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in the globalized world
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role than we might realize. If a teacher underestimates their students, it can lead to
feelings of inadequacy and depression. On the other hand, using modern assessment
criteria and providing regular feedback can help students succeed by giving them useful
guidance and building trust between students and teachers. It is important to recognize
that making mistakes is a natural part of the learning process, and constructive feedback
can help students improve and grow. In conclusion, it must be concluded that teaching
foreign languages to non-natives can have really hard challenges, especially if even the
teacher is non-native she/he will have to work twice more to learn the topics they are
going to teach more deeply. Importantly, cultural diversity must be taught and the
similarities and differences must be clear. With the help of regular practice, effective
assessment methods, taking full responsibility, students can learn the language
productively which makes students feel happy when they see their students speaking
fluently not only in exams but also with natives with confidence.
References
1.
Minami, M. (2002). Language socialization in bilingual and multilingual societies. Annual
Review of Anthropology, 31, 511-531.
2.
Longman Dictionary of English Language and culture. 1993 p 186.
3.
Torres-Guzman, M. E. (1998). Eliciting African American students
’
linguistic and cultural
knowledge in the literature classroom. In J. V. Hoffman & P. R. Yough (Eds.), Valuing
diversity: On multiculturalism and multicultural education (pp. 205-231). Lanham, MD:
Rowman & Littlefield
4.
Tharp, R. G., & Gallimore, R. (1989). Rousing minds to life: Teaching, learning, and
schooling in social context. Cambridge University Press.
5.
Suleymanovna, Saidova Mamura, and Abdurakhmanova Aliya Yakubovna.
“
Functional
analysis of texts of official documents in English, Uzbek and Russian languages.
”
Journal of
new century innovations
51.1 (2024): 80-94.
6.
Н
.
А
Мухамедова
.
The problem of expression non-categorical statements in linguistic
-
МЕЖДУНАРОДНЫЙ
ЖУРНАЛ
ИСКУССТВО
СЛОВА
, 2020
EFFECTIVE APPROACHES AND WAYS OF OVERCOMING TEACHING
FOREIGN LANGUAGES PROBLEMS FOR NON-NATIVE STUDENTS
Komilova Maftuna,
student
Uzbek State World Languages University
Topical issues of language training
in the globalized world
170
Abstract
The process of teaching foreign languages can be challenging for teachers and difficult for
students to learn. Due to various aspects including struggles with finding motivation to learn,
grammatical and usage differences, lack of practical knowledge, both teachers and learners have
caused to face current problems in observing the foreign languages. These factors usually are placed
in developing countries and with their teaching approaches and methods. Effectively tackling the
existing issues in teaching languages plays a crucial role in the development of the pedagogical
importance of linguistic knowledge and exchanging them within the classroom. Having guided, the
accurate and beneficial ways of teaching, namely creating the atmosphere of the target language,
practicing authentic materials, and looking for effective strategies, ensure the process of learning to
be interesting and productive. Generally, uncovering a new language poses significant challenges,
and learners may encounter even more hurdles in learning.
Key words
: teaching atmosphere, authentic materials, motivational approaches, audio-
linguistic methods, student-centered classroom, active practices, evaluating students, operative
guidelines.
Problems of learning multiple languages occurs due to various reasons and each
of the reasons can be solved into positive outcomes by further suggestions in the article.
Firstly, to overcome with the current teaching languages issues, reasons which place
within the classroom must be identified. In teaching foreign language, the biggest
problem for teachers is lack of motivation of the students or showing no interest
towards the language. This problem can be triggered by having boring lessons , owning
lack of confidence and wrong way of teaching the learners.As it can be seen those
factors are the basic and fundamental needs of the learning language if one of them
fails to be in the classroom, students find challenges to practice it which brings lack of
motivation to learn .It is very important to solve these problems and give them an
interesting and engaging learning atmosphere. Addressing this issue starts by
removing the causes of this problem. To start with, the first reason of losing motivation
is uninteresting lessons which is brought by traditional way of teaching the language.
