ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
109
INSTRUCTIONAL METHODS FOR LANGUAGE CLASSROOM
Khusnida Abduganiyeva
Namangan State University
https://doi.org/10.5281/zenodo.13904138
Abstract:
This article highlights effective teaching methods which can provide students
with opportunities to enhance their English skills (listening, speaking, writing and reading) and
develop their learning strategies on my teaching experiences.
Key words:
pupils, language skills, reading, writing, speaking, listening, activity, English
Аннотация:
В этой статье освещаются эффективные методы обучения, которые
могут предоставить учащимся возможность улучшить свои навыки английского языка
(аудирование, разговорная речь, письмо и чтение) и разработать свои стратегии
обучения на основе моего опыта преподавания.
Ключевые слова:
учащиеся, языковые навыки, чтение, письмо, говорение,
аудирование, деятельность, английский язык.
Once, Richards (2003) noted that English is the language of globalization. International
communication, commerce and trade, media and pop culture, and it affects people's motivation
learn. English is no longer a property English speaking but international world Products
sometimes called Global English or English As an international language. During the teaching
period, I have learned different methods and teaching rules to work with students, because
every students have different background English knowledge and different levels. My pupils,
all of them similar ages 12 and 13 and all of them have been studying together in a group and
all of my students are L2 learners. But their levels are different based on their backgrounds,
some of them go to English courses after the lesson to enhance their English skills (listening,
speaking, writing and reading). So my students level were beginner, when they started learn
English language with me, after 7 months later, I took them test according to ALTE (The
Association of Language Testers in Europe)language test. However, after studying effective
teaching ways nearly 7 months, their level increased to B1 level. In terms of speaking and
listening, they can express their emotions and ideas in limited way, of course, my students have
some problems using past tenses to describe past events, when they should describe story or
event always my learners use past –ed verbs, not able to use used To Form to express their
opinions and they have some problems with fluency during their speech.
Richard (2003) mentioned that” Speaking has always been a major focus of language
teaching, however both the nature of speaking skills as well as approaches to teaching them
have undergone a major shift in thinking in recent years”(p.2) When it comes to listening skill,
my learners struggle with listening comprehension, when they should find right answer from
multiple choice questions, they can find hardly only 2 right answers out of 6 multiple questions.
Thompson (2004) noted” listening scholars remind us that students spend more time listening
as a way to learn than they do using any of the other communication abilities, yet few have
opportunities at the undergraduate level to develop listening as a fundamental ability for
learning”(p.226).
In terms of reading and writing, they faced to some mistakes to find words which is given
reading task gap filling form, my learners struggle to find location which information is given
in the reading passage. Another weakness side that they can’t link ideas and opinions each
ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
110
other, they have issue with comprehension. When it comes to writing, their ideas are somehow
not linked to each other, they couldn’t explain their opinions briefly when they are writing a
narrative story.
Reading Activity Outline
Topic
Working with newspaper reading
Objectives:
To develop reading comprehension
To improve reading details
Students will be able to discuss the news and to understand the
meaning of reading passage
Learning and working with grammar and vocabulary by the help of
reading task.
To acquire phrase, some idioms and collocations from the activity.
Instructions:
Before starting the activity, teacher will divided the class into 3
groups.
teacher printed reading passage to give students before starting
Teacher give directions and instructions to read
One the same reading will be given to each groups.
There are 2 minutes to fill in specific data from the text.
3 minutes will be given to find vocabulary, idioms and collocations.
Students should make 7 questions based on the reading.(matching,
gap filling, multiple choice question and etc.)
after 5 minutes each group should exchange their questions paper.
All of the students have to find right answers from each question
paper.
Skills:
reading comprehension, good at finding specific data, critical
thinking.
Recommendation:
Before starting this activity, to do brainstorm and gathering ideas
according to the text title
To think background knowledge based on the text.
From this activity, students can take an advantage not only to enhance their reading skills,
but also they can also develop their comprehension ability with working group members
together. As Richards (2003) noted that “Pair and group activities predominate in the
classroom” (p. 17).By the help of the activity, Students will be able to work on the question
types, reading and finding answers will give the chance to improve their reading
comprehension, when learners read newspaper vocabulary and ideas, they have to think or
search the words another meaning which is far from first meaning. The information push the
students to think critical or find exact meaning based on the context. From this reading activity,
my pupils accommodate their needs’ for improving their reading comprehension, because the
main issue that they struggle with linking ideas to each other and my pupils have lack of reading
comprehension. According to Lee (2013), inference is an essential element in reading
comprehension in that such an engagement must be present whenever literal comprehension
ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
111
takes place”(p.3).It is effective and interesting task for my learners, since they can easily bored
to read and only find answers from the reading passage.
Writing task
Topic
Write Invitation Card
Objectives:
Students will be able to use and write adjectives and their own
words
Students will learn grammar tense “Will’’form
Using specific vocabularies
To enhance creative skill by decorating and writing Initiation card
Instructions:
Teacher explains future tenses clearly
Teacher write 3 sentences according to will form
Teacher write an example invitation card to explain how write it.
Teacher write some questions on the blackboard.
1.When do you celebrate your party?
2.Who will come your party?
3.what will you do this party and etc.
Skills:
writing skill, comprehensible ability, vocabulary, grammar,
creativity ability
Recommendation:
Before starting this activity, students should review their previous
lessons and grammar structures
To memorize vocabulary based on previous lessons
This writing activity gives students the opportunity to improve their writing skills and
creativity. So my pupils can develop their analytical skills while writing and reading initiation
cards. To do this writing activity, students need to know what the future tenses are and know
important vocabulary from the invitation form. I draw and draw info graphics on the
blackboard to make writing easier. As Maamuujav, et. al (2019), stated that “utilizing an info
graphic as a communicative and procedural tool allows students to engage in deeper thinking
and planning in the early stage of their writing and enables teacher to provide targeted support,
feedback, and scaffolding during the initial drafting process” (p. 10).
With the help of this method, my students write anything easily without
misunderstanding, also writing invitation card will help them to write their opinions and ideas
and they learn link their two ideas to express correctly.
References:
1.
CEFR: https://www.cambridgeenglish.org/exams-and-tests/cefr/ (see “Read about
ALTE and the Can-Do statementsLinks to an external site.”) [CEFR comes from Europe but it
used in many part of the world for adult learners and also in K–12 settings]
2.
Eskey, D. (2011). Reading and Teaching of L2 Reading. TESOL JOURNAL. Vol: 11, No 1.
3.
Lee, Ch. H. (2013). Thinking Matters Inferencing in ESL Reading Lesson. TESOL
JOURNALFeature Articles. DOI: 10.1002/tesj.75
ILM-FAN VA INNOVATSIYA
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/si
112
4.
Maamuujav, U., Krishnan, J., Collins, P. (2019)The utility of infographics in L2 writing
classes: A practical strategy to scaffold writing development. Conceptual or Theoretical Feature
Article. TESOL Journal.
https://doi.org/10.1002/tesj.484
5.
Richards, Jack. C. 2003. Current Trends in Teaching Listening and Speaking. URL:
www.oup.com/elt. OXFORD University Press.
