CC BY
1
УДК 8
Абдлнебиева Б.Н.,
Старший преподаватель Туркменского национального института мировых языков
имени Довлетмаммеда Азади
METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE: EXPLORING EFFECTIVE APPROACHES
Abstract
Teaching English as a foreign language (TEFL) requires educators to employ various methods and approaches to cater to the diverse needs and learning styles of students. This article aims to explore different methodologies used in TEFL, focusing on their principles, techniques, and effectiveness. By examining key teaching methods, educators can gain valuable insights into designing engaging and impactful language learning experiences for their students.
Keywords:
grammar translation method, direct method, audio-lingual method.
Introduction:
English language proficiency is now a day essential element in every aspect of life. From preschool learning to professional public speaking. Language has a vital role in making you express your ideas in words. English language is universal and is a bridge between people of different cultures, backgrounds, and geographical locations. International English Language has become the most used and the best way to communicate between people of different backgrounds.
The English Language facilitates cross-cultural communication and fosters a deeper understanding and appreciation of different cultures, perspectives, and ideas.
Additionally, learning English can boost confidence, self-esteem, and personal growth, as individuals gain the ability to express themselves effectively and connect with people from around the world.
Teaching English as a foreign language involves a dynamic and multifaceted process that requires educators to adapt their teaching methodologies to meet the unique needs of learners. With the globalization of English as a lingua franca, the demand for effective TEFL methods has grown significantly. This article examines several prominent methodologies used in TEFL and evaluates their suitability for different learning contexts.
Grammar-Translation Method:
The Grammar-Translation Method is one of the oldest approaches to teaching language and focuses on the explicit teaching of grammar rules and translation exercises. While it provides a structured framework for learning grammar, its overemphasis on rote memorization and lack of communicative practice may limit students' ability to use English in real-life situations.
Direct Method:
The Direct Method emphasizes the use of the target language in the classroom and encourages naturalistic language acquisition through immersion and interaction. By using real-life situations, visual aids, and gestures, educators create a communicative environment where students can develop their speaking and listening skills authentically.
Audio-Lingual Method:
The Audio-Lingual Method relies on repetition, drills, and pattern practice to reinforce language structures and develop automaticity in language production. Through the use of audio recordings and dialogues, students learn to internalize grammatical patterns and pronunciation rules, leading to improved fluency and accuracy.
Communicative Language Teaching (CLT):
CLT places a strong emphasis on meaningful communication and task-based learning, encouraging students to engage in authentic language use to achieve communicative goals. By providing opportunities for interaction, negotiation of meaning, and problem-solving activities, CLT fosters language proficiency and promotes learner autonomy.
Task-Based Language Teaching (TBLT):
TBLT focuses on the completion of real-world tasks as the central organizing principle of instruction. By integrating language learning with task performance, students develop language skills in context and acquire strategies for effective communication. TBLT encourages learners to collaborate, problem-solve, and reflect on their language learning experiences.
Conclusion:
In conclusion, teaching English as a foreign language encompasses a range of methodologies and approaches, each with its own strengths and limitations. By understanding the principles and techniques underlying different teaching methods, educators can tailor their instruction to meet the diverse needs and learning preferences of their students. By embracing a communicative and learner-centered approach, educators can create engaging and effective language learning experiences that empower students to become confident and proficient English language users. Literature:
1. Contemporary Research in Foreign Language Teaching and Learning. Cambridge Scholars Publisher 2020.
2. Improving Foreign Language Teaching Towards a Research-based Curriculum and Pedagogy. Ernesto Macaro, Suzanne Graham, Robert Woore , 2015
© A6fl^He6MeBa E.H., 2024
УДК 8
Бекова Я.,
Преподаватель Гурдова Л.,
Преподаватель
Туркменского национального института мировых языков
имени Довлетмаммеда Азади
ANALYSIS OF MAGTYMGULY'S WORKS Keywords:
textological, textual analysis, Turkmen literature.
The literary legacy of the past poets was subjected to various distortions and changes with the passage of time. Restoring their original version or bringing it closer to the author's version requires thorough textological analysis. Therefore, in this work, a textological analysis will be conducted on some poems related to the personal life of the poet, as well as some "multi-author" works matching the names of several authors, and scientific conclusions related to the personal life of the poet will be made. The connection between the poems of many authors and Magtymguly's creativity will be clarified.
In other words, conducting a textological analysis of Magtymguly's works, composing a critical text is a very responsible and complex task, which requires a long time. Because reviewing more than 350 manuscripts
