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THE USE OF CASE STUDY METHOD IN TEACHING ENGLISH
Mamutova Yu.
Senior Teacher, KarSU named after Berdakh, Nukus, Uzbekistan
Tursinbaeva
D.
1
st
year student, KarSU named after Berdakh, Nukus, Uzbekistan
Annotation
: The article deals with the actual modern teaching method, which develops the ability to
analyze information, formulate problems and find their solution. A case is a description of a situation that
took place in a particular practice and contains some problem that needs to be resolved. This is a kind of
tool through which a piece of real life is brought into the classroom, a practical situation that has to be
discussed and an informed decision is provided.
Key words:
case method, case-study, teaching methodology, problematic, role-playing, event-based,
activity-based, temporal.
One of the progressive teaching methods that can form key competencies is the case method,
which allows you to move on to a situational teaching methodology. It is also the most common and
widely used situational analysis technology [2: p. 20].
The ―homeland‖ of this method is the United States of America, or rather, the Harvard Business
School, well known for its innovative developments. It was first applied in 1924 while teaching a fairly
local professional area - management disciplines. Currently, two classical case-study schools coexist -
Harvard (American) and Manchester (European). In the 20th century, when there was a rapid renewal of
the content of all disciplines, favorable conditions were created for the use of interactive teaching
methods in general, and the case method in particular.
Case Study is a specific teaching method used to solve educational problems. The Harvard
Business School mentioned above defines the case method as a teaching method in which students and
teachers actively participate in the direct discussion of business situations or problems. A case is a
description of a situation that took place in a particular practice and contains some problem that needs to
be resolved. This is a kind of tool through which a piece of real life is brought into the classroom, a
practical situation to be discussed and an informed decision is provided. Case studies are usually prepared
in writing and based on the experience of real people.
Due to the high concentration of roles in cases, this technology is close to game methods and
problem-based learning [3: p. 2].
Case is a complex phenomenon; it should contain the most realistic picture and concrete facts,
and also have a stable set of characteristics. Each case should include the following aspects: problem,
conflict, role, event, activity, temporal, spatial.
Objectives of the case method:
1) in-depth study of the subject;
2) preparation for contests, examinations;
3) individualization of the educational process [4: p. 97].
The case contains information that students must analyze and, based on this analysis, find a
solution and then prove the correctness of their choice. The situation is first analyzed by each student
independently, then discussed in pairs or small groups consisting of 3 or 4 people, where each participant
contributes to solving the problem, and finally, in the course of a general discussion after considering all
the alternatives and justifications an attempt is made to make a single decision. For this, it is very
important to fulfill two conditions: the case material must be of professional interest to students and
provide for the possibility of the student's personal contribution to his education and to the education of
his ―team‖. In addition, the need to speak to group members with the justification of their opinion in a
non-native language forces students to carefully prepare and logically build their statements. Professional
knowledge and confidence in the ability to positively solve the problem facing the group is an additional
incentive for mastering communication skills in a foreign language. Testing their communication skills
during the discussion gives each participant the opportunity to discover their weaknesses and stimulates
the desire to work towards improving knowledge of the language and its use in speech. Dialogues and
discussions within the framework of the case are preceded by work on vocabulary and grammar, designed
to help participants clearly express their thoughts and convince the interlocutor or several members of the
group that they are right [5: p. 152].
When creating a case, it is advisable to adhere to a certain format, which includes:
1) Short, catchy name of the case.
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2) The introduction, which usually provides information about the main characters of the case,
tells about the background of the situation considered below, indicates the personally significant meaning
of the problem contained in the given situation.
3) The main part, containing the main div of information and internal intrigue, the problem
contained in the situation proposed for analysis.
4) Conclusion, where the situation may ―hang‖ at that stage of development that requires solving
the problem. Optionally, the entire content of the case should be given in the form of familiar text. Instead
of text or along with it, audio or video recordings, newspaper articles, various illustrations, statistical data
in the form of graphs, diagrams, charts, etc. can be used [1: p. 200].
REFERENCES:
1. Casanave C.P. Writing games: Multicultural case studies of academic literacy practices in higher
education. Mahwah, NJ: Lawrence Erlbaum, 2002.
2. George, A.L., Bennett, A. Case studies and theory development in the social sciences. Cambridge, MA:
MIT Press, 2005.
3. Hamel, J., Dufour, S., Fortin, D. Case study methods. Qualitative research methods (Vol. 32). Newbury
Park, CA:Sage, 1993.
4. Merriam, S. Qualitative research and case study applications in education (2nd ed.). San Francisco:
Jossey-Bas, 1998.
5. Stake, R. Case studies. In N.K. Denzin, Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.,
pp. 435–454). Thousand Oaks, CA: Sage, 2000.
THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING
Dauletova D.B.
Assistant teacher, English Language and Literature Department, KarSU named after Berdakh,
Nukus, Uzbekistan
Rahimova D.
1
st
year student, English Language and Literature Department,
KarSU named after Berdakh, Nukus, Uzbekistan
Abstract:
Vocabulary range has always been regarded as central part of learning language since
individuals face several obstacles when they are learning new languages. Similarly, the majority of
teachers have doubts in teaching vocabulary in a proper manner and where to begin with. This article
illustrates the significance of vocabulary range and some techniques which are used effectively by
English teachers.
Key words:
vocabulary, techniques and methods
Аннотация:
Словарный запас всегда рассматривался как центральная часть изучения языка,
поскольку люди сталкиваются с рядом препятствий, когда они изучают новые языки. Точно так же
большинство учителей сомневаются в том, как правильно преподавать лексику и с чего начать.
Эта статья иллюстрирует значение словарного запаса и некоторые методы, которые эффективно
используются учителями английского языка.
Ключевые слова:
лексика, упражнения и методы
Vocabulary is considered as one of the essential aspects of acquiring language and its
development. Limited vocabulary range prohibits succeeding in learning language, in particular, for
second language learners since it never ends. Although a person can make grammatically accurate
sentences, insufficient vocabulary range limits the learner‘s communication with others. If a person
knows only the words but not the grammar, he can express or communicate what he is going to say by
pronouncing the words. As we know, without knowing how to request information in a foreign language,
we can make sentences in the native language using suitable words and specify what we need.
According to
Napa
, states that ‗it is a fact that vocabulary is one of the components of the
language. There are no languages that exist without words. They are the means by which people exchange
their thoughts. The more words we learn the more ideas we should have. This way we can communicate
our ideas more effectively. It is not easy to teach vocabulary, especially new vocabulary, to junior high
school students, because teaching it requires an explanation of every part. However, at other times the
teacher should see that the meaning and use of words should also be given a lot of attention‘ [
Napa
:
1991].
