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in the globalized world
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are not only evidence of its profound influence on the global linguistic map but also
emphasize the need for continued research in this area to ensure harmonious
development of international and multicultural relations.
References
1.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
2.
Graddol, D. (1997). The future of English? British Council.
3.
Jenkins, J. (2003). World Englishes: A resource book for students. Routledge.
4.
Mair, C. (2013). English as a global lingua franca: A threat to multilingual communication
and translation? In H. G. Brauch, U. Oswald Spring, C. Mesjasz, & J. Grin (Eds.), Coping
with global environmental change, disasters and security threats, challenges,
vulnerabilities and risks (pp. 661-674). Springer.
5.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
6.
Rakhmonov, A. B. (2020). Using a functional approach in the management of independent
work of students.
ISJ Theoretical & Applied Science, 12 (92)
, 112-117.
7.
Skinner, T. (2010). Sociolinguistic perspectives on the spread of English. Language
Science Press.
8.
Hornberger, N. H. (2008). Multilingual education policy and practice: Ten certainties
(grounded in indigenous experience). Language Teaching, 41(3), 197-211.
9.
Riley, P. (1994). Language, culture, and identity: The case of cultural identity and
language. In J. E. Joseph & T. J. Taylor (Eds.), Ideologies of language (pp. 99-118).
Routledge.
DISADVANTAGES AND ADVANTAGES OF TEACHING FOREIGN
LANGUAGES AS NON-NATIVE
Sultonx
o‘
jayeva Sevara,
Student
UzSWLU
Karimova Mehriniso
Student
UzSWLU
Scientific advisor: Mukhamedova N.A.
Abstract
Teaching foreign languages as non-native aims to equip learners with the linguistic and
intercultural competence to communicate effectively in a globalized world. It seeks to foster cultural
understanding, enhance cognitive abilities, and improve academic performance. By exposing
learners to a new language system, foreign language education develops critical thinking, problem-
solving, and analytical skills. It also enhances reading, writing, and vocabulary skills in both the
target language and the native language. Foreign language teaching plays a vital role in promoting
personal growth, encouraging curiosity, exploration, and self-confidence. It provides access to
international education, research, and employment opportunities, and contributes to the preservation
Topical issues of language training
in the globalized world
313
and revitalization of endangered languages. In increasingly diverse societies, foreign language
education facilitates communication and understanding, cultivates cross-cultural respect and
tolerance, and promotes empathy, understanding, and cooperation between different cultures.
Key words:
Communication Cultural understanding, Cognitive development, Academic
performance, Global citizenship, Personal growth, Education and employment opportunities,
Linguistic diversity, Multilingual societies, Cross-cultural respect and tolerance.
It is our destiny as non-native English-speaking teachers (NNESTs), we face
many challenges including, but not limited to, having highly required language and
pedagogical competencies, proper cultural orientation, native-like accent, native
speaker fallacy, credibility, and more. The question remains: Should these challenges
hold us back, or should we exploit them as opportunities to grow professionally? The
suggested answers to this question are presented in the following discussion, which
suggests that these challenges offer NNESTs opportunities to grow professionally and
inspire them to use their non-native abilities to their advantage.
These days, one of a person
’
s primary demands is to study English. Oder and
Eisenschmidt (2018) elucidate the significance of acquiring proficiency in English as
a means of gaining access to novel insights and prospects within an international
milieu. Additionally, nearly 250 million people utilize English on a daily basis
throughout every continent. In addition to this aspect
—
the widespread usage of
English
—
colonization, shipborne trade with the Americas, and politics have all had a
significant impact on this occurrence. As a result, non-native English speakers work to
establish an English-speaking environment in every school as the first step in learning
the language at a young age.
English is taught in non-native English-speaking nations when it is taught as a
foreign language. According to Braine (1999, cited in Chun, 2014), a native speaker
will make a better teacher than a non-native speaker of English, not the language as a
specific context. According to this assertion, an English instructor must face numerous
difficulties when instructing pupils in both teaching and English skills. A teacher
should continue to be motivated and enthusiastic in their teaching in addition to
improving their English proficiency. Students
’
learning performance may not always
follow the lesson plan when their motivation to learn declines. One of the reasons for
Topical issues of language training
in the globalized world
314
the lack of excitement among teachers in teaching, and this will have an impact on how
well they educate. The motivation of teachers may also be impacted by another aspect
of the school environment. A supportive work environment from the administration,
teachers
’
partners, school personnel, and community school organizations all
contribute to a strong school climate.
