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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THE EFFECTIVENESS OF TEACHING ENGLISH IN EDUCATIONAL MANAGEMENT FACULTY: A COMPARATIVE STUDY OF DIFFERENT
APPROACHES
Hilola Sodiq kizi Rahmonova
Chirchik State Pedagogical University groovygirl@inbox.ru Scientific adviser: Diana Komilovna Ruzmetova 89dayana@mail .ru
ABSTRACT
The effectiveness of teaching English in educational management faculties has been a subject of interest for many educators and researchers. This study aims to conduct a comparative analysis of different approaches to teaching English and determine which approach is the most effective. The paper will explore traditional methods of teaching and compare them to modern and innovative approaches. By analyzing the advantages and disadvantages of each approach, the paper will determine their effectiveness in enhancing students' language skills. The mixed method, which combines both student-centered and teacher-centered approaches, was identified as the best teaching approach based on the results of the study. The communicative approach, which emphasizes language learning through communication using various tools and techniques, was also found to be effective. In conclusion, this research contributes to the advancement of knowledge in the field of language teaching and learning and provides insights into effective approaches to the teaching of English in Educational Management faculties.
Keywords: Educational Management faculties, mixed method, language acquisition, task-based learning, sociocultural approach, content-based instruction (CBI).
Introduction
In today's world, English has become a universal language and plays a vital role in the academic and professional lives of individuals. Educational Management faculties all over the world have recognized the importance of English and are striving to incorporate effective teaching methods to enhance students' language skills. This thesis aims to conduct a comparative analysis of different approaches to teaching English in Educational Management faculties. The paper will explore traditional methods of teaching English and compare them to modern and innovative
April 23-24, 2024
46
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiqdavlat^edagogika^niversiteti^^^^^^^Za
approaches. By analyzing the advantages and disadvantages of each approach, the paper will determine their effectiveness in enhancing students' language skills. This research will provide insights into the best practices for teaching English in educational management faculties and contribute to the development of effective language teaching methodologies.
English language programs are commonly offered in Educational Management faculties, with various approaches used in teaching the language. One study found that the mixed method, which combines both student-centered and teacher-centered approaches, was identified as the best teaching approach based on their results [1]. Another study found that the language of instruction had a significant impact on teaching self-efficacy, with linear regression analysis showing a correlation between the two factors [2]. Finland is known for its research-based approach to teacher education and pedagogical study, which has garnered widespread recognition for its effectiveness in producing competent teachers [3]. In terms of teacher education programs, universities typically offer four-year bachelor's and three-year master's programs, with some institutions offering additional options as well [4]. Furthermore, comparative education research provides a means for exploring different approaches and methods to teaching English in educational management faculties [5]. Lastly, there is ongoing discussion about whether a teacher-centered or student-centered approach is best for effective learning outcomes when it comes to teaching English. While both methods have their benefits and drawbacks, it is important to consider which approach is most suitable for the specific educational context and needs of students [6]. Overall, there are a variety of traditional approaches to teaching English in educational management faculties, with each method having its own unique strengths and limitations.
Innovative approaches to teaching English have emerged as more effective means of language acquisition than traditional methods. For instance, the communicative approach emphasizes language learning through communication using narratives, drama, role-plays, flashcards, puppets, pictures and real objects [3]. This method promotes active participation and encourages students to interact with each other, leading to better communication skills. In addition, task-based learning gives students opportunities to use the language in an authentic way through various tasks [3]. This approach allows learners to apply the language in a practical context, thereby improving their retention and understanding of the language. The natural approach also allows students to use their first language alongside their second language to promote communication and learning [3]. Furthermore, total physical response is used to teach vocabulary or language concepts using physical movement,
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
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
making it easier for students to remember [3]. In contrast, traditional methods such as the audio-lingual method only focus on teaching vocabulary and pronunciation [3]. This method relies heavily on rote memorization and repetition, which can be tedious and ineffective for some students. Moreover, the sociocultural approach emphasizes play as an important element in learning by allowing children to construct the learning context and content through interaction [3]. Overall, innovative approaches to teaching English have proven to be more engaging and effective than traditional methods.
The text provides information on the effectiveness of CBI teaching in comparison to task-based teaching and general teaching. CBI teaching has shown to be more effective than the other two approaches, with higher effectiveness in teaching behavior and improving students' learning ability [7]. However, the text does not provide any information on the advantages and disadvantages of task-based teaching and general teaching [7]. Given the effectiveness of CBI, it may be inferred that task-based teaching and general teaching may not be as effective as CBI. Nonetheless, further research is needed to identify the strengths and limitations of each approach. It is worthwhile to note that CBI teaching can effectively improve students' linkage with other subjects, which may have an impact on their overall academic performance [7].
Conclusion
The effectiveness of teaching English in educational management faculties has been a subject of interest for many educators and researchers. This study aimed to compare different approaches to teaching English and determine which approach is the most effective. The mixed method, which combines both student-centered and teacher-centered approaches, was identified as the best teaching approach based on the results of the study. However, the study did not provide any information on the advantages and disadvantages of task-based teaching and general teaching. It may be inferred that task-based teaching and general teaching may not be as effective as content-based instruction (CBI), which was found to be highly effective in comparison to other teaching approaches. The communicative approach, which emphasizes language learning through communication using various tools and techniques, was also found to be effective. Innovative approaches to teaching English have emerged as more effective means of language acquisition than traditional methods. The study reveals that comparative education research provides a means for exploring different approaches and methods to teaching English in educational management faculties. However, the study has some limitations, and further research
April 23-24, 2024
48
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
is needed to determine the most effective approach to teaching English in Educational Management Faculties. In conclusion, this study contributes to the advancement of knowledge in the field of language teaching and learning and provides insights into effective approaches to teaching English in educational management faculties.
REFERENCES
1. Effective Teaching Methods in Higher Education. 4(4) 2016 Oct;: 170-178., from www.ncbi.nlm.nih.gov/pmc/articles/PMC5065908/
2. The Relationship Between Teachers' Classroom English, Front. Psychol., 18 June 2021 from www.frontiersin. org
3. Teaching English as a Second Language in the Early Years. Educ. Sci. 2023, 13(12), 1177, from www.mdpi.com/2227-7102/13/12/1177
4. Teacher educators' approaches to teaching and from www.sciencedirect.com/science/article/pii/S0742051X18302439
5. A systematic review of English medium instruction in higher education, 12 December 2017, from www.cambridge.org
6. Complete Guide to Student-Centered vs. Teacher-Centered Learning, from onlinedegrees.sandiego.edu
7. A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy. Front Psychol. 2022; 13, from www.ncbi.nlm.nih.gov/pmc/articles/PMC9301312/
8. Ruzmetova D Mukhamedova Z., Yusupova M.,. Approaching to prevent grammatical interference in the process of teaching English //Scientific Journal "Oeconomia Copernicana. - 2022. - T. 11. - №. 2. - C. 754-765.
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