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written proposals. Encourage students to listen to each other
’
s ideas, provide
feedback, and work together to select the best extracurricular activities to pursue.
By using the Think-Pair-Share technique, students can actively participate in the
planning process, collaborate with their peers, and take ownership of the
extracurricular activities they want to see at their school.
(
Sokhiba, R. 2023)
References
1.
Eccles, J. S., Barber, B. L., Hunt, J. (2003). Extracurricular activities. Journal of Social
Issues, 59(4), 865889.
2.
Holland, A., Andre, T. (1987). Participation in extracurricular activities: What is known,
what needs to be known? Review of Educational Research, 57(4), 437466Tosun, M. &
Yildiz, Y. (2015). Extracurricular activities as warm-ups in language teaching. International
Journal of Social Sciences & Educational Studies, 2 (1), 62-64.
3.
Sokhiba, R. (2023). DEVELOPING SPEAKING SKILL WITH “THINK
-PAIR-
SHARE”
TECHNIQUE.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В
МИРЕ,
23(8), 105-108.
4.
Yildiz, Y. (2015). Better education at Ishik University Preparatory School with extracurricular
activities. Advances in Language and Literary Studies, 6 (4), 158-161.
5.
Yildiz, Y. (2015). The key to success in English learning can be involvement in extra
curricular. International Journal of Thesis Projects and Dissertations, 3 (3), 24-28.
STRATEGIES AND TECHNIQUES FOR OVERCOMING A CRITICAL
SITUATION DURING SIMULTANEOUS INTERPRETATION
Koshkarbayeva Saxibjamal Abdullaevna
O‘
zbekiston davlat jahon tillari universiteti
Tarjimonlik fakulteti Sinxron tarjima (ingliz tili) mutaxassisligi
1-kurs magistranti
Saidova Gulyora Abduhakimovna
O‘
zbekiston davlat jahon tillari universiteti
Tarjimonlik fakulteti, Ingliz tili tarjima nazariyasi kafedra katta
o‘
qituvchisi
Abstract
Teaching foreign languages as non-native is a challenging task that presents numerous
obstacles for both learners and educators. Despite advancements in teaching methodologies and
materials, various problems persist, hindering the effective acquisition and mastery of the target
language. This scientific article delves into the key issues associated with teaching foreign languages
as non-native, showcasing examples to illustrate their impact.
Keywords:
Non-native learners, Language acquisition, Native language interference,
Pedagogical training in simultaneous translation, Authentic materials, Cultural biases
Topical issues of language training
in the globalized world
179
The teaching of foreign languages as non-native has become increasingly
prevalent in recent decades due to globalization, increased international travel, and the
need for intercultural communication.
However, non-native learners face unique challenges in acquiring and mastering a
foreign language.
Issues Related to Learners:
1. Lack of Native Exposure: Non-native learners often lack regular exposure to the
target language in authentic settings, which impedes their natural language acquisition.
They may struggle to develop fluency and accuracy in speaking, listening, reading, and
writing.
Example: Students learning Spanish as a foreign language may never have lived or
traveled to a Spanish-speaking country, limiting their exposure to native speakers and
the richness of the language
’
s context. (Ellis, R, 1994).
2. Native Language Interference: Learners
’
native language plays a crucial role in
shaping their perception and production of the foreign language. This can lead to errors
in pronunciation, grammar, and vocabulary due to the transfer of familiar patterns and
structures.
Example: English-
speaking learners of French often pronounce the “r” as /r/ instead of
the French uvular /
ʁ
/ due to the influence of their native phonological system.
As Saidova G.A said “Teaching English as a second language to youngsters can be
challenging, but it can also be incredibly rewarding. By creating a positive learning
environment, using age-appropriate materials, focusing on communication, making
learning fun, providing feedback, and involving parents, you can help your students
achieve success in English.”
Issues Related to Educators
3. Limited Proficiency of Teachers: Some teachers of foreign languages may not
possess native-like proficiency in the target language, which can affect their ability to
effectively model pronunciation, grammar, and other aspects of the language.
Topical issues of language training
in the globalized world
180
Example: A Spanish teacher who is not a native speaker may pronounce certain words
incorrectly, passing on these errors to students.
4. Inadequate Pedagogical Training: Teachers may lack specialized training in foreign
language pedagogy, leading to ineffective teaching practices. This can hinder learner
progress and create frustration.
Example: A teacher who has not received training in communicative language teaching
methods may rely on traditional grammar-translation approaches, which can be less
engaging and less effective for learners.
Issues Related to Teaching Materials
5. Lack of Authentic Materials: Foreign language textbooks and other teaching
materials often fail to provide sufficient exposure to authentic language use. This can
limit learners
’
understanding of the target culture and their ability to communicate in
real-life situations.
Example: A French textbook may include mostly grammar exercises and simplified
dialogues, failing to expose learners to the richness and variety of native French speech.
