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Teaching english language through modern methods and
approaches
Nishanov Shavkat
1
, Suyunova G.
2
Jizzakh regional center of retraining and in-service training personnel of public education
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
15 January 2021
Accepted 20 January 2021
Available online
10 February 2021
The usage of innovative methods in educational institutions
has the potential not only to improve education, but also to
empower people, strengthen governance and galvanize the effort
to achieve the human development goal for the country. Recent
trends, methodologies and developments portray the vital role of
education sector in general with its internalization of the
education process, stress on quality above quantity, increase in
the adoption of technologies, necessity for professional talent.
This article presents the famous trends in the ELT that have been
used practically in recent times in the entire world with specific
reference to the trends prevalent during the previous decades.
2181-
1415/© 202
1 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:
Methods
Approach
New devices
ICT
Pedagogy
Learning process
Cooperative learning.
Ingliz tilini zamonaviy metod va yondashuvlar orqali o'qitish
ANNOTATSIYA
Kalit so‘zlar:
Metodlar
Yondashuv
Yangi qurilmalar
AKT
Pedagogika
O'quv jarayoni
Kooperativ ta'lim.
Ta'lim muassasalarida innovatsion usullardan foydalanish
nafaqat ta'limni takomillashtirishda, balki shuningdek insonlarning
imkoniyatlarini kengaytirishga, hamda mamlakatlar taraqqiyoti
uchun ham keng imkoniyatlar yaratadi. So'nggi ta’limdagi metod va
yondashuvlar ta'lim sohasini rivojlantirishga, uning sifatini
oshirishga,innovatsion texnologiyalarni o'zlashtirishga yordam
beradi. Ushbu maqola bu sohadagi
ilg’or
tendentsiyalar, metodlar
haqida bo’lib, unda so'nggi o’n yillikda butun dunyoda keng
qo'llanilayotgan
ELT(ingliz tilini o’qitish)
ilg’or metod va
yondashuvlari
keltirib o’tilgan.
1
Head of the Department of Language Teaching Methods in Jizzakh regional center of retraining and in-service
training personnel of public education, Jizzakh, Uzbekistan
E-mail:
2
Senior Teacher of the Department of Language Teaching Methods in Jizzakh regional center of retraining and in-
service training personnel of public education, Jizzakh, Uzbekistan
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
1 (2021) / ISSN 2181-1415
20
Обучение английскому языку с помощью современных
методов и подходов
АННОТАЦИЯ
Ключевые слова:
Методы
Подход
Новые устройства
ИКТ
Педагогика
Учебный процесс
Совместное обучение.
Использование
инновационных
методов
в
образовательных учреждениях может не только улучшить
образование, но и расширить возможности людей, укрепить
управление и активизировать усилия по достижению цели
человеческого развития в стране. Последние тенденции,
методологии и разработки отражают жизненно важную
роль сектора образования в целом с его интернализацией
образовательного процесса, упором на качество выше
количества,
увеличением
внедрения
технологий,
необходимостью в профессиональном таланте. В этой
статье представлены известные тенденции в ELT, которые
использовались практически в последнее время во всем
мире, с особым упором на тенденции, преобладавшие в
предыдущие десятилетия.
The innovation that the researcher talks in the paper certain both to methodology
and materials used in language teaching. Moreover, this article brings out the subtle
distinction between the scholarly perception of language as treated in research and
pedagogy. The argument advances as the paper proceeds with trends of education with
specific reference to the Indian scenario, methodologies adopted, the bygone methods, the
peer practice, the present trend, new teaching design, new devices, the need for change,
the ICT and English language. English language teaching has undergone tremendous
changes over the years, especially the last ten years.
Students are burdened with studying, learning and grasping the materials, and of
course, lectures with the collections of relevant information from prescribed texts. Many
career alternatives once regarded insignificant are gaining importance at present such as
communication skills, soft skills, technical skills, interpersonal skills, ICT literacy. The need
for chiseled graduates to merge successfully in the tough competition of survival in the
global market is in great demand nowadays. For this, a change in the trend especially the
teaching learning process of English language has to undergo a transition for the
betterment. Seasons change, fashions changes, attitudes of human beings change but it is
disheartening to note that in the last century English curriculum has hardly undergone any
change. There had been much of changes in the attitude of people as to what they perceive
to be a language. The history of foreign language has always been an important practical
concern. It was Latin which dominates various fields like education, commerce, religion
and government in the western world. In 16th Century French, Italian and English achieve
lot of importance as result of political changes in Europe. As the status of Latin language
from that of living language to teaching subject in school curriculum.
