. 5, 2003. -Pp. 657662.
3.
Hall G. Exploring English Language Teaching: Language in Action. USA:
Routhledge, 2011.
4.
Далиева, Мадина Хабибуллаевна. "THEORETICAL FEATURES OF
POLYSEMY IN LINGUISTIC TEXTS." МЕЖДУНАРОДНЫЙ ЖУРНАЛ
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ИСКУССТВО СЛОВА 5.5 (2022).
5.
Далиева, Мадина Хабибуллаевна. "Классификация сленга в нестандартных
вариантах." NovaInfo. Ru 1.95 (2018): 52-55.
6.
Khabibullaevna, Dalieva Madina. "CONCEPT AS THE BASIS OF THE
LINGUISTIC PICTURE OF THE WORLD." British View 8.9 (2023).
