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standardized testing, and lack of resources. Teachers reported that integrating creativity often requires
additional planning and flexibility, which can be difficult in high-pressure educational environments.
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ENHANCING LANGUAGE ACQUISITION: INDEPENDENT METHODS FOR
EFFECTIVE LEARNING
Sobirova Nafisa ,
The 1
st
year Student, Berdakh Karakalpak State University,
Keulimjaeva G.K.
Scientific advisor, EFL teacher, Berdakh State University
Abstract:
Acquiring a new language presents numerous challenges; however, the application of
appropriate methods and strategies can significantly ease the process. This article examines
contemporary independent learning techniques—such as shadowing, immersive learning, task-based
instruction, and content-based learning—while also addressing the roles of bilingual learning and self-
talk. Each method is analyzed in terms of its underlying mechanisms and effectiveness for different
types of learners. The article emphasizes the importance of adapting these approaches to individual
learning goals to maximize language acquisition success.
Keywords:
language learning; shadowing; immersive learning; task-based learning;
bilingualism; self-directed learning; content-based instruction.
Traditional language instruction, often delivered in classroom settings, has long been considered
the gold standard. However, recent research indicates that independent learning methods can be
equally effective, especially when combined with formal instruction. These techniques not only
complement classroom learning but also empower learners to take an active role in their linguistic
development. This article critically evaluates a range of independent learning methods supported by
empirical studies and discusses their practical application for language learners seeking faster and
more personalized progress.
Shadowing is a dynamic oral repetition technique in which learners listen to native speakers and
immediately repeat their words. This method strengthens phonological awareness, improves prosody,
and fosters real-time language processing. Marslen-Wilson demonstrated that shadowing accelerates
speech comprehension and enhances auditory responsiveness. By synchronizing listening and
speaking, learners develop both articulation and comprehension skills in tandem. [4, 56]
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Immersive learning involves complete engagement with the target language in everyday contexts.
This may include living in a country where the language is spoken, interacting with native speakers,
or consuming authentic media content. Ibrahim et al. found that students using immersive tools,
including augmented reality, exhibited faster vocabulary acquisition and increased conversational
confidence. Immersion fosters contextual learning and cultural competence, which are essential for
fluency. [2, 176]
Task-based learning (TBL) emphasizes language use in real-world scenarios, such as ordering
food or making appointments. This practical orientation enables learners to develop communicative
competence by applying grammar and vocabulary in context. Mehri, Kafipour, and Soori reported
that TBL significantly improved learners' reading comprehension and spontaneous speech production,
highlighting its relevance for functional language development. [5, 198]
Emerging research on bilingualism reveals that acquiring a new language through a second
language (rather than the native one) can enhance cognitive flexibility and lexical access. According
to Marian and Shook, bilingual individuals display superior attention control and greater ease in code-
switching, which facilitates additional language learning. This method encourages cognitive cross-
referencing and reinforces language transfer skills. [3, 146]
Self-talk involves verbalizing thoughts or practicing dialogue in the target language, often in
solitude. This technique supports fluency, builds self-confidence, and encourages linguistic
automatization. Swain highlighted the role of self-output in noticing and correcting errors, thereby
reinforcing grammatical accuracy and vocabulary recall. Practicing self-talk can bridge the gap
between passive knowledge and active usage. [6, 125]
CBI integrates language learning with academic or interest-based content, such as history,
science, or culinary arts. Learners engage with the material not solely for language acquisition, but
also for its intrinsic value. Brinton, Snow, and Wesche found that when vocabulary is contextually
embedded in meaningful content, retention and application improve significantly. CBI also promotes
higher-order thinking and interdisciplinary learning. [1, 45]
While classroom-based language instruction remains foundational, independent learning
strategies offer valuable enhancements that accelerate and personalize the acquisition process.
Techniques such as shadowing, immersive learning, and self-talk develop core communication skills,
while task-based and content-based approaches enrich comprehension and contextual application.
Bilingual-mediated learning further contributes to cognitive adaptability. By adopting a tailored blend
of these methods, language learners can take charge of their own progress, leading to more engaging
and effective outcomes.
References:
1.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-Based Second Language
Instruction. Newbury House.
2.
Ibrahim, A., Sulaiman, S., & Ab Aziz, M. J. (2017). ARbis Pictus: A Study of Language
Learning
with
Augmented
Reality.
arXiv
preprint
arXiv:1711.11243.
https://arxiv.org/abs/1711.11243
3.
Marian, V., & Shook, A. (2012). The cognitive benefits of being bilingual. Cerebrum: The
Dana
Forum
on
Brain
Science,
2012,
Article
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/
4.
Marslen-Wilson, W. D. (1985). Speech shadowing and speech comprehension. Speech
Communication, 4(1-3), 55–73. https://doi.org/10.1016/0167-6393(85)90006-6
5.
Mehri, M., Kafipour, R., & Soori, A. (2017). The Effect of the Implementation of Task-Based
Language Teaching on Iranian EFL Learners' Reading Comprehension Performance. Journal of
Applied
Linguistics
and
Language
Research,
4(8),
198–207.
https://www.jallr.com/index.php/JALLR/article/view/639
