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DIFFERENT APPROACHES TO TEACHING ENGLISH STATIVE VERBS
IN ESL CLASSROOM
Raxmatjonova Shaxnozabonu Abdulhamid qizi
student of Uzbek State World Languages University
scientific advisor: Ribinskaya E. G.
Abstract:
The approach of "Communication Language Teaching," which focuses on
increasing language learners' communicative abilities, is discussed in this article. CLT
approach which is well known among foreign language teachers as a practical teaching
approach to create the context of authentic language use in the classroom. The research
is aimed to evaluate the effectiveness of our effort to change traditional teaching
practice. Furthermore, it discusses the challenges of putting the most successful
strategies into practice. A number of suggestions have been included to apply the most
advanced methods of interaction into the teaching process.
Key words:
CLT, communicative competence, linguistic competence, target language,
role plays, games, dialogues, problem-solving, discussions, theories, practices
Every English sentence have a verb. The verb could be classified as dynamic,
stative or both. A dynamic verb describes an action whereas, stative verb describes a
condition. This classification is important because it determines how the verb can and
can not be used. Knowing the difference between stative and dynamic verbs will help
you speak and write correctly and avoid basic errors in exams or social, academic, and
business situations. Communicative Language Teaching (CLT) approach has a great
advantage to develop a knowledge about verbs.
Communicative Language Teaching (CLT) is the language teaching approach
which began in Britain in the mid-2010s as a replacement for the earlier structural
method. This approach starts from a theory of language as communication where the
classroom goal of instruction is focused on developing learners' communicative
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competence in the target language. CLT considers that a language is learned not by
simply mastering structures but by achieving communicative proficiency. Therefore,
students are encouraged to communicate using the target language through interaction
from the beginning of the instruction.
Communicative Approach emphasizes learning a foreign language through
genuine communication. This method is the most student-centered, interactive, co-
operative and content-based. According to educator Randall Gwin’s point of view,
asking a student how to spell apple is not communicative because teacher already knows
the answer; there is no real aim. [5] Asking a learner to spell what is his favorite fruit is
communicative. The point is that teacher may not be sure of the answer. Including
authentic materials to the characteristics of CLT method, it is concerned with the unique
individual needs of each learner. Students should be given an opportunity to express
their ideas and opinions. In addition, teaching foreign language through the functional
and social interaction activities is the greatest demand of CLT. It is a fast and effective
way to reach the goal of improving students’ communication skills. There are the
following principles of Communicative Language Teaching:
1.
The goal is to learn to communicate in the target language.
2.
The emphasis is on meaning, comprehension, elaboration rather than on the
structure and form of the language.
3.
The use of authentic materials.
4.
The teacher is a guide, counselor, organizer, facilitator who helps learners to
communicate in English and motivates them to work with the language.
5.
The personal experiences of language learners are considered as common
factor of the classroom learning.
6.
Learners interact with each other through pair or group work and through
writing.
In the classroom activities based on the principles of CLT are very essential to
define the role of teacher and learners in the classroom. The activities adopted in CLT
entailed new roles for language teachers and learners to assume during the lesson. The
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role of the teacher in CLT is quite different from traditional teaching methods. As for
teacher, he/she takes part in learning-teaching group as an independent participant rather
than being a model for correct speech. The main role assumed for teacher is to facilitate
and monitor communication process between all participants in the classroom. The CLT
teacher is in charge for determining, responding to learner language needs, and
developing a different view of learners’ errors.
To sum up, the effectiveness of CLT approach has many advantages for both
learners and teachers for several processes and essential skills of learning English
language as a second foreign language. The only person who can define which of the
strategies is the most appropriate for language learner is teacher. In other words, the
teacher is only person who knows what to employ and how to employ. Concluding all
the presented opinions, in order to have effective result, educator needs to choose perfect
strategies considering all the factors of the learning and teaching process.
References
1.
R. Gwin. A Way to Connect//Sonoon Jer. - 2009.
2.
Penny Ur. A course in Language Teaching// Cambridge University Press. -
2007.
3.
Richards Jack C. Communicative Language Today. New York: Cambridge
University Press. 2006.
4.
https://uzjournals.edu.uz/cgi/viewcontent.cgi?article
5.
Юнусов, Анваржон Шухратович, and Мадина Хабибуллаевна Далиева.
"Паремиологическая картина мира и пословичные концепты." NovaInfo.
Ru 122 (2021): 72-73.
6.
Далиева, Мадина Хабибуллаевна. "Классификация сленга в
нестандартных вариантах." NovaInfo. Ru 1.95 (2018): 52-55.
7.
Madina, Dalieva. "CONCEPTUALIZATION OF TERMS-PRINCIPLES
AND METHODS." EPRA International Journal of Multidisciplinary
Research (IJMR) 9.10 (2023): 249-250.
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8.
Dalieva, M. Kh. "ISSUES ON STUDYING CONCEPTUAL MEANING OF
A WORD IN A LITERARY TEXT." Thematic Journal of Applied
Sciences 3.4 (2023).
