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6.
Pustika R. (2010).
“
Improving Reading Comprehension Ability Using Authentic Materials
For Grade Eight Students Of MTSN Ngemplak, Yogyakarta.
”
Topics in Language
Disorders
, 24(1), 92-93.
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Rakhmonov,
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B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ СУЧАСНОЇ НАУКОВОЇ ДУМКИ
, 116.
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Temirova, N. A. (2023). COMMUNICATIVE APPROACHES TO TEACHING INTERNET
NEOLOGISMS: A REVIEW OF SCIENTIFIC POINTS OF VIEW. In
ББК 81.2 я43
Методика преподавания иностранных языков и РКИ: традиции и инновации: сборник
научных трудов VIII Международной научно
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методической онлайн
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конференции,
посвященной Году педагога и наставника в России и Году русского языка в странах
СНГ (11 апреля 2023 г.)–Курск: Изд
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Сатибалдиев, Э. К. (2022). ВЗАИМОДЕЙСТВИЕ ЯЗЫКОВ И РЕЧЕВАЯ
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EMERGING CHALLENGES OF TEACHING FOREIGN LANGUAGES IN
NON-NATIVE ENGLISH-SPEAKING COUNTRIES.
Abdurasulova Mukhlisa Bobir qizi,
Abdullayeva Mehribon Qaxramonovna
students
Uzbek State World Languages University
Scientific advisor: Mukhamedova N.A
teacher
Uzbek State World Languages University
Abstract
This article delves into the most significant challenges that non-native speakers encounter
while deign foreign languages. Drawing upon scholarly research and empirical evidence, I looked
for five key areas of difficulty: language ability, cultural competence, self-esteem and building trust,
anxiety, and teaching delicate matters. The article implies that thorough analysis of the problems
mentioned can be the pre-condition to be able to improve the efficiency of second language
instruction. This article, through acknowledging the challenges that characterize the teaching of
foreign languages to a non-speaker and the potential mitigation techniques, provides a pivotal insight
for language teachers, researchers and language-teaching practitioners who want to improve
language teaching outcomes. The fact that foreign language teaching teachers might be the first to
experience the challenges of learning a foreign language increases the risks for both teachers and
learners. This piece tries discuss multifarious problems of NNE students. These problems start from
linguistic and cultural but ends with learner expectation Tackling those challenges is one of the main
policy objectives that the course will focus on, where cultural sensitivity, effective communication,
and ongoing professional development are of the highest priority. Hence, through solving these
problems, educators can strengthen the quality of language aid service and create an atmosphere
that is compatible to all.
Key words:
non-native language teachers, pronunciation, accent, cultural understanding,
grammar and syntax, confidence, credibility, challenges, solutions, language teaching.
Topical issues of language training
in the globalized world
29
Effective English teaching is essential in the 21st century, but measuring its
effectiveness is a complex task. It involves subjective viewpoints and can be analyzed
through two lenses: intrinsic and extrinsic factors. Intrinsic factors focus on the
teacher
’
s personal qualities, like motivation, passion, and their rapport with students.
Extrinsic factors concentrate on the teacher
’
s skills and expertise gained through
training. These skills include proficiency in instructional design, lesson planning,
creating supplementary resources, employing various teaching strategies, managing
classrooms effectively, and adapting their approach based on student needs. This study
aims to understand the challenges English teachers face in non-native English-speaking
countries.
We ask two key questions:
1.What hurdles do teachers encounter when teaching English in contexts where
it isn
’
t the primary language? This investigates the specific difficulties they face,
considering their unique environments and perspectives.
2.What solutions, if any, are being implemented to overcome these challenges?
This explores the strategies, initiatives, and resources utilized to improve the quality of
English language instruction and empower teachers to succeed. By delving into these
questions, the study seeks to reveal the realities of teaching English in non-native
environments. The goal is to identify potential solutions and best practices that can
enhance teacher effectiveness and lead to better learning outcomes for students.