Effective teaching of English is also necessary in the twenty-first century.
Effective teaching measurement is a difficult and unstable task since it will inevitably
lead to a subjective conclusion. According to two studies, there are two ways to
measure effective teaching: intrinsic and extrinsic. The intrinsic component focuses on
the characteristics of the teacher, including their drive, zeal, and interactions with
students. The teacher
’
s skill, which may be developed through training to enhance their
effective teaching, such as their proficiency with instructional materials and teaching
strategies, is the extrinsic factor. Creating instructional content is similar to creating
lesson plans, a syllabus, and supplemental materials. Next, teaching approach,
classroom management, and style of instruction are all related to teaching strategy.
We argued that learners of all major global languages (e.g Arabic,
Chinese, English, French and Spanish) should be aiming for a level of competence
known as international intelligibility. This is the capacity to make yourself understood
in your target language (L2) when communicating with people from different first
language (L1) backgrounds. Perhaps the best example of this approach are language
educators, many of whom are teaching languages which they do not speak natively.
Taking English language as an example, given that there are now more non-native
English speakers globally than native speakers, it
’
s highly likely that some English
language learners will be taught be non-native speakers. But does it actually make any
difference whether students learn from a native-language speaker or a non-native
speaker? Native speakers, in theory, should know their language intimately, faultlessly
and naturally (Gill and Rebrova, 2001). Whereas non-native speakers are personally
familiar with the students
’
language learning process and therefore have a better
Topical issues of language training
in the globalized world
315
understanding of the learners
’
needs (Liu, 1999). It
’
s a topic that sparks much debate
across online language learning / teaching communities
–
so let
’
s get straight into it!
A native speaker or L1 user of a language is defined as a person who has spoken
/ used the language from earliest childhood. As Cook identifies this means that being
a native speaker of a language is a bio developmental fact which cannot be changed
afterwards in life through training or learning. Non-native speakers of a language are
those who have learned it as a L2 or L3, but who have a different language as their
mother tongue. An L2 / L3 can never become someone
’
s native language. Such
definitions (and this broader argument) are important for two main reasons. Firstly,
many language teaching job advertisements still specify that applicants must be native
speakers. And secondly, many language students express a pReferencesfor native-
speaking teachers. So, let
’
s look at the evidence and see if they are actually better
teachers?
Obviously, the main benefit of a native-speaking language teacher is that they
speak more fluently and intuitively than their non-native colleagues. Beyond fluency,
their use of language is typically more natural and derived from their life experience.
As explained by Gill and Reborva (2001), the native language teacher
’
s language is
also usually more correct and up to date. This is particularly important in helping
students understand current and non-standard (e.g slang) language forms. For Medgyes
(1999) the native speaker
’
s pronunciation, vocabulary and intonation as clear
advantage for learners, describing them as the “perfect language model.”In addition,
native speakers can powerfully help students understand more than just the language
–
they
’
re perfectly placed to support students to learn about the culture behind it. If
you
’
re learning Catalan, then there
’
s no-one better to tell you about the area, the history
and the food, than a local. This provides a rich and engaging, real-life experience for
learners.
However, there are undoubtedly some challenges with only specifying native-
speaking teachers. Most importantly, they are often hired on the strength of their native
speaker ability rather than their teaching skills. Just being able to speak / use the
Topical issues of language training
in the globalized world
316
language is clearly not enough to be a successful teacher. Native speakers may also
struggle with teaching key grammar concepts. They
’
re able to get by on the strength of
their ears and eyes
–
identifying what looks and sounds right but without being able to
explain why. Non-native teachers have had to really learn the language from the ground
up and are therefore better able to demonstrate and explain correct language use to L2
learners. Of course, non-native speakers also understand the process of learning the
language
–
this is unknown to the native teacher as she acquired the language as a child.
Allied to the above, Gill and Rebrova
’
s 2001 research identified that native speakers
without an L2 in the country they are teaching in also encounter challenges. They
’
re
not able to use the students
’
L1 to explain concepts or problems nor can they identify
where problems occur through negative transfer from the students
’
native language.
