Navoi state pedagogical institute the faculty of english language and literature

1.2.METHODS AND APPROACHES OF ENGLISH LANGUAGE TEACHING
Using the teaching guide as a basis, the ESL teacher assumes the role
of the decision-maker, selects the specific method or technique best suited to achieve a particular objective. The teacher uses an eclectic approach, drawing on their experience and knowledge of teaching and learning while being sensitive to students' level of English and their immediate social and academic needs. ESL teachers are sensitive to differences in what students are taught
and what students bring to the classroom, so that teaching and teaching methods are student-centered, based on each student's level of English proficiency.
ESL teachers use different types of teaching methods inspired by a specific model. The model is a pedagogical framework in which the teacher uses effective teaching approaches such as collaborative learning and differentiated instruction to support content area teaching and learning English. The language curriculum model is an approach to teaching
Deliver classroom-level content to English learners in a way that makes the subject understandable through comprehensible input. Teachers structure lessons to help students understand content topics and objectives by tailoring their speaking and lesson assignments. The language program model approach allows students to access the necessary academic vocabulary and acquire basic knowledge to achieve the objectives of the class according to their language proficiency. ³The model is a powerful tool to help mainstream teachers teach new English learners. The Key Concepts Model begins by determining the key concepts and content area vocabulary that new English language learners will need. Then teachers can start building the background and making the content understandable. The model gives the teacher a planning framework so that regular and ESL teachers work together to support new English language learners.
Cooperative Learning Throughout the school year, cooperative learning activities offer students the opportunity to work as a group and share their knowledge. These learning activities are characterized by three components: positive interdependence, individual responsibility and face-to-face interaction. Cooperative learning helps new English language learners develop social and oral language skills. It motivates new English speaking learners to learn English which helps them to become English an integral part of the class community.
Differentiated Instruction The ESL program strives to differentiate instruction to meet standards. Students should have access to a variety of graded materials that allow them to study the same subjects taught in the regular classroom. Texts, computer resources and notations are modified if necessary.
Thematic Approach: ESL teachers should include topics or topics in their lesson plans that incorporate curriculum standards. The language and concepts related to a subject or topic can spiral over time to ensure their conceptualization. Students are constantly expected to communicate in all four language domains: listening, speaking, reading and writing.
With all the options available, it can be confusing for English teachers to decide which teaching method or approach to use in the classroom. It can get even more confusing when trying to figure out the difference between a method and an approach. These two words – “method” and “approach” – are often confused with each other due to the similarity in their meaning. Both are educational projects with principles and practices that guide the teaching and learning process. The difference is in their degree of flexibility. ⁴A method is a way of teaching in which there are prescribed goals and guidelines and the teacher has little or no freedom in implementing them. An approach is a teaching method whose principles can be applied in many different ways and methods
Grammar translation method. This is a traditional style of leather that originated in the late 19th century. Students analyze the grammar rules of English and then practice translating speech from their native language into English and vice versa. To achieve this, students must memorize long lists of words and complex grammatical paradigms. A common approach to a classroom activity is to give a student a grammar item, show how it is used in a text, and then practice using the item through paragraphs, essays, or summaries in the target language of writing.
The method emphasizes accuracy over smoothness. Students develop reading and writing skills, with little opportunity for listening and speaking practice. This means that students learning English through the Grammar Translation method often have difficulty communicating in the real world.
Audio lingual method .This teaching method was originally called the Army Method because it was used in World War II to teach soldiers to speak the enemy's languages. This method was a response to what was seen as the failure of the grammatical translation method, the main differences being the priority given to speaking and listening rather than reading and writing, and the prohibition of the mother tongue in class. Audio linguism was based on Skinner's theory of behaviorism, which was very popular at the time and which asserted that everything is learned by conditioning. Correct student answers receive praise, while students who provide incorrect answers receive negative feedback. The teaching materials focus on oral pattern exercises, where teachers verbally present new structural patterns and learners are expected to repeat the teacher's words with the same intonation and pronunciation. After class, in language labs, students listen to tapes through headphones and follow the same process – the voice on the tape presents the language, which the learner repeats orally.