Communicating in many languages is more crucial than ever in the linked world of
today. In order to promote global competency, create cross-linguistic understanding,
and dissolve barriers between individuals with diverse linguistic backgrounds, foreign
language instruction is essential. Foreign language instruction does, however, come
with a number of drawbacks that need to be resolved if it is to remain relevant and
successful in the future. A nonnative speaker may find learning a foreign language as
a valuable experience but there are some languages where learning process may be a
tough task. Here, I investigate some of the essential issues that non-native teachers
encounter and, finally, present remedies. Firstly, pronunciation and accent: a big
Topical issues of language training
in the globalized world
30
challenge for the instructors who are not native language speakers is the way of
speaking, especially the pronunciation and circle of words. Even in they have a good
knowledge of grammar and vocabulary, mastering their accent might be much harder
than that of a native speaker. This, in turn, may result in student being unable to
differentiate acceptable pronunciation. Well, one way to solute this would be that the
non-native language teachers can polish their pronunciation skills with the help of
native speakers by listening to them, participating in language exchanges partnering
with those who are native speakers, and using pronunciation tools that could be in the
form of language learning applications. Secondly, cultural understanding: language
simply could not be detached from the culture, and naturally language teachers easily
get entangled in the complexities of the cultural aspects in language they teach. The
above can result to miscommunication or inappropriate interpretations owing to culture
specific language usages and colloquialisms. An effective strategy would be that non-
native language instructors may doubly their cultural wisdoms by spending their free
time on the culture of the target language through books, films, music, or talking to
native speakers. Besides traditional methods, the teacher can also put cultural activities
during lessons to make the students acquire a more lot of experience. Thirdly, grammar
and syntax: it is true that the tutors of foreign languages may be very knowledgeable
about how to make sentences and rules of grammar, but they may fail to explain these
things to the students correctly and appropriately. As a consequence, lengthy and
complicated instructions become a source of inconvenience and irritation for learners.
Additionally, research suggests that natives of the second language can enhance their
grammar and sentence composition by going through courses of practice in the
language teaching methodology, by using workshops and conferences as a source of
learning, and having their colleagues or mentors give advice and feedback. Visuals and
examples can also come in handy to illustrate complex grammar concepts. Besides
these visual aids, demonstrations from real-life situations can be applied as well. Last
but not least, confidence and credibility: non-native language teachers are likely to
Topical issues of language training
in the globalized world
31
experience bouts of insecurity or imposter syndrome mainly where their native
language is not well- understood.
On the other hand, teaching in a place where the mother tongue is spoken
profoundly makes matters worse. When the teachers lack such confidence they may
not achieve much desired outcomes and the relationship with the students will also be
affected. It is crucial to acknowledge that non-native speakers can get a boost of
confidence and authority when they focus on getting the improvement through both
their own strengths and rapport with students achieved by empathy and understanding.
They can keep on improving their language skills and teaching techniques at the same
time. They could also talk to their friends, supervisors or join some program of
professional training which can help them pass through the stage of self-doubt. It can
be difficult to teach foreign languages in non-native English speaking nations because
of cultural differences and differing perspectives on language acquisition. Government
rules and policies, such as financial restrictions for language programs or a preference
for studying English over other foreign languages, may also make it more difficult to
teach foreign languages effectively in non-native English speaking nations. Students
may find it difficult to acquire foreign languages that differ greatly from their home
tongue because non-native English speakers may speak distinct languages and use
different phonetic systems. Lack of exposure to native speakers or real-world language
contexts is one of the main issues facing foreign language teachers. Students could find
it difficult to become proficient and confident in the language if they don
’
t regularly
engage with native speakers or have the chance to immerse themselves in it. The
potential advantages of learning a language can be undermined by this disconnection
from the real-world uses of the language, which can cause indifference and disinterest.
The belief that some languages are hard or difficult to learn is another barrier
to foreign language instruction. If students think learning a new language will be too
difficult or time-consuming, they may be discouraged from doing so. Limited resources
or support for language learning may intensify this view, impeding students
’
motivation and advancement even more. Additionally, the way society views foreign
Topical issues of language training
in the globalized world
32
languages can have a big influence on language teaching programs. There may be
differences in the resources and possibilities available for schooling depending on
which language is considered more significant or prestigious in a given society.
Promoting diversity and inclusivity in language education can sometimes be hampered
by unfavorable perceptions or biases against particular languages or language speakers.
