Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Effective methods of teaching for learners of English
Aziza ZARIPOVA
1
Samarkand State Institute of Foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received June 2021
Received in revised form
20 June 2021
Accepted 15 July 2021
Available online
15 August 2021
This article is dedicated to help readers to make teaching
more effective, by attending to learning and the inner mental
world of the learner, and by then understanding how classroom
activities and teacher decisions can create or limit, children’s
opportunities for learning. It is about how to teach students and
learners with the help of some helpful methods and exercises, by
mentioning many intricacies, obscure rules, and exceptions.
From an instructional view point, creating a meaningful context
for language use it another advantage that games present. By
using games, teachers can create contexts with enable
unconscious learning because learners’ attention is on the
message, not on the language. Therefore, when they completely
focus on a game as an activity, children acquire language in the
same way that they acquire their mother tongue, that is, without
being aware of it.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
game,
method,
teaching foreign language to
children,
activity,
benefit,
grammar,
interactive teaching,
diagramming sentences,
practice and Consciousness-
Raising.
Ingliz tilini o‘rganuvchilar uchun o‘qitishning samarali usullari
ANNOTATSIYA
Kalit so‘zlar:
o‘yin,
metod,
bolalarga chet tilini
o‘rgatish,
faoliyat,
foyda,
grammatika,
interaktiv o‘qitish,
jumlalarni sxematik tuzish,
amaliyot va ongni oshirish.
Ushbu maqola o‘quvchining aqliy dunyosini jalb qilish orqali
o‘qitish samaradorligini yanada oshirish shuningdek, sinf
faoliyati, o‘qituvchining darsni qanday olib borishi bolalarning
bilim olish imkoniyatlarini qanday ko‘tarishi yoki cheklashi
mumkinligi nuqtai nazaridan yordam berishga bag‘ishlangan.
Maqolada ko‘plab murakkabliklar, noaniq qoidalar va istisnolar
aytilib, talabalar va o‘quvchilarni yangi foydali usullar va mashq-
lar yordamida yanada natijaliroq tilni o‘rgatish haqida aytib
o‘tilgan. Til o‘rgatish uchun mazmunli kontekstlardan foyda-
lanish ko‘p qo‘llaniladigan usullardan ekanligi ma’lum, bunda
o‘yinlardan foydalangan holda ba’zi o‘qituvchilar tushunarsiz
1
Lecturer, Samarkand State Institute of Foreign languages, Samarkand, Uzbekistan.
E-mail: zaripovaaziza23@gmail.com.
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ravishda o‘rganish imkoniyatini beruvchi kontekstlarni yaratishi
mumkin, natijada, o‘quvchilarning diqqat-e’tiborlari tilga emas,
balki xabarga qaratiladi, shuning uchun ular o‘yinga mashg‘ulot
sifatida to‘liq e’tibor qaratganlarida, o‘rganuvchilar o‘zlari bil-
ganlari singari tilga ega bo‘ladilar, ammo grammatika mustasno
bo‘lib qoladi. Maqolada shu kabi muammolarga alohida urg‘u
berib o‘tilgan.
Эффективные методы обучения изучающих английский
язык
АННОТАЦИЯ
Ключевые слова:
игра,
метод,
обучение детей
иностранному языку,
деятельность,
польза,
грамматика,
интерактивное обучение,
построение предложений
в виде диаграмм,
практика и повышение
сознания.
Эта статья направлена на дальнейшее повышение
эффективности
обучения
за
счет
вовлечения
интеллектуального мира ученика, а также на то, чтобы
помочь с точки зрения классной деятельности, тому, как
учитель проводит урок и как это может увеличить или
ограничить возможности обучения детей. В статье
упоминается множество сложностей, расплывчатых правил
и исключений, а также обсуждается, как более эффективно
обучать студентов, используя новые полезные методы и
упражнения.
Хорошо
известно,
что
использование
осмысленных контекстов для обучения языку является
одним из наиболее часто используемых методов, при
котором некоторые учителя используют игры для создания
контекстов, которые позволяют учиться подобным
образом. Их выбор сосредоточен на сообщении, а не язык,
поэтому, когда они полностью сосредотачиваются на игре
как упражнении, учащиеся усваивают язык таким, каким
они его знают, но грамматика является исключением.
Статья посвящена схожим вопросам.
