CC BY
0
УДК 37
Akmammedova A.,
Instructor Agayeva M.,
student,
Magtymguly Turkmen State University, Ashgabat, Turkmenistan
METHODS OF TEACHING STUDENTS IN FOREIGN LANGUAGES
Annotation
The teaching of foreign languages has evolved significantly over the years, with diverse methodologies emerging in response to the growing need for effective communication skills in a globalized world. This article explores various language teaching methods, ranging from traditional grammar-translation techniques to more modern communicative and task-based approaches. Emphasis is placed on the cognitive, social, and cultural dimensions of language learning, as well as the integration of technology in contemporary language classrooms. By analyzing the strengths and weaknesses of each method, this article aims to provide educators with insights into how best to select and apply appropriate strategies in foreign language instruction.
Keywords:
foreign language teaching, language acquisition, communicative approach, language pedagogy,
teaching methods, second language education.
Introduction
The field of foreign language education has undergone significant transformations, driven by advancements in linguistics, psychology, and educational technology. Traditionally, language teaching methodologies were based on structured grammar rules and rote memorization. Over time, however, the emphasis has shifted toward communicative competence, fostering practical language use in real-life contexts. This article reviews various methods of teaching foreign languages, examining both traditional and contemporary approaches, and explores how they contribute to the effective acquisition of language skills.
Traditional Methods
Grammar-Translation Method
The Grammar-Translation Method (GTM) is one of the oldest and most traditional language teaching approaches, primarily focused on the explicit teaching of grammar rules and vocabulary through translation exercises. Students learn the language by memorizing grammar rules and translating sentences from the target language into their native language and vice versa. While GTM emphasizes accuracy, it often lacks a focus on speaking and listening skills, limiting its effectiveness in communicative contexts.
Direct Method
The Direct Method, also known as the «Natural Method,» emerged as a reaction to the limitations of the Grammar-Translation Method. It emphasizes immersion in the target language, encouraging students to think directly in the language they are learning. The use of the target language in class is maximized, and grammatical rules are taught inductively rather than explicitly. Though it fosters speaking and listening skills, it may neglect explicit grammatical understanding.
Modern Approaches
Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) prioritizes the development of communicative competence— the ability to use language effectively and appropriately in various contexts. CLT focuses on interactive tasks such
as role plays, problem-solving activities, and discussions that mirror real-world language use. The teacher acts as a facilitator rather than a direct instructor, guiding students to negotiate meaning and use language in context. This approach enhances fluency, but can sometimes be criticized for not providing enough focus on grammatical accuracy.
Task-Based Language Teaching (TBLT)
Task-Based Language Teaching (TBLT) is rooted in the belief that language learning is best achieved through meaningful, goal-oriented tasks. Students engage in tasks such as writing emails, making presentations, or conducting interviews, using the target language to solve real-world problems. TBLT emphasizes both fluency and accuracy, and research suggests it is highly effective in fostering learners' practical language skills. However, its implementation can be resource-intensive and may require careful planning to ensure tasks are appropriately designed for language proficiency levels.
Content-Based Instruction (CBI)
Content-Based Instruction (CBI) integrates language learning with the study of subject matter content, such as science, history, or literature. The approach allows students to acquire language through exposure to meaningful and relevant content, fostering academic language skills alongside general communication abilities. CBI can be highly engaging, but may present challenges in terms of balancing content knowledge and language proficiency.
Technology-Enhanced Language Learning
With the rise of digital tools and resources, technology has become an integral part of modern foreign language education. Technologies such as language learning apps, online platforms, and virtual classrooms facilitate interactive, personalized, and flexible learning environments. These tools offer students opportunities to practice speaking, listening, reading, and writing in real time, and they support autonomous learning by providing access to a wealth of resources outside the classroom. However, the effectiveness of these tools depends largely on how they are integrated into the pedagogical framework.
Blended Learning
Blended learning combines traditional face-to-face instruction with online components, allowing for a more flexible and individualized approach to language acquisition. This model can involve online assignments, video lessons, and virtual interaction with peers or instructors. By providing access to both structured classroom instruction and independent online learning, blended learning offers students a comprehensive learning experience. Nonetheless, ensuring that online learning complements in-person classes effectively remains a challenge for educators.
Considerations for Effective Language Teaching
The choice of teaching method depends on several factors, including the age and proficiency level of learners, their cultural backgrounds, and the specific language skills they need to develop. Additionally, teachers must consider the context in which language is being learned, whether for academic, professional, or social purposes. The integration of authentic materials, real-world tasks, and interactive techniques remains critical to fostering a rich language learning experience.
In conclusion, the methods used to teach foreign languages continue to evolve in response to changing educational paradigms and the needs of learners. While traditional approaches like the Grammar-Translation Method still have a place in some contexts, modern approaches such as CLT, TBLT, and CBI offer more effective means for fostering communicative competence. The integration of technology and blended learning further enhances opportunities for learners to engage with the language in diverse ways. As foreign language teaching continues to adapt, it is essential that educators remain mindful of the different needs of their students, selecting and adapting methods that are most conducive to fostering language acquisition. References:
1. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press.
2. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press.
3. Richards, J.C., & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
4. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
© Akmammedova A., Agayeva M., 2024
УДК 37
Akyyeva Y.S.,
senior lecturer Bashimova M.B.,
student
Turkmen state institute of finance FEATURES OF THE USE OF ECONOMIC TERMS IN ENGLISH AND TURKMEN LANGUAGES
Abstract
This article explores the features of economic terminology in English and Turkmen languages, focusing on linguistic structures, semantic aspects, and cultural nuances. It investigates the influence of globalization on economic vocabulary and the challenges of translating economic terms between these languages. The study aims to contribute to the field of comparative linguistics and facilitate cross-linguistic understanding in economic discourse.
Introduction. The rapid globalization of economies has led to an increased need for precise and unified economic terminology. While English dominates as the global lingua franca in business and economics, Turkmen—a language of a developing economy—represents a rich yet distinct linguistic framework. This paper examines the structure, usage, and evolution of economic terms in English and Turkmen, shedding light on their similarities and differences.
Characteristics of Economic Terms in English.
Economic terminology in English is characterized by its clarity, conciseness, and frequent borrowing from Latin and French. The language evolves dynamically to accommodate new concepts introduced by technological advancements and economic innovations. English economic terms often exhibit polysemy, where a single term can have multiple related meanings depending on the context. For instance, the word "capital" can refer to financial assets, resources, or the seat of government.
Another feature of English economic language is its reliance on compound words and phrases, such as gross domestic product (GDP) and foreign direct investment (FDI). Such terms encapsulate complex concepts succinctly, making them adaptable in academic and professional settings.
Features of Economic Terms in Turkmen.
Turkmen, as part of the Turkic language family, exhibits distinct phonetic and morphological structures that influence its economic terminology. Turkmen economic vocabulary is deeply rooted in its cultural and historical context, often employing descriptive phrases to define complex terms. For example, the term ykdysady osu§ directly translates to "economic development."
Unlike English, Turkmen relies less on loanwords, preferring native derivations or adaptations. However, globalization and international trade have led to an increasing presence of borrowed terms, especially from
