0DIFFICULTIES ECOUNTERED IN TEACHING GENERAL SECONDARY
EDUCATION STUDENTS TO SPEAK
Rustamjon Abdurahimovich Abdug'apporov
Chirchik State Pedagogical University, Faculty of Tourism, Foreign language and literature 3rd year student rustamj onabdugopporov30@gmail .com Scientific supervisor: Dilafruz Razzakberdiyevna Umarova
ABSTRACT
This study looked at the obstacles and difficulties secondary school English language teachers confront. The purpose of this research study is to determine the resources that are available for teaching English at the secondary level, to learn about the challenges that secondary school English language teachers face, and to investigate the pedagogy that secondary school English language teachers use. The descriptive survey research was used in the study. 120 English language instructors were chosen at random from 60 schools to participate in the study's sampling.
Keywords: Teaching, English Language, Secondary Teachers, Problems
English is recognized as one of the most important languages in the world. There are several reasons why English is important. One of the reasons is that many countries have English as their first language. English is the national language of 104 countries. English is used for travel and business even in countries where it is not the official language. For these purposes, English is used in most countries. English is the main corporate dialect. English is the primary language of the United Nations. English is the main language used by airlines and airports. Speaking English is a requirement for all flight attendants who operate worldwide. There are other types of English, such as American, British, and Canadian English.Dialects are variations in the native tongue spoken by the people living there. People could have a preferred phrase that they use in one context but not in another for a certain item. For example, in Britain, the building housing a movie theater is called a cinema. In America, it's called a theater. This is just a different way of saying the same thing. The English phrases "theater" and "cinema," which can both be used to refer to a place where movies are shown, are suitable. It's important to remember that learning any style of English is helpful. There's no better translation into English. There are only unique ones.
According to some, English is the language with the greatest importance in the world and has both communicative and educational value. As the "Lingua Franca" of
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all nations or the language used for the convenience of the world, it is one of the most widely spoken languages in use today. The majority of the world's knowledge is thought to be preserved in English. "The biggest proportion of inhabitants in the entire globe is proficient in English for historical, political, and economic reasons." (Doctor K. T. Bhatia). The majority of software and computer operating systems are now written in English thanks to the IT Revolution. English is well known for its expressiveness as well as for its extensive and varied literature.
Some claim that English is the most significant language in the world, having educational and communicative significance. It is one of the most commonly spoken languages in use today and is referred to as the "Lingua Franca" of all nations or the language used for global convenience. It is believed that most of the world's information has been retained in English. "The biggest proportion of inhabitants in the entire globe is proficient in English for historical, political, and economic reasons." (Bhatia, Doctor K. T.). Because of the IT Revolution, most software and computer operating systems are now written in English. English literature is renowned for its breadth and diversity, as well as for its expressiveness.
Australian poet Peter Porter provided the following in a welcome poem for a global conference that was published in the Times Literary Supplement on February 28:
Through language, a kid can explore the far past, understand the present, and go into the next stage of development." As the British Empire grew, English became the dominant language for information, knowledge, and communication. In many Asian and African countries, English has supplanted other languages as the official language. For historical, political, and economic reasons, the majority of people on the planet speak or read English; nevertheless, it's also probable that some of its universal appeal stems from the qualities and features that it possesses natively. That's what Wren C.L. (1977) says. Wren C.L. (1977) listed the following as the essential characteristics of the English language:
A. The remarkable flexibility and openness of heterogeneity—the different ease and openness with which it has taken in knowledge from all across the world and blended it to create new aspects of its own.
B. Its clarity and inflexion make it convenient to see how the words in a phrase relate to one another.
C. In languages whose word forms are retained according to their relationship to the meaning of the phrase, the order of terms is usually quite constant. In place of the flexibility offered by the hierarchy of inflexions is a secured word arrangement based on the sentence's objective. These qualities have contributed to English's ex-
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pansion as a world language.
In Indian minds, speaking English implies intelligence, diversity of culture, and higher education [Supriya Bhandari]. India's vast diversity of racial backgrounds and ethnicities makes language learning a whole different experience. The nation's administration decided on a three-language system, with English being one of the dialects since it offers a workable solution to the linguistic variety of the nation. The relevance of English in the present life of any Indian and the country's educational system can only be ascertained after examining the role that English has previously played in India.
The early 1800s is when this educational system initially emerged. In 1835, Lord Macaulay gave a speech in favor of English education. He made a point of saying that he wanted to create a class of people who were English in morals, taste, opinion, and intellect but Indian in blood and color. Physician K. T. Bhatia Thus, he introduced English as the new medium of instruction in India. And over time, English progressively replaced Hindi as the official language of administration in India. India's linguistic states allowed it to blend in with Indian administration quite rapidly. Many people took advantage of the opportunity to learn English because, during British rule, it was the language of instruction in India.
When Lord Harding proclaimed in 1844 that businesses would favor persons who had obtained an education from English schools, the impending educational agenda was further established. Due to the intense interest that a select group of prominent educators and social reformers showed in English instruction, this language quickly became quite popular. As a result, English became increasingly prominent as a language of teaching, while traditional Indian languages were relegated to the background.
The Status of English Prior to Independence
English held sway over the dialect. It functioned as the language of the courts and the administration. It functioned as the community's taught classes' common language. Prior to independence, English was the main medium of instruction in India's elite universities. English was given pride of place in the high school and college curricula. The saying that was popular at the time was, "The time devoted to English was time provided to exceptional education."
English position upon independence.
Following India's independence, attempts were made to designate Hindi as the official language of the nation instead of English. Nonetheless, there were differences of opinion among the important leaders of the day. Both Tagore and Mahatma Gandhi emphasized the importance of mother tongue as the ideal medium of learning. Vi-
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sionary leaders like the first prime minister, Pandit Jawaharlal Nehru, and the first minister of education, Maulana Abdul Kalam Azad, felt that eliminating English would be akin to "throwing out the baby with the bath water" and seriously damage the work of over a century after India gained independence from the British Empire in 1947 [Dr. K. T. Bhatia].
English's current place in the school curriculum.
Despite the necessity of maintaining English instruction, English cannot hold the same place in the curriculum and national administrative structures as it did in pre-Independence India. English can no longer hold the position of the country's lingua franca. That position must and will be held by an Indian language. After 15 years, Hindi was to take over as the official language of the Union of India, as per the 1950 constitution that was passed by India. The states in southern India vehemently disagreed. The outcome was the passage of an Act of Parliament in 1963 recognizing English as an Associate official language.The Kothari Commission (1964-1966) made explicit the position that is covered in English in the educational curriculum. It was based on their recommendations that the majority of Indian states developed their curricula.
The analysis concludes with a summary of the most significant obstacles and difficulties teachers have when instructing English language learners in the classroom. Teachers typically struggle with the students' native tongue; if the pupils come from a diverse background, it can be particularly challenging to teach them English. There aren't enough tools to support the teaching and learning process, like visual and audio aids. There aren't enough qualified instructors to guide students toward particular communication competences and talents. The biggest issue is that pupils speak in their native tongues in the classroom and that English is taught as a topic rather than a language.
REFERENCES:
1. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
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3. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education.
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5. Fifth Survey of Educational Research, M. B. Buch, 1988-1993. Pradhan, U.D. (1991). A critical study of the teaching of English at the +2 stages in Maharashtra, Fifth Survey of Educational
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