Increasing awareness of the value of multilingualism and cultural diversity is crucial
in order to solve these issues and advance foreign language teaching. It is imperative
that educators collaborate with politicians and communities to establish a welcoming
and inclusive language learning environment, guaranteeing that every student has
access to top-notch language education initiatives. Students should also be given the
chance to participate in cultural exchange programs and immersion experiences, which
enable them to interact with native speakers and use the language in authentic settings.
Students are more likely to be motivated and involved in their study when there is a
sense of relevance and connection to the language. In the end, learning a foreign
language is essential to equipping children for success in a world that is becoming more
interconnected. Encouraging self-directed learning, providing opportunities for
language practice outside the classroom, and connecting language learning to students
’
interests and aspirations.
Addressing these challenges effectively is crucial for empowering students with
the language skills they need to succeed in an increasingly interconnected world.
We
can enable students to interact effectively across linguistic and cultural barriers,
creating mutual understanding and collaboration on a worldwide scale, by overcoming
the obstacles facing language instruction and promoting cultural diversity and global
competency. It
’
s possible that a large number of teachers lack specialized training in
teaching English as a foreign language (TEFL), which results in outmoded approaches
and poor teaching strategies. Furthermore, a lot of schools struggle with funding, which
makes it harder for them to hire qualified native speakers and provide modern teaching
materials and technology. Adequate internet connection, restricted computer use, and
Topical issues of language training
in the globalized world
33
a lack of audio-visual resources can impede the adoption of creative pedagogical
approaches.
Globalization and the variety of learner demands are further issues. More
individualized teaching strategies are needed because students have varying
backgrounds, learning preferences, and aspirations. Tailored curriculum and
examinations are necessary due to the necessity for specific language abilities (e.g.,
scientific English, business English). Teaching English to non-native speakers comes
with its own set of difficulties. English teachers face a demanding task that requires
not only language proficiency but also the ability to effectively impart that knowledge
to students. Research highlights three main challenges encountered by teachers in this
context: inadequate textbooks, oversized classes and less than ideal school
environments, and a lack of student motivation. Textbooks play a crucial role in
language acquisition, serving as a primary resource alongside teachers and other
materials. Many educators find existing English textbooks to be outdated and unsuited
to the current needs of students. Creating effective, student-centered textbooks involves
time-consuming processes of development and revision. High-quality textbooks
significantly contribute to the instructional process and can directly impact student
achievement. This underscores the importance of collaborative efforts, such as those
undertaken by the Cambodian government, to develop and implement standardized
textbooks that effectively meet students
’
learning needs. Classroom size presents
another significant challenge, particularly in countries like China, Japan, Senegal, and
Laos. Smaller classes, ideally between 20 to 25 students, are more conducive to
effective English language instruction. The interactive nature of learning English,
which encompasses listening, speaking, reading, and writing, necessitates a learning
environment where individualized attention and participation are possible. However,
this ideal scenario is often unattainable in countries like Senegal, where limited
educational infrastructure results in overcrowded classrooms. This issue persists in
both developing and developed countries that are non-native English speaking.
Topical issues of language training
in the globalized world
34
Addressing this challenge necessitates the implementation of adaptive teaching
strategies, methodologies, and supplementary materials specifically designed for larger
class sizes. Student motivation consistently emerges as a critical challenge across all
countries studied. Education ministries in nations like Japan, Laos, and China
recognize this as a pressing issue. Collaborative initiatives involving government
bodies, schools, universities, and even native English-speaking entities have been
implemented to address this challenge. These programs, including initiatives like
Assistant Language Teacher (ALT), Voluntary English Teacher (VET), and
partnerships with student teachers, aim to ignite student motivation and provide
teachers with opportunities for professional development. Recognizing that student
motivation forms the foundation for effective teaching and learning, these initiatives
strive to create a more engaging and stimulating learning environment. Furthermore,
evaluation and assessment are crucial elements of successful language instruction.
