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MISMATCHED METHODOLOGIES: THE PITFALLS OF IGNORING STUDENTS'
TEMPERAMENTS IN ENGLISH LANGUAGE TEACHING
Khalilova Kamola
Lecturer at the "History and Philology" Department, Asia International University.
https://doi.org/10.5281/zenodo.15661466
This article examines the typical errors made in English language instruction that result
from ignoring the unique temperaments of each student. Although linguistic proficiency and
pedagogical effectiveness are frequently given priority in curriculum design, learners'
psychological characteristics
—
particularly temperament
—
remain underappreciated. The study
classifies students according to the traditional four temperaments
—
phlegmatic, sanguine,
choleric, and melancholic
—
and criticizes ineffective teaching methods that impede learning. The
paper advocates for a more individualized, temperament-sensitive pedagogy in English language
instruction by examining case studies and pointing out ineffective teaching strategies for each
temperament type.
Introduction
In today's English classes, diversity is more than just different nationalities or levels of
ability. Students' psychological traits, especially their temperament, have a big impact on how
they understand language, interact with material, and react to different teaching methods. Even
though learner-cantered techniques are becoming more popular, a common mistake in teaching
still happens: teachers use the same methods with all of their students without taking into
account their different personalities. This often leads to frustration, low drive, and uneven
language learning. In this piece, the four temperaments are used to show the dangers of using the
wrong teaching methods with the wrong type of student. Certain teaching methods are shown to
be ineffective or even harmful when used with the wrong type of student.
The First Part (Extended Version)
Diversity in contemporary English language schools extends well beyond distinctions in
age, nationality, or linguistic ability. Psychological variety, particularly the variations in pupils'
temperaments, is one of the most significant
—
yet sometimes disregarded
—
types of diversity.
Every learner has a distinct set of personality qualities that they bring to the classroom,
and these features have a big impact on how they process new language knowledge, interact with
learning resources, interact with classmates, and react to different teaching strategies.
Temperament, or a person's innate tendency to think, act, and react emotionally to
circumstances, is a crucial component of this psychological composition. It is difficult to change
someone's temperament. It is a consistent aspect of a student's character that greatly influences
how at ease they are
Even while learner-centered teaching
—
where lessons are created based on students'
needs and preferences
—
is becoming more and more popular, many teachers continue to make
the mistake of using a one-size-fits-all approach to instruction. This method frequently overlooks
the reality that students' temperaments cause them to respond to the same task in quite diverse
ways. A boisterous group conversation, for example, can excite one student while making
another nervous and hesitant to speak. Similar to this, some students may find a grammar session
that emphasizes writing to be satisfactory, but others who prefer interactive speaking exercises
may seem boring for students. There may be severe repercussions when instructional strategies
do not suit the innate temperaments of the students. Pupils could get disinterested, feel
misinterpreted, or lose motivation. Low engagement, uneven development, and even
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unfavourable views toward learning English might result from this mismatch over time. For
some students, the classroom turns into a source of stress rather than an environment for
progress.
This essay will examine how these individual variances can be explained by the
traditional hypothesis of the four temperaments: sanguine, choleric, melancholic, and
phlegmatic. We'll look at how, depending on the learner type, some teaching methods might be
detrimental or ineffectual.
When teaching methods don't fit the pupils' natural temperaments, there could be serious
consequences. Students may lose motivation, become disinterested, or feel misunderstood. Over
time, this mismatch may lead to low engagement, unequal improvement, and even negative
attitudes toward learning English. Instead of being a place for growth, the classroom becomes a
source of stress for certain children.
This essay will look at how the conventional theory of the four temperaments
—
phlegmatic, sanguine, choleric, and melancholic
—
can account for these individual differences.
We'll examine how some teaching strategies may be harmful or ineffective for different
types of learners.
b. Choleric Students and Overly Collaborative Approaches
Choleric students favor self-directed study and leadership positions. They may become
frustrated when working in groups, particularly if they believe that others' slower speed is
limiting them. Teachers frequently make the mistake of requiring equal involvement in group
projects, which might conflict with the choleric learner's drive for efficiency and independence.
2. Inappropriate Approaches for Every Temperament a. Sanguine Students and Excessive
Structured Teaching Sanguine pupils do well in lively, participatory settings. They become
disengaged, meanwhile, when teachers use very strict grammar-translation techniques or talk a
much. Long grammar exercises or lecture-style classes, for example, inhibit their innate
expressiveness. Ignoring their demand for creative activity and social contact is the mistake.
Inappropriate techniques:
Overemphasizing grammar while ignoring interaction
Absence of group or pair activities
Prioritizing written language over spoken
Depressed Students and Unplanned, Unstructured Activities
Melancholic students value depth, structure, and introspection. Games without explicit
rules, open-ended group discussions, or spontaneous speaking exercises might make people
nervous or reluctant to participate. These students require time for preparation as well as a well-
defined activity plan.
Inappropriate techniques:
spoken assignments given on the spot without prior planning
Fast-paced, loud group games
Peer review without explicit standards
Phlegmatic Students with Fast-Paced or High-Pressure Methods Students that are
phlegmatic need a quiet, encouraging environment. Their sense of security is disturbed by timed
speaking exercises, competitive games, or continuous correction. In an attempt to motivate
children, teachers may mistakenly believe they lack motivation, which frequently backfires.
Inappropriate techniques:
Timed assignments or public performances
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Quick-fire interrogation
Overuse of confrontation or correction
Resulting from Ignoring Temperament
There is more to using the incorrect approach for a student's temperament than just short-
term discomfort. It may lead to:
Anxiety related to language
decreased involvement
inadequate material retention
Unfavorable opinions about learning English
Problems with classroom management
Lack of confidence and a complete refusal to learn the language are long-term effects.
In conclusion
A fundamental but frequently disregarded component of teaching English is
temperament. Learning outcomes might be severely hampered by inappropriate teaching
strategies that are not compatible with the temperament types of the pupils. It is necessary to use
a more thoughtful, flexible method that respects the psychological uniqueness of students and
guarantees that all students, regardless of temperament, have the chance to succeed in learning
English.
References
1.
Kamola, K. (2023). How to Teach English to Adult Learners .
American Journal of
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,
1
(9), 169
–
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2.
Khalilova Kamola. (2023). The Role of Technology in Teaching English .
American
Journal of Language, Literacy and Learning in STEM Education (2993-2769)
,
1
(10),
434
–
436.
3.
Khalilova Kamola. (2023). Strategies for Teaching English to Non-Native Speakers.
American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
,
1
(10), 451
–
453. Retrieved from https://grnjournal.us/index.php/STEM/article/view/2134
4.
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Science and Research, 2(10), 69
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5.
Xalilova, K., & Atoyeva, D. (2023). THE USAGE OF IDIOMS IN SPEAKING. Modern
Science and Research, 2(9), 362-364.
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Khalilova, K. (2023). ACADEMIC VOCABULARY: HOW TO TEACH AND STUDY
IT. Modern Science and Research, 2(9), 79-83.
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Khalilova, K. (2023). MASTERING READING COMPREHENSION: A VITAL SKILL
FOR ACADEMIC SUCCESS. Академические исследования в современной науке,
2(23), 83-89.
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Khalilova, K. (2024). CREATING A SUPPORTIVE AND INCLUSIVE CLASSROOM
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Khalilova, K. (2024). INCORPORATING CULTURAL AWARENESS AND
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