Perhaps most importantly, non-native speaking teachers are a clear example
and motivator for their students. It
’
s encouraging for a student who is struggling to
learn a new language to be taught by someone who has been there and done it. Non-
native speakers are also brilliantly able to model and share the skills / strategies they
used to find success.
Research also suggests that the teaching style typically deployed by non-native
teachers may also be more effective than their native-speaking colleagues. They
deliberately seek to integrate language into situational contexts to provide real-life
relevance for students, whilst native speakers tend to teach using “more abstract”
principles.
As outlined above, and of particular importance to lower ability students,
teachers that share a mother tongue with the student are well-placed to teach
effectively. They are able to use their common language to explain / translate difficult
concepts or more easily teach key vocabulary. Knowledge of the students
’
background
also helps non-native speakers to better understand prevalent local teaching / learning
styles / techniques as well as national policy and qualification frameworks.
Evidently non-native speakers do not have the fluency, general language
proficiency and cultural knowledge as their native speaker peers. As outlined above,
Topical issues of language training
in the globalized world
317
this may be particularly noticeable in certain subject areas (e.g topical news and
culture), the latest language usage and regional dialects. Braine (1999) goes further
suggesting that non-native speakers might also lack vital communicative competence.
This is because they tend to only use the taught language in the classroom and might
therefore lack regular non-teaching engagement with the language and native speakers.
Their use of language could be outdated and too formal for everyday use.Like us all,
non-native teachers are the product of their upbringing and own environment. This can
create challenges when teaching in different cultures. For example, much of the
communication in a low context culture (like the US) is concise, explicit and clear and
the key is to focus on the literal meaning of the world used. A teacher moving to India
(a high context culture) would need to adapt quickly. Communication here requires
reading between the lines
–
lots of meaning is implied and is communicated through
non-verbal cues like hand gestures.
Language interference: Learners
’
native language can interfere with their
acquisition of the target language, leading to errors in grammar, pronunciation, and
vocabulary. For example, English speakers learning Spanish may have difficulty with
the Spanish verb system, which is more complex than the English verb system. They
may also have difficulty pronouncing Spanish words that contain sounds that do not
exist in English, such as the
“ñ”
sound.
Lack of exposure: Learners may not have sufficient exposure to the target
language outside of the classroom, which can hinder their progress. This can be a
particular problem for learners who live in monolingual communities or who have
limited opportunities to interact with native speakers.
Limited motivation: Learners may lack motivation to learn a foreign language,
which can make it difficult for them to stay engaged and make progress. Motivation
can be influenced by a variety of factors, such as the learner
’
s personal goals, interests,
and beliefs about the importance of learning a foreign language.
Cultural differences: Cultural differences between the learner
’
s native culture
and the target language culture can create challenges for learners in understanding and
Topical issues of language training
in the globalized world
318
using the language appropriately. For example, learners from individualistic cultures
may have difficulty understanding the collectivist values of some Asian cultures, which
can lead to misunderstandings in communication.Teacher training and qualifications:
Teachers of foreign languages as non-native may not have adequate training or
qualifications, which can affect the quality of instruction. This can be a particular
problem in countries where there is a shortage of qualified foreign language teachers.
Large class sizes: Large class sizes can make it difficult for teachers to provide
individualized attention to learners and address their specific needs. This can be a
particular problem in underfunded schools or in schools where there is a high demand
for foreign language instruction.
Lack of resources: Schools and teachers may lack the resources necessary to
support effective foreign language teaching, such as textbooks, technology, and
authentic materials. This can make it difficult for learners to access the materials they
need to succeed.
Assessment challenges: Assessing foreign language proficiency can be
challenging, as there is no single standardized test that can accurately measure all
aspects of language ability. This can make it difficult for teachers to track learners
’
progress and make informed decisions about instruction.
Time constraints: Learners may have limited time available to dedicate to
foreign language learning, which can slow their progress. This can be a particular
problem for learners who are also balancing other academic commitments or who have
busy work schedules.
Anxiety and fear of making mistakes: Learners may experience anxiety or fear
of making mistakes, which can hinder their ability to communicate effectively in the
target language. This can be a particular problem for learners who are perfectionists or
who have had negative experiences with foreign language learning in the past.
