ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
92
THE CORE EFFECTIVE PRACTICES FOR FOREIGN LANGUAGE LEARNING
Kakhorova Mukhabat Askaralievna
Teacher of Uzbek and foreign languages department
Tashkent Medical Academy.
https://doi.org/10.5281/zenodo.15621771
Abstract. In this article, we will cover topics such as setting realistic and specific
objectives, choosing the right materials and resources, using a variety of skills and strategies,
and reviewing and testing your progress.
Key words: language teaching, methods, methodology, communicative methodology,
task-based approach, process approach, language learning. foreign language, skill, techniques,
learning styles, education technology.
Learning a foreign language can be challenging and sometimes discouraging. However,
the concept “method” was the bottleneck and the focus of this concept and consequently got the
most attention. This concept represents
the practice of teaching as a research-based and
systematic set of teaching practices.
In a simple definition, you can call it the way of linking
theory with practice. Methods are the teaching systems which is usually fixed with the necessary
techniques and practices. Communicative Language Teaching (CLT) was closer to the term
approach rather than methods and considered one of the methods used innovation. Other
methods have concurrent at the same time of CLT emergence, like the Natural Approach,
Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching. (Rogers,
2001). It was noticed, that the ability to communicate effectively in a foreign language has
become a fundamental goal of many language programs across the world. The communicative
language teaching (CLT), with its emphasis on ‘what it means to know a language and to be able
to put that knowledge to use in communicating with people in a variety of settings and
situations’ (Hedge 2000: 45), has become increasingly central to school modern foreign language
(MFL) programs, at least in Western contexts, since it first emerged in the early 1970s. (East,
2019). The word “innovation” is often used to describe a product or development that is “new”
or “enhanced” in some way but only when successfully implemented. According to (De Lano et
al., 1994) innovation includes four key terms: 1- Change 2- Development 3- Novelty 4-
Improvement.
The total physical response method highlights aural comprehension by allowing the
learner to respond to basic commands, like “open the door” or “sit down.” It combines language
and physical movements for a comprehensive learning experience. In an ordinary TPR class, the
teacher would give verbal commands in the target language with a physical movement. The
student would respond by following the command with a physical action of their own. It helps
students actively connect meaning to the language and passively recognize the language’s
structure.
Language immersion
Total immersion: In total immersion, the language of instruction is the students’ new
language, meaning that students spent 100% of the school day in their new language.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
93
However, the problem with this type of language immersion is that students find it
difficult to understand more abstract and complex concepts.
Partial immersion: In partial immersion programs, class-time is shared between the
students’ native language and new language. In most cases, it is an even split of time between the
languages.
Two-way immersion: This type, which is also called bilingual immersion, is a way to
integrate both students of the minority language and students of the majority language into the
same classroom with the goal of academic excellence and bilingual proficiency for both student
groups.
Total physical response
The model has three vital features: 1) grasping the spoken language must come prior to
speaking, 2) comprehension is developed through div movement, and 3) the period of listening
period helps a learner to be ready to speak. Such a model does not force the learner to speak.
The silent way
The silent way is an interesting ESL teaching method that is not that common but it does
have some solid footing. After all, the goal in most language classes is to make them as student-
centered as possible. In the Silent Way, the teacher talks as little as possible, with the idea that
students learn best when discovering things on their own. Learners are encouraged to be
independent and to discover and figure out language on their own.
Instead of talking, the teacher uses gestures and facial expressions to communicate, as
well as props, including the famous Cuisenaire Rods. These are rods of different colors and
lengths.
Choose the right materials and resources
Another important factor for learning a foreign language is to choose the right materials
and resources that suit your level, interests, and learning style. There are many options available,
such as textbooks, podcasts, apps, websites, videos, games, and more. You should look for
materials that are engaging, relevant, and appropriate for your goals and needs. For example, if
you want to improve your listening skills, you could listen to podcasts or videos that match your
level and topic of interest, and use subtitles or transcripts if needed. You should also try to
expose yourself to authentic and varied sources of language, such as news, music, movies, or
blogs. Foreign language learning and teaching have undergone a significant paradigm shift as a
result of the research and experiences that have expanded the scientific and theoretical
knowledge base on how students learn and acquire a foreign language. Traditionally, learning a
foreign language was thought to be a ‘mimetic’ activity, a process that involved students
repeating or imitating new information. Grounded in behaviorist theories of learning and
structural linguistics, the quality and quantity of language and feedback were regarded as the
major determinants of language learning success.
