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MISMATCHED METHODOLOGIES: THE PITFALLS OF IGNORING STUDENTS'
TEMPERAMENTS IN ENGLISH LANGUAGE TEACHING.
Khalilova Kamola
Lecturer at the "History and Philology"
Department, Asia International University
This article examines the typical errors made in English language instruction that result from
ignoring the unique temperaments of each student. Although linguistic proficiency and
pedagogical effectiveness are frequently given priority in curriculum design, learners'
psychological characteristics—particularly temperament—remain underappreciated. The study
classifies students according to the traditional four temperaments—phlegmatic, sanguine,
choleric, and melancholic—and criticizes ineffective teaching methods that impede learning. The
paper advocates for a more individualized, temperament-sensitive pedagogy in English language
instruction by examining case studies and pointing out ineffective teaching strategies for each
temperament type.
Introduction
In today's English classes, diversity is more than just different nationalities or levels of ability.
Students' psychological traits, especially their temperament, have a big impact on how they
understand language, interact with material, and react to different teaching methods. Even
though learner-cantered techniques are becoming more popular, a common mistake in teaching
still happens: teachers use the same methods with all of their students without taking into
account their different personalities. This often leads to frustration, low drive, and uneven
language learning. In this piece, the four temperaments are used to show the dangers of using the
wrong teaching methods with the wrong type of student. Certain teaching methods are shown to
be ineffective or even harmful when used with the wrong type of student.
The First Part (Extended Version)
Diversity in contemporary English language schools extends well beyond distinctions in age,
nationality, or linguistic ability. Psychological variety, particularly the variations in pupils'
temperaments, is one of the most significant — yet sometimes disregarded — types of diversity.
Every learner has a distinct set of personality qualities that they bring to the classroom, and these
features have a big impact on how they process new language knowledge, interact with learning
resources, interact with classmates, and react to different teaching strategies.
Temperament, or a person's innate tendency to think, act, and react emotionally to circumstances,
is a crucial component of this psychological composition. It is difficult to change someone's
temperament. It is a consistent aspect of a student's character that greatly influences how at ease
they are
Even while learner-centered teaching—where lessons are created based on students' needs and
preferences—is becoming more and more popular, many teachers continue to make the mistake
of using a one-size-fits-all approach to instruction. This method frequently overlooks the reality
that students' temperaments cause them to respond to the same task in quite diverse ways. A
boisterous group conversation, for example, can excite one student while making another
nervous and hesitant to speak. Similar to this, some students may find a grammar session that
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emphasizes writing to be satisfactory, but others who prefer interactive speaking exercises may
seem boring for students.
There may be severe repercussions when instructional strategies do not suit the innate
temperaments of the students. Pupils could get disinterested, feel misinterpreted, or lose
motivation. Low engagement, uneven development, and even unfavourable views toward
learning English might result from this mismatch over time. For some students, the classroom
turns into a source of stress rather than an environment for progress.
This essay will examine how these individual variances can be explained by the traditional
hypothesis of the four temperaments: sanguine, choleric, melancholic, and phlegmatic. We'll
look at how, depending on the learner type, some teaching methods might be detrimental or
ineffectual.
When teaching methods don't fit the pupils' natural temperaments, there could be serious
consequences. Students may lose motivation, become disinterested, or feel misunderstood. Over
time, this mismatch may lead to low engagement, unequal improvement, and even negative
attitudes toward learning English. Instead of being a place for growth, the classroom becomes a
source
of
stress
for
certain
children.
This essay will look at how the conventional theory of the four temperaments—phlegmatic,
sanguine, choleric, and melancholic—can account for these individual differences. We'll
examine how some teaching strategies may be harmful or ineffective for different types of
learners.
b.
Choleric
Students
and
Overly
Collaborative
Approaches
Choleric students favor self-directed study and leadership positions. They may become frustrated
when working in groups, particularly if they believe that others' slower speed is limiting them.
Teachers frequently make the mistake of requiring equal involvement in group projects, which
might conflict with the choleric learner's drive for efficiency and independence.
2. Inappropriate Approaches for Every Temperament a. Sanguine Students and Excessive
StructuredmTeaching
Sanguine pupils do well in lively, participatory settings. They become disengaged, meanwhile,
when teachers use very strict grammar-translation techniques or talk a much. Long grammar
exercises or lecture-style classes, for example, inhibit their innate expressiveness. Ignoring their
demand for creative activity and social contact is the mistake.
Inappropriate techniques:
Overemphasizing grammar while ignoring interaction
Absence of group or pair activities
Prioritizing written language over spoken
Depressed Students and Unplanned, Unstructured Activities
Melancholic students value depth, structure, and introspection. Games without explicit rules,
open-ended group discussions, or spontaneous speaking exercises might make people nervous or
reluctant to participate. These students require time for preparation as well as a well-defined
activity plan.
Inappropriate techniques:
spoken assignments given on the spot without prior planning
Fast-paced, loud group games
Peer review without explicit standards
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Phlegmatic Students with Fast-Paced or High-Pressure Methods
Students that are phlegmatic need a quiet, encouraging environment. Their sense of security is
disturbed by timed speaking exercises, competitive games, or continuous correction. In an
attempt to motivate children, teachers may mistakenly believe they lack motivation, which
frequently backfires.
Inappropriate techniques:
Timed assignments or public performances
Quick-fire interrogation
Overuse of confrontation or correction
Resulting from Ignoring Temperament
There is more to using the incorrect approach for a student's temperament than just short-term
discomfort. It may lead to:
Anxiety related to language
decreased involvement
inadequate material retention
Unfavorable opinions about learning English
Problems with classroom management
Lack of confidence and a complete refusal to learn the language are long-term effects.
Inconclusion
A fundamental but frequently disregarded component of teaching English is temperament.
Learning outcomes might be severely hampered by inappropriate teaching strategies that are not
compatible with the temperament types of the pupils. It is necessary to use a more thoughtful,
flexible method that respects the psychological uniqueness of students and guarantees that all
students, regardless of temperament, have the chance to succeed in learning English.
References
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2. Khalilova Kamola. (2023). The Role of Technology in Teaching English .
American Journal
of Language, Literacy and Learning in STEM Education (2993-2769)
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3. Khalilova Kamola. (2023). Strategies for Teaching English to Non-Native Speakers.
American
Journal of Language, Literacy and Learning in STEM Education (2993-2769)
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