Topical issues of language training
in the globalized world
171
Nowadays, modern ways of educating multiple languages are taking over the
conventional methods like grammar translations methods, teacher- centered
approaches are being limited. Instead using new techniques of teaching languages
brings more encouraging and compelling lessons. Paying more attention to students
being active in the class is very important rather than engaging in teacher-centered
lessons. To accomplish this way of teaching teachers are required to focus on more
intensive and student -centered approach of organizing the lesson. Having given
examples of article of TEAL Center staff authors the student-centered classroom
involves changes in the roles and responsibilities of learners and instructors, in the
delivery of instructional strategies, and in learning itself; these all differ from those in
the traditional, teacher-center classroom. In the student-centered classroom, the learner
requires individualization, interaction, and integration. Individualization ensures that
learners are empowered to create their own activities and select their own authentic
materials. Below are examples of the changed roles and responsibilities in the student-
centered classroom.
Learners:
• Are active participants in their own learning.
• Make decisions about what and how they will learn.
• Expand on current knowledge and abilities to gain new ones.
• Recognise what is expected of them and are encouraged to use self
-evaluation
resources.
• Manage their own education to create learning plans.
• Work together with other students.
• Produce work that demonstrates true learning.
Teachers:
• Recognise and accommodate various learning preferences.
• Provide direction while preserving personal freedom.
• Actively listen to each student and respect their viewpoint.
• Encourage learners to make decisions together.
Topical issues of language training
in the globalized world
172
• Encourage students to come to their own satisfactory conclusions or answers by
asking open-ended questions to help them overcome obstacles.
Learning is the learner
’
s active pursuit of understanding.
• Creating information as opposed to just absorbing it; events both mould and mould
us.
As these examples and explanation provided valuable evidences that by involving
student -centered teaching approach students will be able to show themselves and can
get motivated to further achievements. Moreover, day by day interest and desire to
learn and participate in interesting lessons bring learners high confidence and self-
esteem which solves our primary issue.
In many cases, the biggest issue of teaching foreign languages for non -natives
is not having enough relation and atmosphere of this target language. In other words,
learning languages can be difficult for those who do not live in the particular country
which its languages are being taught. For example, if English is being taught in Asian
schools these learners face some challenges relating to lack of feeling in realization of
the actual language. The reason is the most of the teachers also are not native speakers
of the language. Apart from that, only having people around you who only speak in
your native language limits students potential practical experiences in the target
language. In the learning process providing genuine atmosphere of language has vital
role in enriching desired content and achievements for both teachers and learners.As
we come to find a solution for this statement, using authentic materials in the lessons
and outside the classroom can be the beneficial way . Not only within the classroom
but outside if teachers become aware of their students
’
routines and activities, they may
actively require learners to have some authentic materials in their lifetime and this way
helps to create pretended language atmosphere. Once learners
’
surroundings have
covered the usage of target language, the ability of obtaining the foreign language
becomes straightforward task. To prove, if two English learners are compared, one was
not born but has brought up in English speaking countries surrounded by the language
users and the another one is practicing the language within his own country, which one
Topical issues of language training
in the globalized world
173
do you think has better language skills in English? Apparently, the fist learner who has
the real atmosphere of English. So, does it mean students who are not involved into
this atmosphere will be always losers? Of course, no, by not only having enough
teaching materials but utilizing authentic resources to enhance and make learners
progress real and joy, learners easly will be able to practice and improve their language
skills. In addition , trying to exchange students lifestyle into target language culture or
habits like changing their phone language into aimed language or regulating their days
by using this language assists to build up natural learning atmosphere. In this case we
use authentic materials which are not created to teach the language but practice it as
the natives in daily use. According to the review of M.Juraeva, G.Abdukadirova,
Uzbekistan state university of world languages
”
In today
’
s globalizing era the
importance of educational quality that needs to be modernized is more compulsory than
ever before. To reach this quality, more effective, creative and valid approaches should
be taken. As well as, regarding the language learning classes, authentic atmosphere of
target language should be created with the usage of authentic materials. So if the
language learning process is continued with the only means of textbooks it may take a
lifelong learning to master the target language. Benefits of using authentic materials in
language skills Students surely benefit to enhance their all four aspects with the usage
of authentic materials. According to Aytunga Oguz and H.Ozge Bahar authentic
materials can be grouped because of their characteristics. They classify these materials
into four group:
• Listening and watching: movies, cartoons, quiz shows, music, documentary films;
• For visual: pictures, photos, postcards, posters
• For reading: novels, newspaper articles, research papers, brochures
• Real materials that can be used in
language classes: dolls, puppets, masks.
