Topical issues of language training
in the globalized world
165
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Aleksandrova, O.V. Problems of expressive syntax [Text] / O.V. Aleksandrova. - Moscow:
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Blokh, M.Y.
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CHALLENGES IN TEACHING FOREIGN LANGUAGES AND POSSIBLE
WAYS OF OVERCOMING THESE OBSTACLES
Juraqulova Risqida,
student
Uzbek State World Languages University
Musaffo Omonova,
Math Teacher of Harmony Public Schools, Texas
Abstract
Teaching foreign languages to non-native students can present various challenges. This
article delves into the obstacles that may arise in such situations, including linguistic barriers,
cultural differences, limited exposure outside the classroom, lack of motivation, and difficulties in
assessing progress. These factors can impede the effectiveness of foreign language instruction and
impact learners
’
overall language proficiency.
To address these challenges, this article explores
potential solutions and best practices. These include implementing learner-centered approaches that
focus on communicative competence, incorporating cultural context into language instruction,
providing ample opportunities for language practice and exposure, and utilizing effective assessment
methods that measure both linguistic and communicative skills. Overcoming these challenges is
essential for improving language acquisition outcomes and fostering global communication. By
implementing effective strategies and best practices, educators can help non-native students achieve
their foreign language learning goals and become proficient communicators in multiple languages.
Key words:
linguistic barrier, cultural diversity, limited exposure, lack of motivation,
assessing progress, learner-centered approach, language practice, effective assessment.
Topical issues of language training
in the globalized world
166
Linguistic barriers are simply obstacles that arise during language use.
These barriers can arise due to many reasons, including limited language proficiency,
poor grammar, spelling, punctuation or not having a language in common with your
interlocutor. For example, if someone moves to a new country, they will obviously face
a linguistic barrier if they do not know the language of that community. Sometimes,
even if they know the language, they might not be able to communicate well enough
in it due to limited proficiency or a really pronounced accent. This is considered to be
one of the main problems of teaching foreign language to non-natives. Another major
problem is cultural differences. Cultural and ethnic groups demonstrate unique
language usage patterns, which can lead to misunderstandings between the teachers
and students in educational settings. Consider these examples:
The impact of cultural variations on communication styles and their repercussions for
language learning are profound. In certain cultural contexts, speaking only when one
has substantive contributions to make is esteemed as a mark of intelligence and
politeness (Minami, 2002). Conversely, casual conversation or trivial talk, which
serves to affirm personal bonds, may be perceived as immature or intrusive. While this
practice can instill in children the value of not interrupting others, it may also
inadvertently cast them as unfriendly or standoffish. Eye contact customs present
another area of divergence across cultures. For instance, in numerous African
American and Latin American communities, it is customary for children not to
maintain direct eye contact when adults address them, considering it a sign of respect
(Torres-Guzman, 1998). However, within educational settings, teachers often
emphasize the importance of sustained eye contact as a means of demonstrating
attentiveness and respect. Consequently, a deviation from this expectation may lead
teachers to interpret a lack of eye contact as an indication of disinterest or disrespect.
Furthermore, social distance preferences vary significantly across cultures. While some
cultures endorse close proximity during conversations, others favor more substantial
physical distance. This discrepancy can manifest as a challenge in educational settings,
Topical issues of language training
in the globalized world
167
where mismatches in social distance expectations between teachers and students may
arise. Students accustomed to a closer physical proximity may inadvertently appear
overly familiar or intrusive, while those accustomed to a greater distance may be
perceived as overly formal or hesitant. Another critical aspect influenced by cultural
divergence is the concept of
“
wait time
”
in communication. Wait time refers to the
interval between the conclusion of one person
’
s statement or query and the subsequent
response or answer. In certain cultural contexts, wait time may be relatively extended,
lasting several seconds (Tharp & Gallimore, 1989). Conversely, in others, it may be
considered acceptable, if not expected, for individuals to interject before the conclusion
of the preceding comment. Within classroom environments, the customary wait time
is typically brief, often lasting no more than one second. Deviations from this norm,
such as a preference for longer wait times, may lead students to be perceived as hesitant
or reticent. Conversely, a predisposition towards a negative wait time, where
interruption is tolerated or encouraged, may be interpreted as over eagerness or
rudeness. Overall, cultural disparities in communication styles pose significant
challenges for language learning, necessitating an awareness of the cultural
backgrounds of language speakers. Moreover, these variations underscore the
importance of incorporating cultural sensitivity and inclusivity into language education
practices to foster effective communication and engagement among students.
