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THE IMPORTANCE OF COMMUNICATIVE LANGUAGE TEACHING FOR THE ACQUISITION OF ADULT LEARNERS" FOREIGN LANGUAGE Umarova M.K. Email: Umarova6112@scientifictext.ru
Umarova Malika Kiyamiddinovna - Teacher, DEPARTMENT OF INTEGRATION OF LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: english is an international language used for communication in the fields of education, technology, trade and politics, therefore it is studied as a foreign language in many countries around the world. The article is mainly devoted to the study of a new phenomenon - teaching English as a foreign language to adults using CLT. The purpose of this study was to find new ways to improve communication competence. The main part of the article includes an analysis of previous studies, the studies themselves and the results obtained at the seminars. 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.
ВАЖНОСТЬ КОММУНИКАТИВНОГО ОБУЧЕНИЯ ЯЗЫКУ ДЛЯ ОВЛАДЕНИЯ ИНОСТРАННЫМ ЯЗЫКОМ ВЗРОСЛЫМИ
УЧАЩИМИСЯ Умарова М.К.
Умарова Малика Киямиддиновна - преподаватель, кафедра интеграции 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.
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 are turning to English teachers for help because they want to find work abroad, communicate more effectively at work, travel abroad, or simply enjoy different types of social situations. The ultimate goal of this article is to draw conclusions that are relevant to teachers of English who are involved in the process of preparing adults for various situations that require a good knowledge of this foreign language. With all of this in mind, the researcher tries to prove that CLT increases student confidence and pleasure for the teacher,
as well as the experience that he / she successfully gets students to use a foreign language in their conversation. CLT offers clarity to the expression. 1
Adult EFL students choose to improve their lives as individuals, family and community members. Adult learners of foreign language English provide a number of reasons for enrolling in classes: "to improve their proficiency in standard English; to solve personal, family or social problems; to meet job needs or seek higher employment; or for further training". 2
Adult students are usually working people. Students with a job may additionally have the education, training and abilities that they will acquire in the learning process. Others may also be unemployed and may additionally seek similar training to prepare them for the labor market. Students who are out of work may also need to think about vocational education as well as learning English.
Literature review. Adult students are usually working people. Students with a job may additionally have the education, training and abilities that they will acquire in the learning process. Others may also be unemployed and may additionally seek similar training and education to prepare for the job market. Students who don't have a work record may also need to think about vocational education as well as learning English. Alternatively, those who have not worked and have no plans are likely to get bored with work-related topics.
Once Malcolm Knowles first discovered the field of personality study. His adult learning concepts apply to planning practice for adult English learners. When working with such EFL students, instructors need to be aware of how the Knowles student's personality traits are filtered through culture, language, and travel. 3
Teaching adult English foreign language learners is a challenge. Like all students, they carry different strengths and needs in the EFL classroom. "Teachers want to provide practice that recognizes and addresses these strengths and needs, engages newcomers in challenging and relevant topics, and gives them equipment they can use to fulfill their commitments and goals. Many educators argue that adult learning is of the highest quality and important when approaches, methods and materials are appropriate for adults, this relates to the real needs and interests of students and is based on their life experiences and understandings. 4
Research methodology. 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 dividing them into three age periods is that their learning goals and attitudes to the language differ from period to period. 5
['] 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] Florez., M. c.., & Burt., M. (2001, October). Beginning to work with adult English language learners: Some considerations.
[4] Florez M. c. & Burt M. (2001, October). Beginning to work with adult English language learners: Some considerations.
[5] Gorsuch G. "EFL educational policies and educational cultures: influences on teachers' approval of communicative activities" TESOL Quarterly, 34(4), 2000: P-675-690.
There was no age selection for practice; therefore, there are participants of different ages. However, the largest number of respondents surveyed is between the ages of 18 and 50. The total number of participants who took part in the survey to find out about their interests in learning English is 50 and 30 English teachers for more information on teaching English to students.
After completing the questionnaire, the results were carefully analyzed and according to these results, 12 participants, who mainly studied English mainly as a means of communication, were invited to participate in further detailed research.
Analysis and results. Teaching adult learners can be very rewarding but also very difficult. EFL teachers must remember that they are dealing with people who have their own lives outside of school, some with very busy schedules. But adult beginners are also better prepared for dialogue and exchange. They fall into the classification with a set of equipment and data that can be very useful. Moreover, teachers must explain to them why every aspect of what they teach is important. Moreover, adults want practical applications to reinforce the knowledge gained.
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.
Conclusion. It should always be remembered that adult students are not really all that different from young ones. They have more life experiences and will be more critical; however, when it comes to English, they are still newbies. When teaching adult learners, teachers must be prepared to know their learners and their needs. In the learning process, the experience, skills, expectations of students can affect the learning and teaching process.
References / Список литературы
1. Florez M.c. & Burt M. "Beginning to work with adult English language learners: Some considerations", 2001.
2. Gamal G. & Debra M. "The communicative approach in Egypt: exploring the secrets of Pyramids," TEFL Web Journal. 1(2), 2001. P. 63-75.
3. Gorsuch G. "EFL educational policies and educational cultures: influences on teachers' approval of communicative activities" TESOL Quarterly. 34(4), 2000. P. 675-690.
4. Incecay G. & Incecay V. "Turkish university students' perceptions of communicative and non-communicative activities in EFL classroom," Social and Behavioural Science. 1, 2009. P. 618-622.
5. Littlewood W. "Communicative and task-based language teaching in East Asian classrooms". Language Teaching. 40, 2007. P. 243-249.
6. 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.