Basically, the teacher controls the instructional process, the content is delivered to
the entire class and the teacher tends to emphasize factual knowledge. In other words, the
teachers deliver the lecture content and the students listen to the lecture. Thus, the
learning mode trends to be passive and the learners play little part in their learning
process. It has been found in most universities by many teachers and students that the
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
1 (2021) / ISSN 2181-1415
21
conventional lecture approach in classroom is of limited effectiveness in both teaching and
learning. This method had stayed in practice for a good period of time due to its focus on
the functional use of English. But, still this method was marred with setbacks like there
were many issues with this method. It needed a lot of time, good budget and a small class
size. And even in some situations, it was not very useful.
These issues led to another Method that is called Audio-Lingual Method. The direct
method is natural method of teaching foreign language its makes use of Audio-Visual Aids.
The direct method originated in France in 1801. The direct method develops as a reaction
against GTM. Its basic principle is that pupils should think directly in foreign language. DM
is to teach language directly at aims to create direct bond between the word and meaning,
thought and expression.
It’s also improving the pupil’s pronunciation.
In 21st Century
there is rise of communicative methodology. Which emphasize real meaning
communication method than activity, topic and situations which are artificial and remote
from pupil’s lies.
Modern Trends of Teaching English. The process of English communication learning
will be more student-centered but less time consuming. Therefore, it promises that the
teaching quality will be improved and students applied English communication can be
effectively cultivated, meaning that students’ communicative competence will be further
developed. Language in education would ideally and ordinarily build on such naturally
acquired language ability, enriching it through the development of literacy into an
instrument for abstract thought and the acquisition of academic knowledge. Teachers use
a range of local texts or English translation of literature in the classroom. The use of
language as well as the use of a variety of accents in listening activities or tests is
encouraged in the English language classroom. With the proliferation of tablets and smart
phones, it is believed that textbooks will disappear in a few years. Furthermore, the access
to knowledge in terms of flexibility and mobility has changed drastically. Teaching in
English language classes focuses on fostering the students thinking as well as language
content, outcomes and learning activities. There are significant and complex student-
teacher interactions inside and outside the classroom. In a knowledge based society and
to remain competitive and employable, teachers are expected to engage in a continuous
professional development or the professional learning activities from the beginning to the
end of their careers. As with any other profession, teachers are also expected to assume a
greater responsibility for their own professional learning, continually developing their
knowledge and skills.
Across the world, information technology is dramatically altering the way student;
faculty and staff learn and work. As the demand for technology continues to rise, colleges
and universities are moving all sorts of student services, from laundry monitoring to snack
delivery online. Technology is also changing the classroom experience. In addition, tablet
PCs, compact computer that allow you to write notes directly onto the screen with a special
pen, replace the archaic projector. With the tablet technology allow professor to make
notes on charts and spreadsheets and send them directly to their student’s PCs. The
traditional method lays more emphasis on a teacher himself and is teacher centered.
Repetitive practice, mechanical drills and memorization are the hallmarks of the
traditional methods. Role of the teacher is to pertain to the long cherished traditional
notion that pedagogic principles depend on how articulately a teacher teaches. It is
imperative to understand the current trends and evaluative methods of the ELT. The
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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22
researchers believe that the ore objective of teaching is passing on the information or
knowledge to the minds of the students. Any method using computers or modifying the
existing conventional chalk-talk method are innovative if they ultimately serve the
attainment of core objective of teaching.
References
1. Current Trends in ELT by Yong Kim Journal of English Teaching. A Triannual
Publication on the Study of English Language Teaching. Vol. 1 Feb 2011.
2. Elley, Warwick. Conclusion: What have we Learned? International Journal of
Educational Research 35, pp.237-246. 2001.
3. Interactive Language Teaching, pp. 93-109. New York: Cambridge University
Press. 1987.