Lack of
motivation and difficulties in assessing progress are considered another main
problematic situation. Students learning foreign languages lose their hope when they
see people speaking better, in this case they think they can never learn the language,
some of them even give up. If teachers are not professional, they can assess their
students with low marks which make them even feel worse.
First and foremost, one of the key solutions to address these challenges is to adopt
a student-centered approach that prioritizes communicative strategies. By placing
learners at the center of the educational process and empowering them with a sense of
ownership, they are more likely to be motivated and strive for excellence. Central to
this approach is fostering strong communication skills between teachers and students.
Topical issues of language training
in the globalized world
168
Effective communication, particularly in the target language
—
such as English in an
English language class
—
encourages students to immerse themselves in the language
without relying on their native tongue. This not only deepens their language acquisition
but also benefits teachers, as they consistently practice their speaking skills, aiming to
achieve fluency akin to that of native speakers. Through this interactive and language-
rich environment, both students and teachers can enhance their linguistic abilities and
create a more engaging learning atmosphere conducive to overall progress.
Another
effective approach to language learning involves integrating the cultural context of the
language being studied. For example, when learning English, it is beneficial to also
study its associated culture. This includes aspects such as social norms, eating habits,
communication styles, as well as similarities and differences within the culture. It is
important to recognize that meanings of words can vary across cultures. For instance,
in Uzbek, the word
“
cat
”
is predominantly used literally, whereas in British English, it
can also have the connotation of
“
an unpleasant woman.
”
(Longman dictionary of
English language and culture,1993) Understanding cultural nuances like this can
greatly aid both the teacher and the student in language acquisition. By incorporating
cultural lessons alongside language instruction, learners can gain a deeper
understanding and appreciation of the language, making their learning experience more
enriching and comprehensive.
Language practice, furthermore, is crucial for effective communication. When
teaching foreign languages, it is essential to incorporate practical exercises that
immerse students in real-life scenarios. For instance, if students are learning about
shopping or cooking in another language, engaging in role plays can enhance their
understanding and ability to apply the language in context. By encouraging students to
actively practice every word they learn and integrate this new vocabulary into their
daily conversations, teachers can facilitate a more comprehensive language acquisition
process.
Educators must support students in applying language skills, monitor progress,
and provide feedback for improved proficiency and communication skills.
Assessment
of teachers in both teaching and learning a foreign language plays a more significant
Topical issues of language training
in the globalized world
169
role than we might realize. If a teacher underestimates their students, it can lead to
feelings of inadequacy and depression. On the other hand, using modern assessment
criteria and providing regular feedback can help students succeed by giving them useful
guidance and building trust between students and teachers. It is important to recognize
that making mistakes is a natural part of the learning process, and constructive feedback
can help students improve and grow. In conclusion, it must be concluded that teaching
foreign languages to non-natives can have really hard challenges, especially if even the
teacher is non-native she/he will have to work twice more to learn the topics they are
going to teach more deeply. Importantly, cultural diversity must be taught and the
similarities and differences must be clear. With the help of regular practice, effective
assessment methods, taking full responsibility, students can learn the language
productively which makes students feel happy when they see their students speaking
fluently not only in exams but also with natives with confidence.
References
1.
Minami, M. (2002). Language socialization in bilingual and multilingual societies. Annual
Review of Anthropology, 31, 511-531.
2.
Longman Dictionary of English Language and culture. 1993 p 186.
3.
Torres-Guzman, M. E. (1998). Eliciting African American students
’
linguistic and cultural
knowledge in the literature classroom. In J. V. Hoffman & P. R. Yough (Eds.), Valuing
diversity: On multiculturalism and multicultural education (pp. 205-231). Lanham, MD:
Rowman & Littlefield
4.
Tharp, R. G., & Gallimore, R. (1989). Rousing minds to life: Teaching, learning, and
schooling in social context. Cambridge University Press.
5.
Suleymanovna, Saidova Mamura, and Abdurakhmanova Aliya Yakubovna.
“
Functional
analysis of texts of official documents in English, Uzbek and Russian languages.
”
Journal of
new century innovations
51.1 (2024): 80-94.
6.
Н
.
А
Мухамедова
.
The problem of expression non-categorical statements in linguistic
-
МЕЖДУНАРОДНЫЙ
ЖУРНАЛ
ИСКУССТВО
СЛОВА
, 2020
EFFECTIVE APPROACHES AND WAYS OF OVERCOMING TEACHING
FOREIGN LANGUAGES PROBLEMS FOR NON-NATIVE STUDENTS
Komilova Maftuna,
student
Uzbek State World Languages University
