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6Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-293-296
PROBLEMS THAT ARISE IN THE TEACHING OF ENGLISH IN GENERAL
SECONDARY SCHOOLS
Asadbek Bahrom ugli Kuldashev Laylohon Otabek kizi Akhtamova
students of Chirchik State Pedagogical University
Sohila Abduhalimovna Aminova
Teacher of Chirchik State Pedagogical University
ABSTRACT
The aim of this thesis is to highlight the problematic situations in teaching English in secondary schools, the relationship between students and teachers, to increase students' interest in the science of English and to solve their problems in language learning.
The fundamental issues with teaching foreign languages in ordinary secondary schools, particularly English, are the same issues that might emerge with teaching any foreign language as a second language. However, the teaching process appears to be several times more challenging when it comes to school pupils and younger learners.
Many problems experienced by learners and lecturers in the study and teaching of English have been discovered as a consequence of observations and scientific investigations.
Keywords: problems, solutions, skills, methods, working together.
АННОТАЦИЯ
Целью данной дипломной работы является освещение проблемных ситуаций в обучении английскому языку в общеобразовательных школах, взаимоотношения учащихся и учителей, повышение интереса учащихся к науке об английском языке и решение их проблем в изучении языка.
Фундаментальные проблемы преподавания иностранных языков в обычных средних школах, особенно английского, — это те же проблемы, которые могут возникнуть при преподавании любого иностранного языка в качестве второго. Однако учебный процесс оказывается в несколько раз более сложным, когда речь идет о школьниках и младших школьниках.
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-293-296
Многие проблемы, с которыми сталкиваются учащиеся и преподаватели при изучении и преподавании английского языка, были обнаружены в результате наблюдений и научных исследований.
Ключевое слово: проблемы, решения, навыки, методы, совместная работа.
1. STUDENT RELYING ON THE TEACHER. When dealing with groups or individual pupils, this is frequently the case. If pupils are unsure of the right responses to some of the questions, they wait silently for the teacher to respond. It might be determined by the learning psychology of the youngster. However, I believe it is preferable for the instructor to encourage the student to think independently and find the answer on their own, even if they are using a book or notepad, in such cases. Even among pupils who know and can articulate the proper response, excessive attachment to the instructor might be noted. When you pose a question, the student knows the proper answer and says it, but he or she still looks to you, hoping to get the correct answer. When you pose a question, the student knows the proper answer and says it, but he or she still looks to you, hoping to get the right answer. This action is more likely to be a feeling of incredulity in one's own answer than a feeling of having the proper answer. Every English instructor should urge pupils to avoid such circumstances as much as possible and assist them in thinking independently. In this case, inspiration is critical since it boosts the student's self-esteem.
2. MORE USE OF MOTHER TONGUE. A foreign language cannot be taught in a foreign language class. It is conceivable to teach English in this manner in older classrooms, particularly with graduates, but I believe it is difficult to teach English to young learners without employing Uzbek. On the other hand, overuse of the first language (mother tongue) can be a significant impediment to pupils' acquiring a foreign language. There should be a balance between the teacher's usage of English and Uzbek in English lessons. But where do you look for that benchmark? Although Uzbek is widely spoken, it appears that English is not widely spoken among students. On the other hand, if a lot of English is spoken and pupils don't understand what they're talking about, some of the tasks may be difficult to comprehend. In any event, I believe that most instructors are concerned about the problem of the standard of language use in courses, which alternates between their mother tongue and English.
3. NOISEY, RABBITING, DISCONTINUING STUDENTS. Although
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-293-296
such students can interrupt any session, their presence in English lessons is largely the responsibility of the teacher, followed by the lesson that the student is uninterested in and for which the student lacks adequate equipment. The existence of such pupils in Uzbek-language topics like history and geography might be read as "the youngster is not interested in science," but this is not limited to English. In English, a youngster must first comprehend a little bit of science in order to be engaged in a lesson and in order to be interested in science. It's critical that the explanation include not just spoken material but also visual aids and multimedia. The lesson should be enriched with colorful pictures, drawings, and multimedia tools that help to convey information to students even if they do not know the language required in order to engage students in foreign language classes and to acquaint them with at least a little bit of scientific information.
4. STUDENTS "ESCAPE" THE SUBJECT OF THE LESSON. This problem is distinct from the one before it. A topic-based dialogue begins, students participate in a conversation, a topic-based discussion continues, and students endeavor to speak enough English. These are examples of students' 'kidnapping' of a course. When everything appears to be going well, students will inadvertently start chatting about something that is quite close to the topic yet utterly distinct. Although this is viewed as a more expansive method of thinking that includes more knowledge, it is a diversion from the topic and can entirely divert students' attention away from the main topic.
5. STUDENTS DO NOT FULLY UNDERSTAND THE ASSIGNMENT. It is advised that all assignments be delivered in English in English classes, with the native tongue being used as well. But what if pupils don't fully comprehend the English assignments? To make the explanation more apparent, the instructor should use hand motions, facial expressions, and specific movement indicators to visually illustrate the work to the pupil. When verbal and visual explanations are combined, the outcomes are usually twice as excellent.
6. STUDENTS ARE BORED. Boring lessons are natural for students of all ages. Teachers must be able to chat with each student in the class, learn about their particular interests, and then proceed to present the topic while taking into consideration the class's overall interests in order to make the lessons more engaging.
7. PERMANENT PREFERENCE OF ONE OR MANY EXCELLENT STUDENTS. This arrangement, in which pupils are frequently separated and placed next to each other, should not be permitted in English lessons. Everyone should take
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-293-296
part in English lessons in the same way and learn in the same way. While certain students who are better educated than others may be given better grades and incentives in the classroom, it is crucial to remember to include pupils who are slower learners or who are not fully engaged in the lesson. They require more encouragement than others, as well as the chance to participate actively in the lesson.
8. STUDENT ARRIVALS IN PREPARATION FOR CLASSES. The primary cause of this is that the teacher does not devote enough time to the completion of the lesson's task. The class will be substantially more likely to be ready for class if the teacher spends a portion of each session checking just the assignments based on the material presented and no student is left out. Students may come home without finishing their homework because they "didn't understand" the second reason for not going to class unprepared. To avoid this, the instructor should properly explain the homework at the conclusion of each session, make sure that each student understands it, and complete the assignment appropriately by working with the students individually after class, if required.
9. LATE TO LESSONS. It is critical to teach kids that arriving late to class is not only rude to the teacher and the class, but it also distracts the students and might result in a negative scenario. It is vital to incorporate rules forbidding delays into the "English lesson guidelines" in order to reprimand students who are chronically late and to limit the number of delays in future courses. If required, minor sanctions for pupils who are repeatedly or permanently late should be created.
To summarize, the instructor is responsible for ensuring that each lesson is faultless. Nearly all of the most common difficulties listed in the example above may be solved with the help of teacher-student collaboration. As a result, a great teacher must not only be a mentor to their students but also become friends with them.
REFERENCES
1. https://azamat.uz/maktablarda-ingliz-tilini-oqitishdagi-10-muammo/
2. https://baxtiyor.uz/maktablarda-ingliz-tilini-o-qitishdagi-10-muammo/