Lack of native-speaker teachers: Learners may not have access to native-
speaker teachers, which can limit their exposure to authentic pronunciation and
Topical issues of language training
in the globalized world
319
language use. This can make it more difficult for learners to develop fluency and
accuracy in the target language.
Insufficient use of technology: Technology may not be adequately integrated
into foreign language teaching, which can limit learners
’
opportunities for interactive
and engaging learning experiences. This can make foreign language learning more
difficult and less motivating for learners.
Lack of support from parents and peers: Learners may not receive sufficient
support from parents and peers, which can discourage them from continuing their
foreign langnges of teaching foreign languages as non-native.
The conclusion to this blog post is, of course, that native and non-native
speaking teachers have strengths and weaknesses like all other teachers and all other
human beings. But for most language learners, both or either native and non-native
speaking teachers can be highly effective in the classroom.
Teaching foreign languages as non-native is a complex and challenging
endeavor that is affected by a variety of factors, including language interference, lack
of exposure, limited motivation, cultural differences, teacher training and
qualifications, large class sizes, lack of resources, assessment challenges, time
constraints, and anxiety. Despite these challenges, foreign language learning can be a
rewarding experience that offers numerous benefits for learners. By addressing the
problems associated with teaching foreign languages as non-native, educators can
create more effective and engaging learning environments that help learners achieve
their language learning goals.
“
In summary, this article identified the difficulties associated with teaching
English in countries where English is not the native language. These challenges were
classified into three primary issues based on the findings: inadequate learning materials
tailored to students
’
needs, large classroom sizes and unfavorable school environments,
and students
’
lack of motivation. Despite these challenges, various efforts have been
made by non-native English-speaking countries to address these issues. Nonetheless,
it is important to acknowledge the limitations of this study, including its small sample
Topical issues of language training
in the globalized world
320
size of only seven participants, which may not fully capture the breadth of emerging
challenges in English language teaching in non-native English-speaking contexts.
Nevertheless, this study can serve as a valuable resource for future researchers
interested in delving deeper into this topic, providing a foundation for further
refinement and exploration over time.
”
References
1.
Mukhamedova Nigora Abdulkhayevna. “COMMUNICATIVE AND PRAGMATIC
ASPECTS OF VERBALIZATION”.
(2023).
Western European Journal of Modern
Experiments and Scientific Methods
,
1
(3), 30-33.
2.
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.
3.
Gill, S. & Rebrova, A. (2001). Native and non-native: together we
’
re worth more. The ELT
Newsletter, 52, 1-11.
4.
Todd, T. A., Stinson, T. A., & Sivakumaran, T. (2016). Strategies for improving academic
performance by non-native English speakers in graduate programs. Journal of College
Teaching & Learning (TLC), 8(12), 1. https://doi.org/10.19030/tlc.v8i12.6616
5.
Walkinshaw, I., & Thi Hoang Duong, O. (2012). Native- and non-native speaking English
teachers in Vietnam: Wighing the benefits. The Electronic Journal for English as a Second
Language, 16(3), 1
–
17. Yu, L.-T. (2018). Native English-speaking teachers
’
perspectives on
using videoconferencing in learning English by Taiwanese elementary-school students. JALT
CALL Journal, 14(1), 61
–
76.
6.
Zhang, H. (2013). Pedagogical challenges of spoken English learning in the second life virtual
world: A case study. British Journal of Educational Technology, 44(2), 243
–
254.
https://doi.org/10.1111/j.1467-8535.2012.01312.x
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Zulfikar, T., Dahliana S., & Sari, R. A. (2019). An exploration of English students
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towards English learning. English Language Teaching Educational Journal, 2 (1), 1- DOI:
https://doi.org/10.12928/eltej.v2i1.94
FEATURES OF ENGLISH AND UZBEK FOLKLORE WORKS AND THEIR
INFLUENCE ON THE DEVELOPMENT OF INTERCULTURAL
COMMUNICATION COMPETENCE
Tajiboeva Fotimakhon
2nd stage basic doctoral student
UzSWLU
Abstract
English folklore is characterized by a rich tapestry of myths, legends and fairy tales passed down
from generation to generation. Stories of knights, dragons, and enchanted forests are steeped in English
