127
REFERENCES:
1. Johnson A.P. Teaching Reading and Writing. Toronto, Plymouth: Rowman and Little field Education,
2008. p. 260.
2. Paulston, C. B. Linguistic and communicative competence. In: Robin C. Scarcella, et al. (Eds.),
Developing communicative competence in a second language. New York: Newbury House Publishers-
1990
3. Penny Ur. A course in Language Teaching//Cambridge University Press. – 2007.
4. Richards Jack C. Communicative Language Today. New York: Cambridge University Press. 2006.
5. Savington, S. J. Communicative competence: Theory and Classroom Practice. Massachusetts, etc.
Addison – Wesley Publishing Company. Communicative Competence: Theory and Classroom Practice.
Reading, MA: Addison-Wesley-1983.
MODERN ENGLISH TEACHERS – INNOVATORS
Akbarov F.
MA in English
Founder of ETA Uzbekistan
International ESL/EFL Instructor, C2
CELTA, TESOL, TEFL, TEYL holder
To start with, the word innovation has been quite a buzzword across-the-board and in the context
of ELT in particular. Teaching is an old trade though it is constantly refined through myriads of
approaches, philosophies and techniques. Similarly, the task remains to be the same before the teachers of
present times which is to blend teaching with innovation and harness its benefits to enhance learning and
teaching experiences in the long run. To put that in perspective, modern English teachers are the ones
who are multifaceted in terms of skillset and are ready to embrace novelties and the challenges that come
along down the path.
In October 2020 a presidential decree, a 10-year agenda, was passed in Uzbekistan to bolster the
efforts of promoting the learning and teaching of foreign languages specifically English language which
gained a political attention of the elite. Ever since, the importance of English language in Uzbekistan has
risen in status. However, new doors of opportunities for the teachers of English in the country have also
offered goals, tasks, and responsibilities to handle if they are to retain their teaching positions.
Who are the modern English teachers in Uzbekistan now? The answer may be quite tricky for the
traditional impression and image of a teacher is no longer valid. As a matter of fact, teacher-centered and
deductive approaches are out of fashion.
What seems to be missing in the bigger picture of ELT in Uzbekistan? One of the salient qualities
of innovation is networking! Today‘s English teachers of Uzbekistan are in great need of professional
networking to further establish themselves as the true masters of their profession. Owing to global
pandemic and the resulting restrictions in movement and offline events pushed teachers out of their
regular routine and traditional comfort zone. Teachers were forced to get themselves acquainted with ICT
tools and integrate them into their classes. The idea of modern English teachers did not come into being
overnight or all of a sudden in the form of technological advancement or global pandemic. The modern
image of an English teacher is the prerequisite of changing times.
Besides, the question of modern English teachers being innovators has been quite critical. There
are a number of queries that need to be addressed in regard with innovation. Have English teachers really
aligned their teachings with those of market needs and demands? Or did they only improve their mastery
of use of technology to some extent? What has been brought about to their classes in terms of innovation?
Irrespective of the answers to the abovementioned questions, one has to ensure there is a compatibility
between what students are learning and the application of their knowledge in the real world.
The 21
st
century language teachers are innovators in a broader sense whose teachings are more
purpose-driven than ever before. Now, they consider their learners‘ objectives, wishes, and needs to
effectively deliver classes. One such effective teaching technique is certainly none other than
gamification which incorporates the elements of learning, fun, challenge, motivation and reward. English
teachers in Uzbekistan may not have utilized the effects of gamification to a large extent in their classes.
The notion of learning a language requires student engagement in an amusing manner. However, fun
cannot be the only target in the overall teaching and learning process. Confusingly though the term
gamification does not relate to playing games and having fun only. Instead, it implies to integrate
wholesome approach in English teaching while enhancing student involvement.
128
The role of a modern English teacher as an innovator comes down to the fact that he/she is
capable of responding to the societal demands by fostering life skills on top of language competencies in
their learners.
REFERENCES
:
1.
David Carless. ―Innovation in language teaching and learning‖
2.
Jasmin J. Thangakumari. ―Innovations in English language teaching‖
3.
Vitthal V. Parab. ―Innovative Techniques, Methods & Trends in English Language Teaching‖
LEARNING ENGLISH IDIOMS THROUGH THE METHODS OF TRANSLATION
Yermekbaeva A.SH.
1
, Meiirbekov A.K.
2
, Bayirkhan U.B.
3
, Zholdasbek S.E.
4
1,2
PhD, Senior teacher of English Philology and Translation Studies Department
3,4
4
th
year student of English Philology and Translation Studies Department
1,2,3,4
Khoja Akhmet Yassawi International Kazakh-Turkish University
Turkestan, Kazakhstan
e-mail: aisulu.ermekbaeva@ayu.edu.kz
Резюме:
Эта статья рассматривает идиомы, их появление в речи и синтаксические особенности.
Цель исследования – изучить и продемонстрировать особенности перевода идиом, в добавок
выявить какие способы являются самыми действенными для их запоминания в процессе изучения.
В статье использованы методы анкетирования студентов, которые изучают английский язык и
исследования среди разных литератур. В основе статьи лежат идиомы со своим различных
категории, используемые в повседневной речи и литературе.
Ключевые слова:
идиома, фразовые глаголы, синтаксические особенности, методы перевода,
классификация.
Тҥйіндеме
: Бұл мақалада идиомалар, олардың сӛйлеудегі кӛрінісі және синтаксистік
ерекшеліктері қарастырылады. Зерттеудің мақсаты: идиомалардың аударма ерекшеліктерін
зерттеу және кӛрсету, сонымен қатар оқу процесінде оларды есте сақтаудың қандай әдістері
тиімдірек екенін анықтау. Мақалада ағылшын тілін оқитын студенттерге сұрақ қою және әртҥрлі
әдебиеттерді зерттеу әдістері қолданылады. Мақала кҥнделікті сӛйлеуде және әдебиетте
қолданылатын әртҥрлі категориялары бар идиомаларға негізделген.
Кілт сӛздер:
идиома, фразалық етістіктер, синтаксистік белгілер, аударма тәсілдері, жіктелу.
Introduction
An idiom is a commonly used phrase in the language to convey some genuine ideas. These
phrases are important to support the statement and express unique ideas. It gives a genuine way to express
English. Moreover, it generates a deeper understanding of the language. That is why idioms and
phrases are common concepts in different competitive exams. Mostly, it is used during normal
conversation.
In the beginning, understanding its concepts would be a challenging task. However, regular
language practice and reading different types of English phrases will give an idea about the same. Idioms
are the backbone of English. Read on to know its importance.
The main purpose of this article is to study and demonstrate the idioms translation features, in
addition to identify which methods are the most effective. The article uses the methods of questioning
students who study English and research among different literatures.
Definition and history
During this research work were used comparative methods, translation analysis and perspectives,
researches of other scientists and writers. According to the ideas and definitions of scientists idioms were
described differently. So, before starting translating them, their definition and origin should be taken into
account.
Idiom is an expression in the usage of a language that is peculiar to itself either in having a
meaning that cannot be derived from the conjoined meanings of its elements (such as
up in the air
for
"undecided") or in its grammatically atypical use of words (such as
give way
).
