Topical issues of language training
in the globalized world
4
THE REAL DIFFICULTIES ENCOUNTERED BY NON-NATIVE FOREIGN
LANGUAGE TEACHERS
Abdimuminova Fozila Ziyadulla qizi,
student
Uzbek State World Languages University,
Scientific advisor: Mukhamedova N.A.,
teacher
Uzbek State World Languages University
Tashkent, Uzbekistan
Abstract
Teaching foreign languages as a non-native is a growing trend in today
’
s globalized world.
In addition, it requires proper strategies and methods from teachers. This article delves into
particular difficulties. By doing this, there are a number of challenges that teachers and students may
encounter when teaching and learning foreign languages as non-native. These challenges can be
divided into three main categories: linguistic challenges, non-linguistic challenges, and
methodological challenges. Linguistic challenges include pronunciation difficulties, grammar
difficulties, and vocabulary difficulties. Non-linguistic challenges include cultural differences and a
lack of motivation. Methodological challenges include the use of ineffective teaching methods and a
lack of opportunities for practice. Teaching a foreign language is a complex task that requires not
only linguistic proficiency but also cultural understanding and pedagogical skills. While many
language teachers are native speakers of the language they teach, there is a growing number of non-
native speakers who are taking on the role of language instructors.
Key words:
foreign language teaching, non-native speakers, pronunciation, grammar,
vocabulary, culture, motivation, teaching methods.
People
’
s interest in learning foreign languages is growing quickly in the
modern world. And it
’
s clear that being able to communicate in another language is the
most important requirement. The advancement of science and technology, coupled
with societal transformations, has led to improvements in the education system as well.
Language helps express our feelings, desires, and connect with other humans around
us and forms meaningful relationships.
Knowing another language creates a huge
social network and serves as an instant connection when you encounter people who
speak that language (Gierlinger, E. M., & Granville, S. ; 2018). Foreign languages
provide a competitive edge in career choices: one is able to communicate in a second
language. Although there are many opportunities.
Teaching a foreign language can be
a rewarding and fulfilling experience,
it can help people to learn about new cultures, to
broaden their horizons, and to grow as individuals. However, for non-native speakers,
Topical issues of language training
in the globalized world
5
it also presents unique challenges. And also learning foreign languages is challenging
for non-native students. Being a non-native speaker presents its own set of challenges
that can impact the quality of language instruction.
Students are challenged by their
lack of vocabulary mastery, low concentration, lack of discipline, lack of interest,
boredom, and speaking problem. Meanwhile, teachers
’
challenges are shortage of
teachers
’
training, language proficiency problem, limited mastery of teaching methods,
unfamiliarity to IT, and lack of professional development.
Firstly, non-native speakers of a foreign language may encounter a number of
linguistic challenges, including:
Pronunciation issues: Non-native speakers may find it
challenging to accurately produce the sounds of the target language. Numerous
variables, including the disparity between the target and native language sound
systems, the lack of exposure to native speakers, and the challenge of making certain
sounds, may be to blame for this. Chinese speakers might find it challenging to
pronounce the English
“
th
”
sound, and English speakers might find it difficult to
pronounce the French
“
r
”
sound. Grammar difficulties: Non-native speakers may also
have difficulty understanding and using the grammar of the target language. This can
be due to the fact that the grammar of the native and target languages may be very
different. For example, English has a relatively simple grammar, while many other
languages have more complex grammatical structures. For example, Japanese has a
complex system of verb conjugations, while English has a relatively simple system of
verb tenses. Difficulties with vocabulary: Non-native speakers could also encounter
challenges learning the target language
’
s vocabulary. This can be the result of
significant vocabulary differences between the target and native languages.
For instance, a sizable portion of the vocabulary in English is unique to it. For
instance, there are numerous languages in which the English term
“
dog
”
has no precise
counterpart. Overcoming linguistic challenges: Using a variety of teaching methods:
Teaching foreign languages cannot be approached with a universal strategy. To
accommodate the various learning preferences of their students, educators ought to
employ an array of pedagogical techniques. For instance, whereas some students learn
Topical issues of language training
in the globalized world
6
best through reading texts or completing tasks, others could learn best through listening
to audio recordings. Providing opportunities for practice: Students need to have plenty
of opportunities to practice speaking, listening, reading, and writing in the target
language. This can be done through a variety of activities, such as pair work, group
work, and role-playing. Creating a helpful learning environment: To learn a foreign
language, students must feel comfortable and supported. Teachers should provide a
positive and supportive learning environment in which students feel comfortable
asking questions and making mistakes.
In addition, Teachers should be patient: Learning a foreign language requires
time and effort. Success requires patience and persistence on the part of both teachers
and pupils.
