0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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ADVANTAGES AND DISADVANTAGES OF USING MODERN METHODS
IN TEACHING ENGLISH
Ruxshona Murod kizi Muradova
Chirchiq davlat pedagogika universiteti MG'T 21-2 Talabasi
Axmad Sabijonovich Baisov
Chirchiq davlat pedagogika universiteti Fakultetlararo chet tillar kafedrasi o'qituvchisi Email: baisov94@list.ru
ANNOTATION:
This article is devoted to identify problems of teaching process connected with modern methods in English and determine significance of using them.
Keywords: modern methods, problems, effectiveness, acquisition, teaching, interaction, aspect, ability, foreign language.
Language came into life as a means of communication. When we speak about teaching a foreign language, we should talk about some different teaching interactive methods of EFL and their useful activities for teaching speaking, writing, listening and reading skills. Since, Uzbekistan became an Independent Republic, the government sets up a great deal of attention on learning and teaching foreign languages. On December 10, 2012 our first President of the Republic of Uzbekistan Islam Karimov signed a decree "On measures to further improve foreign language learning system" 19 "The main objective of all our reforms in the field of education is individual. Therefore, the task of education, the task of raising up a new generation capable of national renaissance will remain the prerogative of the state and constitute a priority. For this, the power of foreign languages also must work in new generation's mind..." the first President of our government said. Therefore, new approaches in the system of education also influenced on the learning and teaching of foreign languages, as language is the major factor of person's development. Today's language classrooms are vastly different from that of the mid to late- 20 th century. The focus on language education in the 21 st century is no longer on grammar, memorization, and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Traditional notions of education are giving way to newer, more innovative ways of thinking about how we learn, teach, and acquire knowledge. Currently, the reasons for learning and teaching English is
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
spreading through the world as well as in all fields. Gaining knowledge and consolidating the English language generates essential outcomes mostly in the development of educational system, politics and building commercial relationships with other countries. Obviously, we address various modern methods in order to learn or teach English effectively as well as easily. So we should know ways and strategies how to utilize these methods and with what approaches we can upgrade the process of practicing with English. In fact, new methods play a profound role in improving students' acquisition of foreign language efficiently. So, how does these methods affect the quality of foreign language awareness? What kind of strong and weak points does it have? Are teachers utilizing appropriate methods and how do they affect teaching or learning system?
As we know, from the past time most teachers use traditional approaches by outlining the topic in structured ways by giving their own instructions to the students and students have no new information outside the lessons. By this way, students have few opportunities to experience or apply new knowledge in real life situations. This is known as a teacher-centered approach. It is believed that so as to avoid insufficient methods or approaches, innovative methods are considered to be the most significant aspect in showing students' abilities in several skills such as speaking, reading, writing, listening, critical thinking and guessing by characterizing as employing a student-centered approach. For this purpose, currently modern teachers utilize contemporary interactive approaches such as Communicative Language Teaching (CLT), Project Based Learning (PBL), Task Based Learning (TBL), Total Physical Response (TPR), Grammar Translation Learning(GTL)and so on. But when it comes to the use of the above mentioned methods it requires us to be very attentive. However, some teachers put these approaches into practice not taking their capacities, ages and levels into consideration in the learning process. Take an example of the CLT method, the most commonly acknowledged approach must be used to teach adults, so it is not necessarily appropriate for teaching children especially in overcrowded classrooms attentively. TPR method is aimed to teach children owing to its advantages for children's obtaining lessons smoothly while they experience or fulfill physical actions. On the other hand, the content of teaching or learning should comprise of not only their ages or levels, but also learners' learning styles such as visual, audial, kinesthetic and others. Perhaps the most important and most complex of the policy decisions impacting on the classroom concerns the pedagogic approach recommended by governments for teaching English to young learners. As scientists notes, governments intervene in approaches to language teaching when there is a perceived problem in current teaching methods. A change in approach is often seen as panacea, with little
April 23-24, 2024
642
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiq^avlat^edagogika^niveriiteii
or no consideration for the complex factors involved in what is often a radical change. Thus, in response to the perceived global demand for communication in English, and to the persistence of the grammar-translation method in secondary schools, the new primary English curriculum in South Korea, in line with many other countries, has emphasized communicative competence.
A more recent development has been the promotion in some countries, such as South Korea, China and Taiwan, of technological support and multi-media packages, in the belief that these can go some way towards compensating for the lack of qualified teachers or their low language proficiency. According to a report that the South Korean teacher in their study used a package centered on a video which modelled all the language, together with a course book and teacher's manual which gave a detailed guide to implementation. describe it as "a complete kit, usable by teachers with limited English". A number of other writers have also argued that such resources can offer much support to teachers although there is evidence that materials alone may have little or no effect on changing teaching practices, unless adequate training is also offered. In conclusion, at present time, because of developing educational system in most countries every foreign language learner is engaged in learning English language as a second language for different purposes such as for specific, academic and occupational purposes and as we know they have various capacities in learning or practicing something. Furthermore, we should have a tendency as well as abilities for choosing appropriate methods, techniques, materials and so on while we are transferring our knowledge to English or any foreign language learners.
REFERENCES
1. Brooks-Lewis, K.A. (2009). Adult learners' perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216235.
2. Garton.S.(2013) Unresolved Issues and New Challenges in Teaching English to Young Learners Aston University, Birmingham, UK, No 3.
3. Varela M.C. (2010). Current Issues in English Language Teaching. Cambridge Scholars Publishing.
4. Eaton, S. E. (2010). Global trends in language learning in the twenty-first century. Calgary, Canada: Onate Press.
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