Grammar of English language is partially complicated for not only native but also for
second-language speakers and learners. There are plenty of obscure rules, exceptions and
intricacies which comes as no doubt that various generation of teachers have experienced
during their life time to literate writers of English language. In today’s society, literacy is
highly valued, and it is willing to adapt to more effective methods of teaching grammar [4].
Interactive teaching:
Incorporating games into lesson plans is another method of effectively teaching
grammar. These teach grammar and help students retain what they have learned.
Becoming an independent reader, like improving in football or in playing the piano,
requires practice. Encourage students to choose books they’re interested in reading –
books that are easy and enjoyable, just like the materials you read for pleasure, on vacation,
and in your spare time. This practice can build stamina and the ability to focus and
concentrate, as well as enlarge students’ vocabularies and background knowledge. This
method allows educators to tailor their content to students with different learning styles.
As time goes by, many methods of teaching grammar have been developed and have been
abandoned by some, combined by others, all with the aim of teaching students to converse
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effectively with one another in English. The grammatical complexities of English make
each method affect learning abilities differently. Some lessons are easier to learn than
others, while some may require more explanation or practice Whatever method of
teaching grammar is employed, a well-rounded understanding of English grammar is the
most important factor in improving literacy in students.
Diagramming sentences:
In the early part of the 19th century, diagramming sentences, one of the oldest
methods of teaching grammar, was invented. Through this method, students visually map
the structure and relationships between different parts of a sentence. The method is
especially helpful for visual learners, but it virtually disappeared from modern instruction
at least thirty years ago. A variety of diagramming approaches are available to visualize
sentences, ranging from the Reed-Kellogg system to dependency grammar, and all
illustrate how the rules of grammar relate to one another. Diagramming sentences
regained a small pop-culture influence in the form of famous openings in print and
websites that allow you to diagram every sentence to your heart’s content.
Cognitive Code Approach:
In Cognitive Approach, to begin with the linguistic use rules are displayed and after
that the learners are uncovered to cases of structures from which the learners may initiate
the learning standards on them possess. Besides, syntactic blunders are considered
inescapable, which are adjusted through self-correction exercises [5].
Practice and Consciousness-Raising:
For most instructors of English, the need of instructing linguistic use is to help
learners to internalize the structures/rules of dialect, instructed in such a way that they
can be used for communication both composed and talked (Ellis, 2002). For this reason,
the two terms hone and consciousness-raising are vital to characterize in this paper since
they play a critical play in successful grammar instructing, particularly within the case of
EFL.
Practice
1.
a particular linguistic highlight is disconnected for centered attention;
2.
the learners are required to deliver sentences or explanations comprising the
targeted highlight;
3.
there is desire that the learners will perform the linguistic feature correctly;
4.
the learners will be given with openings for reiteration of the targeted feature [6].
What the English offices ought to do is to allow distant more time and vitality to the
instructing of English dialect and concentrate on planning dialect instructors. In the event
that we need way better educating of English dialect and its utilize, we must get ready more
competent dialect instructors since as it were they can bring the alter and make strides the
quality of English dialect instructed and utilized accurately by the learners.
A game is a structured form of play, usually undertaken for entertainment or fun,
and mostly used as an educational tool. Key components of games are goals, rules,
interactions and challenge. All games generally involve mental or physical stimulation, and
often both. Many games help develop practical skills and physical skills. Also playing games
requires learners to pay great attention to detail. As game can move quickly when playing
a game, a learner needs to be attentive. This attentiveness when playing a game can help
learners to stay focused on other tasks in the classroom throughout the day.
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The most effective way to learn foreign languages without boredom, using mental
and physical activity, is a game. So now we have to ask ourselves why we should not use
such a reliable method. Our answer is that if we aim to accomplish something in life, then
we must take steps to achieve it and build a path that leads to a goal for ourselves. Today
we aim to teach foreign languages to young learners through games to achieve this goal we
use a variety of methods. Games provide so many benefits for people of all interests and
abilities. Children especially love playing games and these activities provides such a great
opportunity for them to practice so many skills. Taking this opportunity, we teach foreign
languages to young learners as well.
First we need to know how games effect young language learners and what
opportunities they provide. Together we will list how useful games are for children.
1.
Helps with fast strategic thinking and problem-solving.
2.
Increase a child’s memory capacity.
3.
Develops hand-eye coordination.
4.
Beneficial specifically for children with attention disorders.
5.
Increase confidence.
6.
Improve mental health.
7.
Give motivation.
8.
