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TEACHING ENGLISH AS A FOREIGN LANGUAGE TO ADULTS USING COMMUNICATIVE LANGUAGE TEACHING Umarova M.R. Email: [email protected]
Umarova Malika Kiyamiddinovna — Teacher, DEPARTMENT OF INTEGRATION OF LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english language is an international language used in order to communicate in the fields of education, technology, trade and politics so that it is learnt as a foreign language in many countries around the world. The article mainly focuses on investigating new phenomenon— teaching English as a foreign language to adults using CLT. The purpose of doing this research was finding new ways for improving communicative competence. The research proposes some techniques and methods for improving speaking skill as means of communication. The researcher suggested her own strategies for developing the speaking skill based on her experience and data that she collected. The main part of the article includes analyses of the researches done before, research itself and results acquired through workshops. The data was collected from three different sources such as pre-test, while-session and post-test.
Keywords: globalization, secure, competency, experiment, analysis, scholars, adulthood, instructors, communication, methods, progress, participants.
ПРЕПОДАВАНИЕ АНГЛИЙСКОГО ЯЗЫКА КАК ИНОСТРАННОГО ДЛЯ ВЗРОСЛЫХ С ИСПОЛЬЗОВАНИЕМ ПРЕПОДАВАНИЯ КОММУНИКАТИВНОГО ЯЗЫКА Умарова М.К.
Умарова Малика Киямиддиновна — преподаватель, кафедра интеграция языковых навыков, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: английский язык - это международный язык, используемый для общения в сферах образования, технологий, торговли и политики, поэтому он изучается как иностранный во многих странах мира. Основное внимание в статье уделяется изучению нового феномена -преподавания английского языка как иностранного для взрослых с использованием CLT. Целью данного исследования был поиск новых путей повышения коммуникативной компетентности. В исследовании предлагаются некоторые приемы и методы улучшения разговорной речи как средства общения. Исследователь предложил свои собственные стратегии развития навыков речи на основе своего опыта и собранных данных.
Основная часть статьи включает анализ ранее проведенных исследований, само исследование и результаты, полученные в ходе семинаров. Данные были собраны из трех разных источников, таких как пре-тест, во время сеанса и пост-тест.
Ключевые слова: глобализация, безопасность, компетентность, эксперимент, анализ, ученые, зрелость, преподаватели, общение, методы, прогресс, участники.
UDC 13.00.08
Introduction. Globalization has grown significantly; more and more adults of different nationalities seek the help of English instructors because they want to find employment abroad, to communicate more effectively at work, to resort to overseas travels, or just to enjoy various types of social situations. In any of these cases, the English learners are highly motivated to study this particular subject. However, those who teach adults must be aware of the differences between the teaching - learning patterns specific to adults, on the one hand, and those that generally function with children, on the other. The ultimate purpose of this paper is to make conclusions that are relevant for the English teachers involved in the process of preparing adults for the different situations which require a good knowledge of this foreign language. Taking into account all these, the researcher tries to prove that CLT enhances the learners' self belief and it gives a sense of pleasure to the trainer as well in the experience that s/he is successful in making the students use the foreign language in their conversation. CLT offers clarity to the expression.1
Adult EFL learners choose to improve their lives as particular individual and family and community members. Adult participants in EFL training give a quantity of motives for enrolling in classes: "to enhance Standard English language competence; to tackle personal, family, or social problems; to meet work demands or pursue higher employment; or to further their education" 2
The students in an adult class are commonly working people. Students with work may additionally possess education, training, and abilities that will gain them in their learning. Others may also be unemployed and they may additionally be in search of similarly training to prepare themselves for the job market. Students who have no work may additionally need to think about job education as nicely as learning English. The range of age, competencies, and mastering desires of the students can have an effect on the learners' participation and progress in class. The ages of EFL adult learners in a class may vary broadly from eighteen to sixty-five. This component can affect no longer only their interests, priorities, and gaining knowledge of desires but additionally the pace at which they learn. According to Robinson and Selman, "students' talents are affected with the aid of their publicity to English and formal language-learning opportunities as properly as their aptitude for language-learning."3
Adults face many personal challenges. Often, when human beings move to a new place or region, they may additionally locate themselves unprepared to take care of simple day-to-day duties due to the fact of the language barrier. When easy duties unexpectedly grow to be tough or not possible because of the language or cultural boundaries they encounter, their self-confidence and shallowness may suffer.4
Methodology. The implementation of CLT has introduced a lot of advantages for English learning process. One, it stimulates students to improve their ability of the usage of English by using themselves. Meaning that, it gives students with assignments that permit them to improve their own ideas about what they are going to talk and how they are going to categorical that. Students work with the aid of themselves and communicate with others to overcome the assignment. CLT additionally engages learners with sensible communication to attain success on the use of English. It is beneficial due to the fact by knowing the use of the verbal exchange in real life, they do not experience that what they are studying is useless.