TPR is an approach to teaching a second language, based on listening linked to physical
activities which are designed to reinforce comprehension. The method relies on the assumption
that when learning a second or additional language, that language is internalized through a
process of code-breaking similar to first language development.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
94
Students respond to commands that require physical movement. Successful second
language learning should be a parallel process to child first language acquisition.
Language is the vehicle required for effective human to-human interactions and yields a
better understanding of one’s own language and culture. Studying a language provides the
learner with the opportunity to gain linguistic and social knowledge and to know when, how, and
why to say what to whom National Standards in Foreign Language Education Project (NSFLEP)
(2014). Language scholars distinguish between the terms acquisition and learning: ‘acquisition’
refers to the process of learning first and second languages naturally, without formal instruction,
whereas ‘learning’ is reserved for the formal study of second or foreign languages in classroom
settings. Second language learning classrooms are common in most high schools and even in
some primary schools. Although second language has become somewhat of a norm in the high
school setting to some extent, research and resources available to those who teach the subject are
limited. While foreign language teachers are able to use general classroom practices to help
guide their instruction, specific, content-based practices for the topic are still disputed.
Language education may take place as a general school subject or in a specialized school.
There are many methods of teaching languages. Some have fallen into relative obscurity
and others are widely used: still others have a small following but offer useful insights. A
teaching method comprises the principles and methods used for instruction. Commonly used
teaching methods may include class participation, demonstration, recitation, or combinations of
these. The choice of an appropriate teaching method depends largely on the information or skill
that is being taught, it may also be influenced by the aptitude and enthusiasm of the students. For
effective teaching to take place, a good method must be adopted by a teacher. A teacher has
many options when choosing a style by which to teach. The teacher may write lesson plans of
their own, borrow plans from other teachers, search online or within books for lesson plans.
When deciding what teaching method to use a teacher needs to consider students"
background knowledge, environment, and learning goals. Teachers are aware that students learn
in different ways, but almost all children will respond well to praise. Students have different
ways of absorbing information and demonstrating their knowledge. Teachers often use
techniques which cater to multiple learning styles to help students retain information and
strengthen understanding. A variety of strategies and methods are used to ensure that all students
have equal opportunities to learn. The effectiveness of teaching method varies from person to
person and also from activity to activity. Teaching by making students do, read, listen all have
the transfer of information as their goal, but the information is transferred in very different ways
in each ease. Each has its benefits. In my own opinion, teaching by letting students do is the
method that works best for me. Teaching by making students do works because it gives a learner
first-hand experience.
The core effective practices for foreign language learning are:
1)“use target language for learning: students and teachers speak, listen, read, write, view,
and create in the target language 90% or more during classroom time: comprehensible input,
contexts, and interactions;
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
95
2) use authentic cultural resources: present interactive reading and listening
comprehension tasks using authentic cultural texts with appropriate scaffolding while promoting
interpretation;
3) design communicative activities: teachers design and carry out interpersonal
communication tasks for pairs, small groups, and whole class instruction;
4) plan with backward design model: instructors identify desired results then determine
acceptable evidence then plan learning experiences and instruction;
5) teach grammar as concept and use in context: students focus on meaning before form;
6) provide appropriate feedback: oral corrective feedback in speech or writing elicits
output beyond a simple yes or no response”.
Methodological changes follow each other within short periods of time. Even though the
majority of educational innovations end in failure positive effects can be expected from most of
them. But it is true that new methods do not appear al1 of a sudden or disconnected from the
world into which they are born. They overlap for some time with current methodological
practices. This 'incubation' period is a real test for new ideas: some of them pass the test, others
do not. Many discussions, arguments and counterarguments are exhibited in the process. But
sometimes what was considered a decisive gain against existing practices at a given moment,
proved to be wrong a few years later, and a new theory or method replaced it in its turn. Once
more? Where will the end lie? if there is to be one? The methods which prevail are usually those
that are best suited to the challenges, demands and needs of the time.
Emphasis on meaning and authenticity of communication appeal to many teachers and
learners of languages. After all, we use language for transmitting messages, which is content.
and association of meaning and language is perceived as close to reality. The problem is that the
transmission of meaning cannot be separated from the formal 'vehicle' through which it is
conveyed. The role of each one of those elements in communication and their mutual
relationships are at the root of a problem that has never been fully solved. Most methods are
heavily rooted in linguistic theories, theories of learning or theoretical assumptions on the nature
of linguistic communication. It would be unfair to study the communicative approach without
linking it to such names as Vygotsky (1962; 1978), Austin (1962) or Halliday (1973; 1978), or
Krashen (1983), among others. Greater use of qualitative and mixed methods investigating
students in their classrooms with special attention to cultural, situational, and longitudinal
contexts is needed and recommended. As foreign language research draws on related disciplines
(psychology, psycholinguistics, neurobiology, neurolinguistics, sociology, and linguistics) to
better explain conditions that lead to greater language proficiency and differential success among
foreign language learners, a deeper understanding of how languages are acquired and
consequently how they should be taught will be gained. Furthermore, as learning and teaching
innovations continue to be tested and researched, new insights will be gained that will influence
teaching practices globally. Best practices are a must for all teachers to educate students
effectively and efficiently.