Make learners more optimistic toward life.
9.
Increase children’s creativity and promotes.
10.
Develops speaking and listening skills [1: P. 5].
We briefed young foreign language learners on the benefits and opportunities of
games. Never the less, we felt it appropriate to share with you an insight into the most
important benefits and opportunities. We know playing games in the classroom or
anywhere is always fun. Because when playing a game, endorphins are produced that
stimulate the brain and gives pupils a feeling of euphoria. This feeling of euphoria creates
a great sense of happiness and excitement for pupils in the classroom, developing a
positive learning. So, playing games in the classroom increases class cooperation, in these
games can also be used as a team-building exercise. In this way, pupils learn how to take
turns, build respect, listen to others and play fairly [3].
We will reveal a secret to those who know that their child’s interest in learning a
language has died down and do not know why. In this lesson having to answer questions
on a worksheet or produce a page of text can be quite daunting and stressful for some
pupils. It can also create a negative perception of a child’s learning environment. As an
alternative to worksheets, games can be used as a less stressful way for child’s to
demonstrate their knowledge, skill and understanding of a topic. Being less stressed will
help children to have more positive perception of their learning environment and also give
a true indication of their own learning.
Now that we realize the importance of games to foreign languages learners, the next
step is to apply them within the classroom. When we researching games to use as
classroom activities, it is easy to see a correlation between popular children’s games and
the adapted classroom version. All creative teachers will find that almost any game can be
adjusted to suit the needs of a lesson. So in this time teachers should be careful about
choosing games if they want to make them advantageous.
Firstly, the teacher should decide on the purpose of a game. A game may seem
appropriate and useful. However, when its value is considered from the view point of
foreign languages teaching, it may have little or no purpose. So considering the level of the
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game is equally important while choosing game. In this case teachers must decide whether
the level of the game fits young learners’ language level because games may become
difficult when it is beyond the young learners’ level or it may become boring when learners
find it too easy to carry on it. Then we recommend fun games for young learners. They
include the following games: Role play games/dramas, sorting, ordering or arranging
games, matching games, labelling games, exchanging games, board games, guessing games
and the others.
To sum up, Games are pupil-focused activities requiring active involvement of
learners. In Crookall’s opinion, learners and teachers change their roles and relations
through games and learners are encouraged to take active role in their language learning
process. As a result, a lot of games provide learners with a chance to direct their own
learning. Improving students’ reading skills can be challenging. However, this can develop
the reading expertise needed for becoming productive, contributing members of their
community and the world. Students’ success in reading and learning will show them the
value of setting reasonable goals and meeting them through hard work, as well as give
them the incentive to strive and achieve for the rest of their lives. As mentioned above, a
number of recommendations go through the pedagogical and psychological processes that
every parent should take into account and pay attention to when choosing a book. As a
child grows older, his worldview expands under the influence of rapidly evolving
innovations in books and information technology. Parents are the first foundation in the
interest in reading, and in the preschool period, if the child reads the book according to the
interests of the child, inspires him with love, tells him what the book is, its secrets, The
child’s interest in books expands and the desire to read books is formed. There is no doubt
that by regularly monitoring the student’s interest, giving him the opportunity to read a
book, and supporting him, the student’s desire to read will become stronger and the reader
will become a reader. Regular reading has a positive effect on the student’s mastery of
other subjects. In order to nurture and develop the child’s mind in the spirit of our values
in this period of rapid development of modern technologies, it is necessary to strengthen
their love for books. From an instructional view point, creating a meaningful context for
language use it another advantage that games present. By using games, teachers can create
contexts with enable unconscious learning because learners’ attention is on the message,
not on the language. Therefore, when they completely focus on a game as an activity,
children acquire language in the same way that they acquire their mother tongue, that is,
without being aware of it.
REFERENCES:
1.
Games and activities for the language learners. Carrier M. & the Centre for British
Teachers. (1985). – P. 5.
2.
Games for children, Lewis G. & Bedson G. (1999). – P. 2.
3.
Action games, Teaching very young children, Richmond Publishing, (1998).
Chapter 5.
4.
https://www.inklyo.com/methods-of-teaching-grammar/.
5.
https://www.researchgate.net/publication/342232140_Effective_Ways_of_Teac
hing_Grammar_in_Second_Language_Classroom.
6.
http://education.waikato.ac.nz/research/files/etpc/2006v5n1nar1.pdf.
7.
www.teachthought.com.
