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This not only strengthens fluency but also provides a purpose-driven context for language use.
Visual aids and technology: Incorporating multimedia tools, such as interactive apps or visual storytelling, can make immersion easier for beginners, providing visual cues to support understanding without translation.
Communicative Language Teaching (CLT). Communicative Language Teaching (CLT) emerged in the 1970s as a response to the limitations of traditional methods, focusing on the functional use of language. CLT emphasizes meaningful communication and interaction as the primary goal of language learning. The method encourages real-life communication scenarios and often integrates all four language skills—listening, speaking, reading, and writing—into one lesson.
Strengths: Develops communicative competence, helping students use English in practical, everyday situations. Engages learners through interactive and authentic language use, which enhances motivation and retention.
Limitations: Can sometimes overlook grammatical accuracy, particularly if fluency is prioritized over precision.
Requires skilled teachers who can manage communicative activities effectively while ensuring linguistic accuracy.
Conclusion. The methods of teaching English have evolved to accommodate the diverse needs of learners, from the traditional Grammar-Translation Method to more communicative and interactive approaches like CLT and TBL. By incorporating technology and adopting blended learning strategies, teachers can enhance these methods to provide more flexible, personalized, and engaging language learning experiences. The key to effective teaching lies in selecting and adapting methods that align with the learners' needs, goals, and contexts, ensuring that both fluency and accuracy are developed in a balanced and meaningful way. References:
1. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
2. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
3. Harmer, J. (2007). The Practice of English Language Teaching. Longman.
4. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.
© TaMpoB TE., 2024
УДК 37
Гылыджова А.Ю.,
преподаватель кафедры «Теория и практика перевода» Туркменского национального института мировых языков имени Довлетмаммета Азади.
Ходжамырадова С. Б., преподаватель кафедры «Теория и практика перевода» Туркменского национального института мировых языков имени Довлетмаммета Азади.
SOME METHODS OF TEACHING ENGLISH
Abstract
The process of teaching English has evolved significantly, with diverse methodologies emerging over time to cater to various learning styles, cultural contexts, and educational needs. This article examines the most widely
used methods of teaching English, including traditional approaches like the Grammar-Translation Method, as well as modern methods such as Communicative Language Teaching (CLT), Task-Based Language Learning (TBL), and the Direct Method. The article also evaluates the strengths and limitations of each method, aiming to provide a comprehensive understanding of how to enhance language learning outcomes.
Keywords:
teaching english, language methods, grammar-translation, communicative language teaching,
task-based learning, direct method
Introduction. The teaching of English as a second language (ESL) or foreign language (EFL) has gained global significance due to English being the primary language of communication in international business, academia, and technology. With the demand for English proficiency increasing, it is crucial to explore the most effective teaching methods to maximize language acquisition. Different methods emphasize various aspects of language learning, such as grammar, speaking fluency, or practical usage in everyday situations. This article reviews prominent methods in English teaching and analyzes their effectiveness.
Grammar-Translation Method. The Grammar-Translation Method (GTM) is one of the oldest approaches to language teaching, originating in the 19th century. This method emphasizes the learning of grammatical rules and vocabulary, primarily through translation exercises between the target language and the learner's native language. Reading and writing are prioritized over listening and speaking, which often leaves learners with limited communicative competence.
Strengths: Strong focus on grammar and vocabulary, which builds a solid foundation in reading comprehension. Suitable for learners who prefer structured learning environments and for those who aim for proficiency in academic reading and writing.
Limitations: Minimal focus on oral communication, making learners less proficient in real-world conversational settings. Can be monotonous due to the emphasis on rote learning and translation tasks.
Direct Method. The Direct Method emerged as a reaction to GTM and focuses on teaching English entirely through the target language. Grammar is taught inductively, meaning learners infer rules from language examples rather than explicit instruction. Teachers use everyday situations and visuals to introduce vocabulary and concepts, fostering natural language acquisition.
Strengths: Immersive experience that improves listening and speaking skills.
Builds communicative competence by using language in realistic contexts.
Limitations: Requires highly skilled teachers who are proficient in English and capable of managing an immersive environment.
Not suitable for all students, particularly beginners, as it may overwhelm them without sufficient explanation of grammar.
Communicative Language Teaching (CLT). Communicative Language Teaching (CLT) is a widely recognized method that emphasizes interaction as both the means and the ultimate goal of learning a language. It encourages learners to use language to communicate meaningfully in real-life situations, prioritizing fluency over grammatical perfection. CLT integrates all four language skills—listening, speaking, reading, and writing—into language instruction.
Strengths: Emphasizes practical language use and communicative competence.
Engages students in active learning, encouraging collaboration and authentic communication.
Limitations: Can result in a lack of focus on grammatical accuracy, especially for students who require a balance of both fluency and precision.
Implementation may be challenging in large classrooms or settings where teachers lack sufficient training in CLT techniques.
Task-Based Language Learning (TBL). Task-Based Language Learning (TBL) is an offshoot of CLT that focuses
on completing meaningful tasks using the target language. These tasks can range from solving problems to role-playing real-life scenarios. The method shifts away from structured language exercises, allowing students to use English naturally and with a specific purpose in mind.
Strengths: Some students may struggle with time management and self-discipline in the online portion of the program.
Conclusion. The methods of teaching English have diversified over time, each with unique strengths and limitations. While the Grammar-Translation Method builds a strong foundation in grammar and vocabulary, the Direct Method and CLT emphasize fluency and communicative competence. Task-Based Learning encourages the use of language in practical tasks, and Blended Learning integrates technology to enhance flexibility and accessibility. Educators should adopt a holistic approach, selecting and adapting methods that cater to the specific needs and contexts of their students, ensuring a balanced and effective language learning experience. References:
1. Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
2. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
3. Harmer, J. (2007). The Practice of English Language Teaching. Longman.
© TbmbiAWOBa A.^., XogwaMbipagoBa C. E., 2024
УДК 33
Довранов А. Т.
студент,
Туркменский государственный финансовый институт,
Туркменистан, г. Ашхабад
Дурдыев А. М. студент,
Туркменский государственный финансовый институт,
Туркменистан, г. Ашхабад Научный руководитель: Муратдурдыева Н. Н.
преподаватель,
Туркменский государственный финансовый институт,
Туркменистан, г. Ашхабад
300-ЛЕТИЕ МАХТУМКУЛИ ПИРАГИ
Туркменский народ обладает древним национальным наследием и литературой. Творчество Махтумкули Пираги, видного представителя нашей классической литературы, и его замечательные стихи вдохновляют человеческую душу. Махтумкули, живший в XVIII веке, внес большой вклад в совершенствование туркменской классической литературы, был поэтом, осуществившим большие труды в развитии туркменского литературы. Творение Великого Философа - это действительно океан. Махтумкули оставил в памяти всего человеческого рода богатство слов, ценность которых невозможно измерить ничем. По сей день высказано множество научных взглядов на литературное наследие поэта и изданы книги.
