33ISSN: 2181-1385 ISI: 0,967 | Cite-Factor: 0,89 | SIS: 1,9 | ASI: 1,3 | SJIF: 5,771 | UIF: 6,1
METHODS AND APPROACHES IN TEACHING ENGLISH AS A SECOND
LANGUAGE
Shirin Seylxanovna Amangeldieva Nargiza Narzulla kizi Pardaeva
Student, Chirchik State Pedagogical University [email protected] nargizapardaeva780@mail .ru Scientific supervisor: Nafisa Raimovna Kobilova n.kobilova@cspi .uz
This article examines different techniques and strategies for Teaching English as a Second Language. The conventional Grammar-Translation Method prioritizes precision, whereas the contemporary Direct Method stresses verbal communication and immersion in the target language. Communicative Language Teaching concentrates on authentic situations to enhance fluency and accuracy in all language skills. Task-Based Language Teaching fuses language learning with practical tasks, while Content-Based Language Teaching combines language learning with content from other disciplines. Total Physical Response employs physical movements and gestures to reinforce language acquisition, while The Silent Way puts emphasis on student autonomy and self-discovery. Teachers can utilize a blend of these methods and approaches to establish an engaging and dynamic learning atmosphere for their students.
Keywords: language, approach, teacher, students, learning, method.
INRODUCTION
Teaching English as a Second Language is a complex and dynamic field that requires educators to be adaptable and innovative in their approach to language instruction. With a plethora of methods and approaches available, it can be challenging for teachers to determine which ones will best suit their students' needs. This article explores various TEFL methods and approaches, including the traditional Grammar-Translation Method, the modern Direct Method, Communicative Language Teaching, ask-Based Language Teaching, Content-Based Language Teaching, Total Physical Response, and The Silent Way. By understanding the
ABSTRACT
strengths and weaknesses of each method, teachers can create a
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well-rounded and effective language learning experience for their students.
LITERATURE REVIEW
Teaching English as a Second Language has undergone significant changes over the years. The traditional Grammar-Translation Method, which focused on memorization and translation of grammar rules, has been replaced by more communicative and interactive approaches. The modern Direct Method emphasizes the use of target language in the classroom and focuses on developing students' ability to communicate effectively. Communicative Language Teaching (CLT) is a popular approach that emphasizes the use of language in real-life situations and encourages students to interact with each other. Task-Based Language Teaching (TBLT) focuses on using authentic tasks to develop language skills. Content-Based Language Teaching (CBLT) integrates language learning with subject matter instruction. Total Physical Response (TPR) uses physical movements to reinforce language learning, while The Silent Way emphasizes self-discovery and problemsolving.
METHODOLOGY
This article will review various methods and approaches, including the traditional Grammar-Translation Method, the modern Direct Method, Communicative Language Teaching, Task-Based Language Teaching, Content-Based Language Teaching, Total Physical Response, and The Silent Way. The review will be conducted through a comprehensive literature search of academic databases, including Google Scholar, JSTOR, and ERIC. The search will include articles, books, and dissertations published between 2000 and 2021. The articles will be reviewed for their relevance to the topic and their contribution to the understanding of TEFL methods and approaches. The strengths and weaknesses of each method will be analyzed, and recommendations will be made for teachers to create a well-rounded and effective language learning experience for their students.
FINDINGS
Teaching English as a Second language is a challenging task that requires a lot of effort, creativity, and knowledge. There are many methods and approaches that teachers can use to make the learning process more effective and enjoyable for their students. In this article, we will discuss some of the most popular and effective methods and approaches in TEFL.
1. Grammar-Translation Method.
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The grammar-translation method is one of the oldest and most traditional approaches in teaching language. It involves teaching grammar rules and vocabulary through translation exercises. The teacher explains the grammar rules in the students' native language and then asks them to translate sentences from the target language into their native language and vice versa. This method is focused on accuracy and aims to develop the students' reading and writing skills.