They inspire students, give insightful data on student development, and guide
instructional decisions. But conventional methods, which mostly rely on standardized
testing, frequently fail to capture the entire range of linguistic abilities and cultural
competencies, particularly for languages that are less frequently taught and in non-
native English-speaking nations. Although standardized examinations are helpful for
broad comparisons, their reach can be constrained as they tend to concentrate mostly
on vocabulary and grammar skills. There are some solutions and innovations for this
challenge. Self-assessment and peer-assessment can be helpful to create a collaborative
team. Encouraging students to assess their own work and providing feedback to their
peers promotes metacognitive awareness and fosters a collaborative learning
environment. Online language proficiency assessments are now widely used in the
world to assess students
’
knowledge. Utilizing online platforms and tools for
interactive language assessments allows for more engaging and personalized testing
experiences.
Digital portfolios and e-portfolios are now recommended to use for teachers.
Utilizing digital platforms for portfolio creation allows for multimedia integration,
Topical issues of language training
in the globalized world
35
facilitating creative expression, and demonstrating a wider range of skills. Computer-
adaptive testing is also a good way to assess. Tailoring test difficulty based on
individual student performance provides a more accurate and individualized
assessment of their abilities. Focusing on formative assessment can be also helpful for
learners. Regular feedback and observation are also important. Providing ongoing
feedback through observation, informal assessments, and student-teacher conferences
helps monitor progress and address individual learning needs. Performance-based tasks
that simulate real-world communication scenarios, such as role-plays, presentations
simulations, and projects, allow students to demonstrate their language skills in
context. Portfolio assessment is also one of the solutions for this problem. Having
students compile a portfolio of their work over time showcases their progress and
allows for individual expression and reflection on their learning journey. They
frequently overlook evaluating pragmatic competency, cultural awareness, or effective
communication in the actual world. Many evaluations are not authentic, failing to
capture language use and situations found in everyday life. Students may become
demotivated as a result of their inability to understand the significance of the material
being tested on. Conventional testing formats frequently limit students
’
capacity to
communicate their knowledge and abilities in a variety of ways, which may
disadvantage students who possess particular strengths and shortcomings. Assessment
instruments and procedures may unintentionally include cultural biases that penalize
students from particular backgrounds, resulting in assessments of students
’
actual skills
that are not correct. Employing a variety of assessment tools and techniques, such as
quizzes, presentations, debates, and projects, caters to diverse learning styles and
provides a more holistic view of student understanding.
Promoting cultural sensitivity by culturally appropriate materials can faster and
ease learning process. Ensuring that assessment materials are culturally sensitive and
relevant to the learners
’
backgrounds. Contextualized assessment tasks: Designing
assessment tasks that reflect the cultural contexts in which the target language is used,
promoting deeper understanding and appreciation. Conducting oral interviews allows
Topical issues of language training
in the globalized world
36
for direct assessment of speaking skills, fluency, pronunciation, and interactive
communication abilities Task-based assessments: Engaging students in tasks that
require real-time communication and problem-solving, such as collaborative projects
or debates, assesses their ability to use language effectively in real-world situations.
By embracing innovative assessment practices, we can move beyond the limitations of
standardized testing and create a more inclusive and effective evaluation system. This
will empower learners with a realistic understanding of their language proficiency and
cultural competency, fostering a love of language learning and promoting success in a
globalized world.
Thus, the last word, it will not be an exaggeration to make a conclusion that to
teach a foreign language as a non-native speaker is a profession that bears only a few
issues, and if you are devoted, persistent and keep on improving yourself to be a high-
quality teacher, you will be able to provide students not only with necessary but also
valuable information. By not only dealing with the problems of the accent, the level of
cultural understanding, the steps to boost learner
’
s grammatical skills but also the
confidence, teachers of language will be even more efficient and wonderful educators.
In non-native English-speaking nations, the field of teaching other languages is diverse
and ever-changing. The growing acknowledgement of linguistic diversity and the
intrinsic benefit of international understanding, despite the particular problems posed
by English
’
s dominance, is opening the door for a more inclusive and comprehensive
approach to language teaching. In order to overcome established paradigms, proactive
measures to handle new issues must be taken. Investing in teacher training, embracing
innovative technologies, varying curricula, and introducing more authentic and
culturally aware assessment techniques are all essential steps in equipping students
with the language and cultural competencies they
’
ll need to prosper in a globalized
society. We can provide students the tools they need to overcome cultural barriers,
seize global opportunities, and contribute to a more peaceful and interconnected future
by cultivating a love of language learning and offering significant chances for language
acquisition and cultural engagement. Overall, teaching languages that are not native to
Topical issues of language training
in the globalized world
37
you requires learning how to do many things, these being going from proficiency in
language to cultural competence, to coping with stereotypes and so much more.
