Topical issues of language training
in the globalized world
44
References
1.
Auer, P. (1998). From code-switching via language mixing to fused lects: Toward a dynamic
typology of bilingual speech. International Journal of Bilingualism, 2(4), 309-332.
2.
Canagarajah, S. (2020). Sociolinguistics: The study of speakers
’
choices. Cambridge
University Press.
3.
Code-Switching and Code-Mixing. (2021). Journal of Multilingual and Multicultural
Development, 42(5), 423-438. https://doi.org/10.1080/01434632.2021.1915789
4.
Danet, Brenda, and Susan C. Herring, eds. (2007). The Multilingual Internet: Language,
Culture, and Communication Online. Oxford University Press.
5.
Dodsworth, R., & Benton, S. (2021). Language variation and change in sociolinguistic
corpora. Language Variation and Change, 33(2), 235-251.
6.
Grenoble, Lenore A., and Lindsay J. Whaley. (2006). Saving Languages: An Introduction to
Language Revitalization. Cambridge University Press.
7.
Grin, Fran
ç
ois, Claudio Sfreddo, and Fran
ç
ois Vaillancourt. (2010). The Economics of the
Multilingual Workplace. Routledge.
8.
Landry, Rodrigue, and Richard Y. Bourhis. (1997). Linguistic Landscape and Ethnolinguistic
Vitality: An Empirical Study. Journal of Language and Social Psychology, 16(1), 23-49.
9.
Myers-Scotton, Carol. (1993). Social Motivations for Code-Switching: Evidence from Africa.
Oxford: Clarendon Press.
10.
Rakhmonov,
A.
B.
(2020).
HISTORY,
PERIODS
AND
STAGES
OF
COMPETENCE.
ФОРМУВАННЯ СУЧАСНОЇ НАУКОВОЇ ДУМКИ
, 116.
11.
Satibaldiyev, E. (2023). BILINGUAL PHONOLOGICAL SYSTEMS: UNRAVELING
CROSS-LINGUISTIC INFLUENCE.
American Journal of Pedagogical and Educational
Research
,
17
, 142-144.
12.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and Education
,
2
(1),
9-11.
13.
Spolsky, B. (2021). Language Policy. Cambridge University Press.
14.
Tagliamonte, Sali A. (2006). Analysing Sociolinguistic Variation. Cambridge University
Press.
15.
Wardhaugh, R., & Fuller, J. M. (2021). An Introduction to Sociolinguistics (8th ed.). Wiley-
Blackwell.
OBSTACLES FOR NON-NATIVE SPEAKERS IN FIELD OF LANGUAGE
EDUCATION
Maftuna Ametova,
Student of Uzbekistan State World Languages University
Tashkent, Uzbekistan
Scientific advisor Mukhamedova N.A
Abstract
In this article, we have written opinions about the methodology of teaching foreign language
classes. In the lessons, information is given about the formation of independent thinking of students
Topical issues of language training
in the globalized world
45
based on the use of a foreign language and mother tongue, and several advantages of this. Opinions
were given about the problems that arose in the process of spending a year abroad, and the necessary
recommendations were given after analysis. Also, in this article, we determine the content and levels
of improving the structural and functional model of methodical training of future foreign language
teachers through the analysis of the problems of foreign language teaching and computer linguistics
today, which gives pedagogical opportunities to prepare them for professional and pedagogical
activities. The issues of training future foreign language teachers in a modern way, focusing on the
training of specialists with deep knowledge who think creatively, and are able to solve complex social
and production problems, are scientifically revealed.
Key words:
foreign language, mother tongue, listening, speaking, reading, writing, skills,
pedagogy, translation studies, problem.
Today, the globalization of the world requires people to learn several other
foreign languages besides their mother tongue. Research now shows that starting this
process at an early age has better results. Serious attention is being paid to this issue in
our country, programs are being developed based on a new approach to teaching
foreign languages, especially English, in cooperation with the world
’
s leading
organizations and universities. In this article, thoughts on teaching foreign languages,
especially English, to children of elementary school age are covered.
When teaching a foreign language, it is necessary to take into account the
psychological and pedagogical characteristics, that is, their curiosity and enthusiasm.
It is also important to remember that children cannot focus on one type of activity for
a long time. Parents want their child to be mature in all aspects, and in many cases,
without taking into account the child
’
s psychological and physiological readiness, they
try to give him assignments in various subjects, teach him a language, or involve him
in sports activities. In most cases, when parents fail to achieve the expected result, they
try to influence the child by reprimanding the child or comparing him to his peers. But
both of these attempts reduce the child
’
s motivation to learn and cause his interest in
the surrounding things to fade. The role of parents and teachers in preventing such
unfortunate situations is incomparable. The game is the easiest and most appropriate
way to teach a child to think freely, to strengthen his curiosity and motivation to explore
the environment, to enrich his imagination, and to bring out his creativity. When
children play, they put their ideas into practice, test hypotheses, learn essential skills,
use their imaginations, and explore their worlds (Pym A.;2018)
Topical issues of language training
in the globalized world
46
Another serious problem in language teaching is related to the methods and
teaching equipment used to teach the language. Examining the textbooks used at the
elementary level of public schools, it is clear that there is no connection between the
components among the topics and there is no connection between the vocabulary units
despite the abundance of vocabulary. ladi In real life, when we use language in every
situation, every sentence that comes out of our mouth is semantically connected with
the sentence that was said before or after it. With today
’
s rapidly improving
technology, there is no doubt that textbooks should no longer be the only source of
language learning. If we think about the fact that our teachers use textbooks in 80
percent of cases in teaching foreign languages in our country, it is necessary to prepare
other books and additional educational materials with special attention. Today, we have
come to such a situation that a 7-8-year-old child who started learning a foreign
language in the 2nd grade of primary school, by the end of the 4th grade, in the
language he is considered to have been learning for 3 years, last week or yesterday
cannot describe the action that took place. Because the content of the books used in
primary school does not allow this.
