Effective english language teaching techniques

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Кулахмедова, Г. (2022). Effective english language teaching techniques. Переводоведение: проблемы, решения и перспективы, (1), 445–446. извлечено от https://inlibrary.uz/index.php/translation_studies/article/view/6188
Гульнора Кулахмедова, Tashkent Financial Institute

Senior Lecturer of the Department of Foreign Languages

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Аннотация

Question formation is a basic part of teaching and learning English. However, we often focus on the ability to form the question properly and not as much on the quality of the information the question is seeking. Whether teaching English language learners or students who want to be English teachers, teachers need to carefully consider the intent of questions.


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EFFECTIVE ENGLISH LANGUAGE TEACHING TECHNIQUES

Qulaxmedova Gulnora Abduraximov

нa

TMI Chet tillar kafedrasi katta oqituvchisi


EFFECTIVE ENGLISH LANGUAGE TEACHING TECHNIIQUES
Question formation is a basic part of teaching and learning English. However,

we often focus on the ability to form the question properly and not as much on the
quality of the information the question is seeking. Whether teaching English language
learners or students who want to be English teachers, teachers need to carefully
consider the intent of questions.

If students are expected to provide simple factual information, a question such

as “What kind of pet do you have?” will elicit that information. However, if you want
your students to discuss their preferences for certain types of pets or the advantages
and disadvantages of different pets, then another type of question must be asked to
promote discussion

–in other words, a discussion question. The purpose of

discussion questions should be to guide and stimulate discussion, not just to acquire
information.

What makes a good discussion question? A question that results in a Yes/No

answer or one that elicits only factual information is not likely to promote discussion.
More fruitful are open- ended questions that elicit factual information as well as
opinions and differing perspectives.

Suppose your class is discussing environmental issues. One may pose the

question, “Do you recycle?” The appropriate answer of “Yes” or “No” stimulates no
discussion. The questioner could then add the qualifier, “Why or why not?” However,
this type of add-on still may not promote much discussion, especially with lower-level
or younger learners. The respondent might say, “Yes, I recycle because it’s the right
thing to do.” On the other hand, consider this question: “If you were going to design
a recycling public-

service poster for your city, what would you focus on, and why?”

With appropriate scaffolding, even upper

Because of the interactivity this technique encourages, it would be appropriate

for almost any type of class. The first step is to choose a topic that you would normally
use and present it in whatever way fits the topic and your class. The only criterion is
that the topic should be one that promotes discussion

–that is, a topic on which

students can express their opinions and perspectives.

Because of the interactivity this technique encourages,it would be appropriate

for almost any type of class. The first step is to choose a topic that you would normally
use and present it in whatever way fits the topic and your class. The only criterion is
that the topic should be one that promotes discussion that is,a topic on which
students can express their opinions and perspectives.

Next, divide the students into an even number of groups. The ideal group size

for this activity is four students. The group will have two identities: in Part 1 of the
activity, they will be Group 1; in Part 2, they will be Group 2. As Group 1,.students
write three open- ended discussion questions about the topic the class has been
studying. Once students have completed this task, they give the questions to another


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group (Group 2). Although I prepared a handout (see the sample at the end of this
article) and gave a copy to each group, students could just as easily prepare this
activity themselves using notebook paper.

As Group 2, students orally respond to the questions they received. Tell them

not to write their answers, but to read the questions aloud and discuss them as they
would in a small- group discussion.

Next, tell groups to write a critique of each question. Ask students:
• Did the question stimulate much discussion? Why? Why not?
• How could the question be improved to be a better discussion question?
You might want to write these questions on the board.
Between Yes/No questions and open-ended questions, along with

observations about how the latter promote more discussion. Conclude by having
students summarize the characteristics of effective discussion questions. You might
want to list those characteristics on the board

This multistep technique engages students in authentic discussion at several

levels and uses a variety of language skills and functions. Because of the technique’s
simplicity, it could be used with almost any age and level of student, except very
young learners and beginners. To start off, students have to be familiar enough with
the topic to be able to develop their questions; that may require them to read about
or do research on the topic and to discuss it with classmates. Or, students can
develop questions about a topic the class has recently studied.

Writing the questions will provide opportunity for discussion about how to

properly phrase them. As students answer another group’s questions, they are
discussing the topic again, perhaps from a different perspective than they did
originally because each group will approach the topic differently. Then as students
analyse, discuss and write about the quality of the question they have to use
appropriate language to explain the strength and weakness of each question.

Finally, the whole-class discussion about the most effective questions and

suggestions for improving weaker questions promotes speaking about the topic using
relevant vocabulary; it also engages students in the functions of comparing and
contrasting the various questions, making suggestions, and perhaps agreeing and
disagreeing. These are all skills and functions that students at the upper

– beginner

level and beyond can manage and continue to develop.

REFERENCES:

1. Polat E.S. The method of projects in foreign language lessons // Inostr.

languages at school.

– 2000. № 2–3.

2. New pedagogical and information technologies in the education system

/

Новые педагогические и информационные технологии в системе образования

/ E.S. Polat.

– М.: Publishing Center "Academy". 2000.

3. E.S. Polat. Training in collaboration // Inostr. languages at school.

– 2000. № 1.

4. Galskova N.D. Modern methodology of teaching foreign languages

Современная методика обучения иностранным языкам. – М: АРКТИ, 2004.

5. Education in Russia for citizens of Uzbekistan. /

Обучение в России для

граждан Узбекистана. [Education in Russia for citizens of Uzbekistan] [Online]
available

at:

https://studyinrussia.ru/actual

/articles/obuchenie-v-rossii-dlya-

grazhdan-uzbekistana/ (date of access: October 29, 2018) (in Russ.), 2017.

Библиографические ссылки

Polat E.S. The method of projects in foreign language lessons // Inostr. languages at school. - 2000. № 2-3.

New pedagogical and information technologies in the education system /Новые педагогические и информационные технологии в системе образования / E.S. Polat. - М.: Publishing Center "Academy". 2000.

E.S. Polat. Training in collaboration // Inostr. languages at school. - 2000. № 1.

Galskova N.D. Modern methodology of teaching foreign languages Современная методика обучения иностранным языкам. - М: АРКТИ, 2004.

Education in Russia for citizens of Uzbekistan. / Обучение в России для граждан Узбекистана. [Education in Russia for citizens of Uzbekistan] [Online] available at: https://studyinrussia.ru/actual /articles/obuchenie-v-rossii-dlya-grazhdan-uzbekistana/ (date of access: October 29, 2018) (in Russ.), 2017.

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