Nevertheless, the challenges encountered by non-native language instructors are still
valid and only by recognizing them as well as implementing the appropriate strategies
such as emphasizing professional development and the practice of inclusive teaching,
non-native language instructors can use the current situation as a chance to develop the
quality of language education and create an inspiring environment for all students.
Through this article, I will illuminate the delicate nature of foreign language teaching
and will also offer insights and tips to help the educators and students to overcome
these difficulties. Thus, the potential for a more successful foreign language teaching
scenario will be made possible. Along with this, understanding the viewpoints and
experiences of non-native teachers and the classroom is different, can improve the
training scenario because it offers the different cultural perspectives and increases the
empathy levels among the students. Also, the non-native lecturers
’
command of
experiential knowledge of the problems that learners of a foreign language face plus
their art of adaptability to various instructional needs of their students makes it possible
for them to provide customized instruction. Through appreciating cultural diversity and
welcoming the expertise of immigrant educators educational learning institutions are
equipped to pass multilingual values and cultural appreciation to students.
References
1.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom.
In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 196
–
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Cambridge: Cambridge University Press.
2.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based
perspectives for L2 teaching and research. Amsterdam: John Benjamins Publishing Company.
3.
Gierlinger, E. M., & Granville, S. (2018). Perceptions of native and non-native English-
speaking teachers: A review of the literature. Studies in Second Language Learning and
Teaching, 8(4), 681
–
702.
4.
Grgurović, M. (2015). Teaching pronunciation: A non
-native speaker
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s perspective. In J.
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Learning and Teaching Conference (pp. 90
–
99). Ames, IA: Iowa State University.
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Mukhamedova Nigora Abdulkhayevna.“COMMUNICATIVE AND PRAGMATIC
ASPECTS OF VERBALIZATION”. (2023).
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(3), 30-33.
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6.
Saidova Mamura Suleymanovna.
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The concept of function and context within the framework
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Wan, J. (2017). Challenges faced by non-native EFL teachers in the classroom: A review of
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Рахмонов, А. (2022). К вопросу об индивидуализации на занятиях иностранного
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Переводоведение: проблемы, решения и перспективы
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EXPLORING LANGUAGE VARIATIONS IN MULTILINGUAL
COMMUNITIES
Aktamova Visola Baxtiyor qizi
O
‘
zbekiston davlat Jahon tillari universiteti
Ingliz tili (lingvistika) yo
‘
nalishi 1-bosqich magistranti
Abstract
This article investigates language change within multilingual communities, emphasizing
how sociolinguistic factors such as linguistic variation, code-mixing, and language policies
contribute to the dynamics of language evolution. Through a comprehensive literature review and a
questionnaire-based methodology, the study explores the interrelations between language use, social
factors, and linguistic diversity. Findings suggest significant regional and age-related variations in
language use, including preferences for standard versus non-standard dialects and the prevalence of
code-mixing and code-switching practices. The research underscores the need for inclusive language
policies that recognize and support linguistic diversity, highlighting the role of sociolinguistic
research in understanding and managing language change in multilingual contexts.
Key terms:
Sociolinguistics, language variation, code-switching, code-mixing, language
policy, multilingualism, language attitudes, linguistic identity.
Sociolinguistics examines the interactions between language and society,
focusing on how elements like gender, race, class, and culture influence language use
and variation. It investigates how language reflects, reproduces, and challenges social
hierarchies, identities, and power relations (Canagarajah, 2020). Incorporating insights
from linguistics, sociology, anthropology, psychology, and education, sociolinguistics
engages both in the descriptive analysis of language use and variation and in the
prescriptive formulation of language policy and education programs sensitive to social
and cultural diversity.
Sociolinguistics, at the crossroads of language and society, serves as a
captivating lens through which we can explore the intricate connections between