”
Additionally, some other useful information is given in various reliable resources
and all of them support using authentic materials in their classroom. But how we can
find or choose them to teach our students? Answer is easy not all authentic materials
are considered to be beneficial for students so we have to find the ones which really
Topical issues of language training
in the globalized world
174
are used in necessary content of the life of native speakers. As their review includes it
says
“
How to select authentic materials? According to some researches even authentic
materials should be selected appropriately as they are endless on type. According to
Sacha Anthony Berardo the most commonly used resources are media: films, TV,
videos, magazines, newspaper and books. He states that among all source
’
s internet is
the one which is widely used. Even using the radio is easy, but understanding it is
difficult. On this occasion pictures and movies are the most fruitful. When press dates
quickly, the information in mass media is constantly renewed. Also, from a financial
point of view internet is cheaper than the paper one: easy to find and purchase.
”
So
once selected materials are applied to learning process of students, they are likely to
have interesting and captivating lesson which they will succeed in learning the target
language.
In conclusion, we have discussed the problems of teaching non-native students
including lack of motivation and natural learning atmosphere and further covering their
solutions such as engaging more intensive and student- centered classroom lessons and
using authentic materials effectively to boost learners learning skills and make easier
studying for students. In general discovering new language is not easy process and as
learners face some challenges it might be even longer case while methods and
approaches which are mentioned above are used appropriately, students are expected
to achieve higher results and goals.
References
1.
TEAL Center staff Adapted from CALPRO Professional Development Module, Student-
Centered Learning. Author: M. Corley (2008). AIR: Sacramento, CA. About the TEAL
Center: The Teaching Excellence in Adult Literacy (TEAL) Center is a project of the U.S.
Department of Education, Office of Vocational and Adult Education (OVAE), designed to
improve the quality of teaching in adult education in the content areas.
2.
M.Juraeva,G.Abdukadirova, Uzbekistan state university of world languages “Oriental Art
and Culture” Scientific
-Methodical JournaI/2020 http://oac.dsmi-qf.uzUsing authentic
materials in EFL classroom-literature review
3.
Saidova,M.S, Rasulova,M.SH. “The role of pragmatic potential in determining basic
components of communication
’’
. Novainfo. RU, (141), 41-43.
4.
Saidova, M. S., & Khodzhaeva, K. U. K. Features of the texts of international treaties as a
kind of official-business style. Novainfo. RU, (128), 42-43.
Topical issues of language training
in the globalized world
175
5.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61
ORGANIZING EXTRACURRICULAR ACTIVITIES IN ENGLISH
LANGUAGE IN PRIMARY SCHOOL USING PROJECT-BASED
TECHNOLOGY
Karimova Kumush
student
Uzbek State World Languages University
Abstract
This article explores the use of project-based technology in organizing extracurricular
activities for English language learning in primary school. It begins by highlighting the
importance of English language proficiency in today
’
s globalized world and the benefits of
incorporating technology into language education. The article then explains what project-based
technology entails in the context of language learning and discusses its advantages for promoting
collaboration, creativity, and authentic language use.
The article goes on to list and describe different types of extracurricular activities that
can be organized using project-based technology, such as language clubs, cultural exchange
projects, storytelling and drama workshops, and online language games and competitions. It
provides step-by-step guidance on how to implement project-based technology in extracurricular
activities and discusses the potential benefits for students, including improved language
proficiency, enhanced communication and collaboration skills, increased cultural awareness
and global citizenship, and increased motivation and engagement in language learning.
Keywords:
Project-based technology, extracurricular activities, English language
learning, primary school, language acquisition, collaboration, creativity, authentic language use,
the Think-Pair-Share technique.
Nowadays, great importance is attached to the competency-based approach
in education. A graduate of a general primary education institution has to form ten
basic competencies, including foreign language communicative competence. The
importance of extracurricular work in English language learning is explained, on
the one hand, by the insufficient number of classroom hours for learning a foreign
language, on the other hand, by the need to maintain pupils
’
interest to learn a
foreign language. The problem of improving the quality of extracurricular activities
as a means of additional language education for pupils has always been relevant.
Many scientific works are devoted to various aspects of extracurricular work in