At the initial stages of learning foreign languages, the influence of the
characteristics of students
’
native languages can be observed. Such a situation, called
“
cross-linguistic activity
”
, shows that there is always an interaction between the native
language, which is fixed in the student
’
s memory, and the other language, which he
begins to learn. Also, in language learning, many aspects of language develop slowly.
Some features and aspects of language are learned earlier, and some later. Sometimes
it takes a long time to learn many things that seem simple because of the differences
between languages. If the student does not have the opportunity to hear the language
being used and use it himself, he will not be able to make positive progress in his
language learning and will forget what he has already learned in a short time.
In the current period, processes such as the development of language teaching
methods, the improvement of existing methods, and the renewal of old methods are
gaining momentum in the field of foreign language learning. Improving the
Topical issues of language training
in the globalized world
47
methodology of teaching foreign languages serves to develop the skills that must be
acquired in language acquisition. Foreign languages teaching requirements are mostly
aimed at developing four skills: listening, speaking, reading and writing skills. But here
it is worth noting that the skill of translation, which is one of the biggest tasks in
learning foreign languages, is a little overlooked. Translation studies is considered as
a separate linguistic science, and it is slowly applied to the learning process of foreign
languages. It can be said that such a situation is observed all over the world, and
scientists have tried to find a solution to this problem as a result of their research
(Mukhamedova, N. A.;2020)
It is known that there are big differences between the native language and the
foreign language being studied, and these differences arise due to cultural differences,
worldview, lifestyle, and landscape of concepts. Understanding these differences and
providing them correctly and adequately in the translation requires linguistic and non-
linguistic knowledge from the translator. Among the methodical literature on language
teaching published abroad and, in our country, there are a lot of them on teaching a
second language. So, the processing of issues, availability of conditions and the
presence of desire open a wide way to master this language. Learning a second
language requires relying on experience in the mother tongue and, in turn, has a
corresponding effect on foreign language acquisition. In language education, the
subject of foreign language studies serves as a filter (
“
dahana
”
). The material and
speech skills of previously learned languages pass through the
“
filter
”
of a foreign
language. Linguistic events that pass through it and those that do not pass are divided
into two categories: those that have passed are helpful, and those that have not passed
are hindering (Saidova M. S.; 2023).
The essence of this opinion is that the foreign language teacher takes into
account the students
’
language experience (language experience is a three-component
methodical concept of speech, language material and language rules collected from the
mother tongue, second language and foreign language).
Topical issues of language training
in the globalized world
48
In short, by learning a foreign language and mother tongue together, it helps a
lot to overcome the problems of learning a foreign language. Also, the main advantage
is that it helps students learn a foreign language quickly and effectively and accelerates
their learning process. In this way, students learn new words and expressions quickly
and efficiently, which ensures that they learn a foreign language quickly. It is also a
very effective way to develop students
’
minds in foreign language classes and help
them increase their interest in foreign languages. One-on-one use promotes self-
empowerment and personal development for students. By learning their foreign
language, they will have new opportunities, which will allow them to develop and
expand their careers. In addition, by learning other languages, students broaden their
worldviews and gain the best technological and cultural achievements. This is
important for them to be successful in the global society.
References
1.
Pym A. Where Translation Studies lost the plot: Relations with language teaching. Translation
and Translanguaging in Multilingual Contexts, 4 (2), 203
–
222.
–
2018.
2.
Shen M. Teaching translation: programs, courses, pedagogies. Perspectives. 2017.
3.
Colina S. Second Language Acquisition, Language Teaching and Translation Studies. The
Translator, 8:1, 1-24, 2002.
4.
Melis N.M., Albir A.H. Assessment In Translation Studies: Research Needs. META Journal
des traducteurs/Translators
’
Journal. Volume 46, Number 2, 2001.
5.
Mukhamedova, N. A. “The role of modality contamination and negation in the interrogative
sentence”. Novainfo. Ru, (130), 59
-61.
6.
Rakhmonov, A. B. (2020). ИСПОЛЬЗОВАНИЕ ФУНКЦИОНАЛЬНОГО ПОДХОДА В
УПРАВЛЕНИИ САМОСТОЯТЕЛЬНЫХ РАБОТ СТУДЕНТОВ.
Theoretical & Applied
Science
, (12), 112-117.
7.
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
,
1
(3), 46-48.