6. Cultural Biases: Teaching materials may contain cultural biases that reflect the
values and perspectives of the dominant culture. This can hinder learners
’
understanding of the target culture and their ability to engage meaningfully with the
language.
Example: A textbook for teaching English as a foreign language may focus primarily
on Western culture, neglecting the cultural diversity of English-speaking countries.
(Larsen-Freeman, D, 2013)
Teaching foreign languages as non-native presents unique challenges that
require careful consideration and tailored solutions. Addressing the aforementioned
problems through teacher training, improved teaching materials, and increased
exposure to the target language can significantly enhance the learning and teaching
experience. By addressing these issues, educators can foster effective foreign language
acquisition and empower learners to communicate effectively in the target language.
Topical issues of language training
in the globalized world
181
Native Language Interference: Learners
’
native language plays a crucial role in shaping
their perception and production of the foreign language, leading to errors and
difficulties. This issue has been extensively studied in the field of linguistics and
second language acquisition since the mid-20th century.
Limited Proficiency of Teachers: Some teachers of foreign languages may not
possess native-like proficiency in the target language, which can affect their ability to
effectively model pronunciation, grammar, and other aspects of the language. This
problem has been identified as a major concern in many countries, particularly in
developing regions. (Richards, J. C., & Rodgers, T. S, 2014)
Inadequate Pedagogical Training: Teachers may lack specialized training in foreign
language pedagogy, leading to ineffective teaching practices. This issue has been
addressed by educational policymakers and teacher training institutions in recent years,
with a growing emphasis on evidence-based teaching methods.
The problems encountered in teaching foreign languages as non-native are
multifaceted and have been documented throughout the history of language teaching.
Addressing these issues requires a collaborative effort from educators, policymakers,
and researchers to develop effective teaching methodologies, materials, and teacher
training programs. By overcoming these challenges, we can empower non-native
learners to achieve proficiency in foreign languages and engage meaningfully in
intercultural communication.
References
1.
Abduganiyeva.J.R. Historical and Technological Outlook of Simultaneous Interpretation
(article) “Таржимашунослар форуми –
2023”. Халқаро илмий
-
амалий конференция.
14
декабрь. Тошкент, 2023. –
Б. 314
-320.
2.
Abduganiyeva.J.R. Modern Model of The Translation Competence In the Context of
Translators Training (article)
АГУ”Педагогика инноватика: раҳбар кадрларга
хорижий тилларни ўқитиш”: Респ. Илмий
-
амалий конф. –
Тошкент, 2018. –
С. 20
-
25.
3.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University
Press.
4.
Larsen-Freeman, D. (2013). Techniques and Principles in Language Teaching. Oxford:
Oxford University Press.
5.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.
Topical issues of language training
in the globalized world
182
6.
Saidova.G.A., The importance of identifying types and methods of translation (article)
International Journal of Engineering and Information Systems (IJEAIS)
Vol. 5 Issue 1, January - 2021, Pages: 104-105
7.
Saidova.G.A., Why creative and modern methods are key to successful language
translation education (article)
“Хорижий
филология
,
адабиётшунослик
ва
таржимашунослик
масалалари”
-
Жиззах
, 30-
март
, 2024.
Б. 263
-266
IMPROVING CRITICAL THINKING SKILLS THROUGH THE SIX
THINKING HATS TECHNIQUE AMONG B2-LEVEL STUDENTS
Evelina Mansurova
student
UzSWLU
Abstract
Nowadays, critical thinking skills are crucial for success in academic and professional
settings. This study investigates the effectiveness of the Six Thinking Hats (STH) technique in
enhancing critical thinking among B2-level English language learners. A group of B2 students
participated in a program utilizing STH for analyzing complex topics. The program involved
activities designed for each colored hat (White: information, Yellow: optimism, Black: caution, Red:
emotions, Green: creativity, and Blue: process management). Pre- and post-tests assessed critical
thinking through analysis, evaluation, and synthesis tasks. The study aims to determine if the STH
program leads to significant improvement in B2 students
’
critical thinking abilities, particularly
whhile discussing and evaluating complex issues in English. The findings will contribute to
understanding the potential of STH in promoting critical thinking within language learning
methodologies for upper-intermediate learners.
Keywords:
critical thinking skills, Edward de Bono, Six Thinking Hats, communicative
competence, problem-solving, case study, group work, discussions, debates, analysis, evaluation
INTRODUCTION
In today
’
s world, we are required to think fast and often come up with creative
solutions. Critical thinking is a valuable skill that can help you analyze information,
consider different perspectives, and make informed decisions. Having the ability to
think critically in English can have a positive impact on students
’
capacity to
communicate freely and express their thoughts and ideas. According to the survey of
Wati et al. (2023), it was found that the central issue hindering the acquisition of critical