Secondly, Non-linguistic challenges in teaching foreign languages as non-
native, including: Cultural differences: Non-native speakers may struggle to
understand the culture of the target language. This could be owing to significant
cultural differences between the native and target languages. For example, the culture
of the United States differs greatly from that of Japan. For example, Americans are
often quite direct in their communication, but Japanese people are frequently more
subtle. Lack of motivation: Non-native speakers may also lack the desire to study a
new language.
This can be caused by a variety of circumstances, including a lack of interest in
the target language or culture, a lack of confidence in their abilities to learn the
language, or a lack of support from their family and friends.
Solutions to non-linguistic
challenges. Teachers can help students to understand the culture of the target language
by incorporating cultural materials into their lessons. For example, teachers can show
students videos about the target culture, play music from the target culture, and have
students read articles about the target culture.
Immersing themselves in the target
culture can help students to gain a better understanding of the culture and to improve
their motivation to learn the language (Borrich, G,D.;1996).
Topical issues of language training
in the globalized world
7
Thirdly, Methodological challenges in teaching foreign languages as non-
native. Teachers of foreign languages to non-native speakers may face a variety of
methodological difficulties in addition to linguistic and non-linguistic difficulties.
They consist of: Employing inadequate teaching strategies: Instructors may
employ strategies that are inappropriate for students who are not native speakers.
Teachers could, for instance, employ the grammar-translation technique, which
focuses on teaching grammar principles and translating texts from the source language
to the target language. Because it doesn
’
t give non-native speakers of the language
opportunity to practice speaking, listening, reading, and writing in the language, this
strategy is ineffective for them. Students may not have enough opportunity to practice
speaking, listening, reading, and writing abilities in the target language. This might be
attributed to a variety of causes, including huge class sizes, insufficient resources, and
a shortage of skilled teachers. There are several approaches that may be taken to
address the methodological issues of teaching foreign languages to non-native
speakers. This includes: Using a variety of teaching techniques: Teachers should
employ a variety of teaching approaches to accommodate their students
’
diverse
learning styles. Teachers, for example, might choose a communicative approach, which
emphasizes giving pupils opportunity to speak in the target language. Teachers can also
employ a task-based method, which involves having pupils execute tasks in the target
language.
Creating practice opportunities: Pupils should be given many of chances to
practice speaking, listening, reading, and writing in the language of their choice.
Activities like role-playing, group projects, and pair work can all help achieve this. By
giving homework and projects, teachers may also provide their students opportunity to
practice outside of the classroom (Cortazzi, M., & Jin, L.; 1999). In fact,
teaching
foreign languages as non-native is a challenging task. But teaching non-native speakers
of foreign languages has several benefits. For example,
cognitive advantages: Learning
a foreign language helps enhance cognitive abilities such as memory, attention, and
problem-solving. Economic advantages: Knowing a second language can lead to new
employment opportunities and higher earning potential. Social benefits: Learning a
Topical issues of language training
in the globalized world
8
second language allows people to interact with people from different cultures and make
friends from all over the world.
References
1.
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.
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Pym A. Where Translation Studies lost the plot: Relations with language teaching. Translation
and Translanguaging in Multilingual Contexts, 4 (2), 203
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Khudoyorovich, K. K., Rasuljanovna, I. N., Khalmuratovna, R. Z., & Eshkobilovna, K. D.
(2020). The Issues of Word Choice in Fiction Translation. International Journal of
Psychosocial Rehabilitation, 24(04)
4.
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
–
219).
Cambridge: Cambridge University Press.
5.
Shen M. Teaching translation: programs, courses, pedagogies. Perspectives. 2017.
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Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
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Saidova Mamura Suleymanovna.
“
THE CONCEPT OF FUNCTION AND CONTEXT
WITHIN THE FRAMEWORK OF THE COMMUNICATIVE APPROACH”.
(2023).
Western European Journal of Historical Events and Social Science
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Рахмонов, А. (2022). К вопросу об индивидуализации на занятиях иностранного
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Переводоведение: проблемы, решения и перспективы
, (1), 425-426.
THE COGNITIVE NATURE OF TRANSLATION
Abduganieva Djamila Rustamovna
Uzbekistan state world languages university
PhD, Associate professor
Department of English Translation Theory
jamilya.valiewa@yandex.com
Abstract
This thesis explores the intricate cognitive strategies employed by translators, bridging
theoretical frameworks from cognitive science to understand translation as a complex cognitive
activity. By examining theories such as Conceptual Blending, Relevance Theory, and Cognitive
Linguistics, the study delves into how translators manage cognitive load, influence through
experience, and utilize cognitive tools to enhance translation quality and efficiency. The research
employs methods like think-aloud protocols and eye-tracking to analyze real-time translation
processes, emphasizing cognitive efforts such as memory, decision-making, and problem-solving.
This interdisciplinary approach extends beyond individual cognitive functions to include the social
and cultural interactions that shape translation practices, offering insights into how cognitive and
linguistic strategies interact to produce effective, culturally relevant translations.