Total physical response. Total Physical Response (TPR) was developed by James Asher in the 1960s. It is a method based on language-action coordination, in which teachers give commands in the target language and students respond with physical movements. Asher believed that high school students learn a second language the same way toddlers learn their first language. He argued that much of the verbal input young children hear comes in the form of a command. They react physically, which activates the right hemisphere of the brain and allows them to internalize language immediately. On the first day of a beginner's English class, the teacher may first ask the students to stand up, sit down, jump, walk, turn around and stop. Later commands may contain additional information, e.g. B. touch the head, write the number 3, point to the window and go to the door.
As the students progress, the teacher introduces new linguistic elements such as prepositions (walk between Jean and Marie), adjectives (take the red pen) and adverbs (stand behind your chair) and develops increasingly detailed and complicated command sentences.
Silent way. Like TPR, Silent Way was founded in the 1960s by a certain educator - Caleb Gattegno. He believed that the best way for a student to learn a language was for a teacher to remain silent for a large part of the lesson. Silent Way was seen by mainstream pundits of the time as an unconventional or alternative method.
Interestingly, while the method has its detractors, there is no question that it has been the catalyst for a paradigm shift in how we view the roles of the teacher and the student. Silent Way was the first method to really put an emphasis on student learning rather than teacher teaching. ⁵Students play an active role in the learning process and are encouraged to participate as much as possible. This focus on developing student autonomy, with the teacher acting as facilitator, is now fully accepted as a valid and effective teaching philosophy.
Approaches
The methods were popular and prevalent until the 1990s, when industry experts began suggesting that the primary learning goal of language teaching and learning was communication skills. To achieve this, it is important to recognize that different groups have different pain points that need to be addressed, thus requiring a flexible instructional approach on the part of the instructor rather than a rigid methodology.
Communicative Language Teaching (CLT) In the 1990s, communicative language instruction (CLT) quickly became the most popular approach and is now the central paradigm in English language instruction. CLT emphasizes engaging students in classroom activities that mimic real-life situations so they can practice communicating in the real world outside of the classroom. To improve communication skills for use in the outside world, the teacher engages students in the pragmatic and functional use of language, with an emphasis on meaning and fluency rather than form and accuracy – a practical rather than a theoretical way to learn. The main objective of CLT is for learners to develop communicative competence, which includes linguistic competence, sociolinguistic competence, discursive competence and strategic competence. Features of CLT include communication through interaction (cooperative and collaborative learning), the use of authentic texts, and the incorporation of students' personal experiences. Classroom activities such as role plays, interviews, games and surveys are conducted in pairs and small groups and require debate, negotiation and compromise.
Task-Based Instruction (TBT)Task-Based Teaching (TBT) and Task-Based Learning (TBL)] is the approach that TESOL Advantage advocates as best practice for teaching English.
While the basic principles of TBT are derived from CLT, there are some important differences. Critics of the CLT have raised the following concerns:
1. Teachers may have problems with non-specific requirements of the CLT.
2. Teachers often worry about giving up too much control during a CLT exercise.
3. Many students have low intrinsic motivation to communicate in a foreign language and therefore struggle with student-centered CLT exercises.
4. Because CLT is a meaning-oriented approach, students may have problems with grammar.
TBT solves all these concerns. It gives teachers a specific requirement to focus on: getting students to complete an assignment. Teachers who fear their classrooms will become chaotic due to a lack of classroom structure now have clear steps that create guidelines and boundaries: a pre-assignment, an assignment, and a post-assignment. Students become stronger and more motivated when completing assignments because they "own" the language and master the response to the assignment. While TBT certainly focuses more on meaning than form, teachers can add an optional language focus at the end of an assignment to address any grammatical issues highlighted by the assignment.