The age of adult learners begins from 19 to 65 and more. Thus, adulthood is divided into three main periods. We named the first one as a curious period: ages from 19 to 30. At this point, physical growth and development are complete and independence is fairly well established. Individualization is becoming more prominent because one is now suited to make decisions in preparation for their future; the second one as a self-developed period: ages from 31 to 50. This is a period in which great pleasure, as many new experiences, relationships and aspirations are being pursued. People begin to set and obtain goals for their future as well as make critical life decisions; such as involving an occupation, love and family; the third one is an experienced period: ages from 51 to 65 and over age 65. This adulthood period can be seen in small changes, including changed family relationships and changes in work life that may make the work seem either oppressive or satisfying. The main reason of
1 National Center for ESL Literacy Education, "Adult English language instruction in the 21t century,"Washington, DC: Center for Applied Linguistics, 2003: P-121-179.
2 National Center for ESL Literacy Education,"Adult English language instruction in the 21t century, "Washington, DC: Center for Applied Linguistics, 2003: P-121-179.
3 Robinson, J., & Selman, M, "Partnerships in learning: Teaching ESL to adults," Toronto, Pippin Publishing Corporation, 2000: P-86-159..
4 Littlewood, W. "Communicative language teaching: an expanding concept for a changing world. In E. Hinkel (Eds.). Handbook of research in second language teaching and learning," New York, Routledge, 2011: P- 541-557.
dividing them into three age periods is that their learning goals and attitudes to the language differ from period to period.
There was no age selection for practice; therefore, there are participants of different age. However, the largest number of interviewed respondents is aged from 18 to 50 years of age. The total number of the participants who took part in the research survey questionnaire in order to know about their interests in learning English language is 50 and 30 English teachers for further detailed information about teaching English to learners.
After completing the survey questionnaire, the results were carefully analyzed and according to these results, 12 participants who had mostly learnt the English language mainly as means of communication were invited to take part in further, detailed research.
Results and discussion. Teaching adult learners can be very rewarding, however very difficult as well. EFL teachers must not forget that they are dealing with people who have their own lives outside school, some with very busy schedules. But adult beginners are additionally better equipped for dialogue and exchange. They come to classification with a set of equipment and data that can be of remarkable use. Moreover, teachers need to supply them with reasons why each aspect of what they train is important. Furthermore, adults want practical applications to solidify what they learn. 1. Most adult students are in the English classroom due to the fact they favor to learn something new.
2. Listening and speaking competencies are the most challenging competencies for adult learners to master.
3. Speaking is the most perfect conversation ability amongst grownup learners.
4. English grammar is the most challenging language component to acquire.
5. Pair work is the most beneficial instructing technique in accordance to adult novices of English. It is always necessary to be aware that adult students are not actually that unique from youthful ones.
They have more life experience and will be more critical; however they are still beginners when it comes to English. In teaching adult learners teachers should be ready to know their students and their needs. In learning process learners' experiences, skills, expectations can affect the teaching process and learning. It is important for teachers to control the balance, variety and routine in the classroom.
References / Список литературы
1. Littlewood W. "Communicative language teaching: an expanding concept for a changing world. In E. Hinkel (Eds.). Handbook of research in second language teaching and learning," New York, Routledge, 2011. P. 541-557.
2. National Center for ESL Literacy Education, "Adult English language instruction in the 21t century,"Washington, DC: Center for Applied Linguistics, 2003. P. 121-179.
3. Rao Z. "Chinese students' perceptions of communication and non-communicative activities in EFL classroom," China, ELT journal, 2002. P. 85-105.
4. Robinson J. & Selman M. "Partnerships in learning: Teaching ESL to adults," Toronto, Pippin Publishing Corporation, 2000. P. 86-159.