2. Direct Method.
The direct method is a more modern approach that emphasizes oral communication and immersion in the target language. The teacher speaks only in the target language and encourages the students to do the same. The focus is on developing the students' speaking and listening skills through conversation, role-playing, and other interactive activities.
3. Communicative Language Teaching.
Communicative language teaching (CLT) is an approach that focuses on communication as the primary goal of language learning. The teacher creates activities that encourage the students to use the language in real-life situations, such as ordering food in a restaurant or asking for directions. The focus is on developing the students' fluency and accuracy in speaking, listening, reading, and writing.
4. Task-Based Language Teaching.
Task-based language teaching (TBLT) is an approach that focuses on real-life tasks as the basis for language learning. The teacher creates activities that require the students to use the language to complete a task, such as planning a trip or writing a letter. The focus is on developing the students' communicative competence and problem-solving skills.
5. Content-Based Language Teaching.
Content-based language teaching (CBLT) is an approach that integrates language learning with content from other subjects, such as science, history, or literature.
The teacher creates activities that require the students to use the language to understand and discuss the content. The focus is on developing the students' language proficiency and content knowledge.
6. Total Physical Response.
Total physical response (TPR) is an approach that emphasizes the use of physical actions and gestures to reinforce language learning. The teacher gives commands in the target language and asks the students to perform the corresponding actions. The focus is on developing the students' listening and comprehension skills.
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7. The Silent Way.
The silent way is an approach that emphasizes student autonomy and discovery learning. The teacher uses colored rods and charts to help the students learn grammar and vocabulary through self-discovery. The focus is on developing the students' problem-solving skills and creativity.
In addition, there are many methods and approaches in TEFL, each with its strengths and weaknesses. The most effective approach depends on the goals of the teacher and the needs of the students. By using a variety of methods and approaches, teachers can create a dynamic and engaging learning environment that meets the diverse needs of their students.
DISCUSSION
The article provides a comprehensive overview of the evolution of teaching language and the various methods and approaches that have been developed to enhance language learning. The traditional Grammar-Translation Method has been replaced by more communicative and interactive approaches, which have proven to be more effective in helping students develop their language skills. It is important for teachers to be knowledgeable about these different methods and approaches in order to create a well-rounded and effective language learning experience for their students. Each method has its strengths and weaknesses, and it is up to the teacher to choose the most appropriate approach for their students based on their needs and learning styles. Task-based language learning, for example, has become increasingly popular as it focuses on real-world communication and allows students to learn language in context. However, it may not be suitable for all students, and teachers should be aware of other approaches that may better suit their students' needs.
Overall, teaching language has come a long way over the years, and it is important for teachers to stay up-to-date with the latest developments and techniques in order to provide the best possible language learning experience for their students. By understanding the strengths and weaknesses of different methods and approaches, teachers can create a well-rounded curriculum that meets the needs of all their students.
CONCLUSION
In conclusion, TEFL has evolved significantly over the years, with various methods and approaches being developed to enhance language learning. While the traditional Grammar-Translation Method has been replaced by more communicative and interactive
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ISSN: 2181-1385 ISI: 0,967 | Cite-Factor: 0,89 | SIS: 1,9 | ASI: 1,3 | SJIF: 5,771 | UIF: 6,1
approaches, each method has its strengths and weaknesses. Therefore, it is essential for teachers to be knowledgeable about these methods and approaches to create a well-rounded and effective language learning experience for their students.
REFERENCES
1. Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
2. Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language. National Geographic Learning.
3. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
4. Harmer, J. (2015). The practice of English language teaching. Pearson Education.
5. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
6. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
7. Rustamova, M. R. (2022). Communicative approaches of teaching foreign languages. Journal of Academic Research in Educational Sciences.
8. Kobilova, N. R. (2022). Importance of pronunciation in english language communication. Academic research in educational sciences, 3(6), 592-597.
9. Djalilova, A. N. (2021). ASSESSMENT OF ACTIVITIES AT ENGLISH LITERATURE-LESSONS. Academic research in educational sciences, 2(CSPI conference 2), 502-506.
10. Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.
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