Learning a foreign language is not only a cognitive task, but also a cultural and personal
adventure. You can enjoy the process by exploring the aspects of the language and culture that
fascinate you, such as history, literature, art, music, food, or customs.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
96
You can also enjoy the process by finding ways to make it fun and rewarding, such as
playing games, watching movies, listening to songs, or traveling.
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ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
97
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INVESTIGATING LEARNERS IN THEIR CLASSROOMS.
Academic research in
educational sciences
, (1), 579-587.
20.
Kaxorova, M. A. (2024). THE PHENOMENA OF WORD FORMATION IN LATIN AS
AN EXAMPLE OF CARDIOLOGICAL TERMS.
Academic research in educational
sciences
, (1), 483-488.
21.
Askaraliyevna, K. M. (2024). Essential Guidelines for Proficient Foreign Language
Learning.
Miasto Przyszłości
,
52
, 532-534.
22.
Ширинкулова, Ш. М., Кахарова, М. А., & Сайдуллаева, М. А. (2021). Инглиз ва ўзбек
тилларида луғатшуносликнинг шаклланиши.
23.
Juraev, A., Esanov, U., Kakhorova, M., Eshbaeva, N., & Nurmatova, F. (2021). Formation
of professional competence of future tourism specialists in English.
24.
Juraev, A., Eshbaeva, N., Esanov, F. N. U., & Kakhorova, M. (2022). Ausbildung der
beruflichen kompetenz von zukünftigen tourismusspezialisten in Englisch.
25.
Muxabbat, Q. (2023). OLIY TA’LIM TIZIMINING DARS MASHG ‘ULOTLARIDA
TA’LIM METODLARIDAN FOYDALANISH.
26.
Muxabbat, K. (2023). TERMINOLOGIK TADQIQOTLARNING ASOSIY YO
‘NALISHLARI.
Научный Фокус
,
1
(7), 79-84.
27.
Kaxarova, M. A. (2023). TERMINOLOGIYA SOHASIDA OLIB BORILAYOTGAN
ILMIY TADQIQOTLARNING AHAMIYATI VA VAZIFALARI.
Научный Фокус
,
1
(7),
74-78.
28.
Muxabbat, Q. (2023). ZAMONAVIY XORIJIY TILLARDA SINTETIK SO ‘Z
YASALISH HODISASI FRANSUZ TILIDAGI QO ‘SHIMCHA VA SO ‘ZLAR
MISOLIDA.
29.
Muxabbat, Q. (2023). OLIY TA’LIM TIZIMINING DARS MASHG ‘ULOTLARIDA
TA’LIM METODLARIDAN FOYDALANISH.
Новости образования: исследование в
XXI веке
,
2
(14), 398-401.
30.
Kakhorova, M. A. (2023). NUTRITION OF SURGICAL PATIENTS.
Modern Scientific
Research International Scientific Journal
,
1
(8), 172-180.
31.
Kakhorova, M. A. (2024). COMPREHENSIBLE INPUT AS THE MOST IMPORTANT
FACTOR ON LEARNING OTHER LANGUAGE.
World of Scientific news in
Science
,
2
(5), 272-280.
32.
Kakhorova, M. A. (2024). INTRODUCTION OF THE TPR APPROACH IN THE
CONTEXT OF INTENSIFYING LEARNING ACTIVITIES IN FOREIGN LANGUAGE
LESSONS.
World of Scientific news in Science
,
2
(3), 270-280.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
98
33.
Askaralievna, K. M. (2024). Effectiveness of Strategy-Based Instruction on Language
Learning.
International Journal of Formal Education
,
3
(3), 252-254.
34.
Kakhorova, M. A. (2024). COMPREHENSIBLE INPUT APPROACH AS AN
EFFECTIVE LANGUAGE TEACHING METHOD.
World of Scientific news in
Science
,
2
(3), 281-289.
35.
Kakhorova, M. A. (2024). LEARNING MEDICAL TERMINOLOGIES IS NOT AS
DIFFICULT AS IT SOUNDS.
