ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
119
THE USE OF METHODOLOGY IN THE EDUCATIONAL PROCESS
Fayazova Dilfuza Sadullayevna
Teacher of English language of the department Uzbek and Foreign languages
Bukhara State Technical University, Bukhara city (Uzbekistan)
https://doi.org/10.5281/zenodo.14994739
Abstract.
This article describes the importance of perfectly organizing all skills in foreign
language teaching. Modern methods and interactive methods will be carefully studied and applied.
It is also important to increase the effectiveness of foreign language learning using modern
methods, away from traditional teaching methods, and to use it as an effective teaching tool in the
formation of language learning skills.
Key words:
teaching methods, techniques, communication,
ИСПОЛЬЗОВАНИЕ МЕТОДИКИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
Аннотация.
В этой статье описывается важность идеальной организации всех
навыков в обучении иностранному языку. Современные методы и интерактивные методы
будут тщательно изучены и применены. Также важно повысить эффективность
обучения иностранному языку с помощью современных методов, отходя от традиционных
методов обучения, и использовать его в качестве эффективного инструмента обучения
при формировании навыков изучения языка.
Ключевые слова:
методы обучения, приемы, коммуникация.
The teaching process is mainly based on two activities. They are imparting and receiving
knowledge. In the first case, the teacher sends the information and the students receive it.
Innovative methods are also involved in this process, and their goal is to evaluate the
performance of teachers and students using new teaching methods and techniques, including the
use of new teaching aids. It is known that the methodological approach to teaching foreign
languages can be divided into three groups. They are passive methods, active methods as well as
interactive methods. If we are talking here primarily about passive methods, it should be noted that
in passive methods, the teacher is at the center of learning. He plays an active role, but the students
are passive. Control can be done through questions, individual and control work, tests, etc., which
can be useful if used by an experienced teacher.
Secondly, students are also active in Active Methods. Their role and activity in the process
of interaction are equal. Students can ask questions; express their opinions with the teacher.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
120
Last but not least, it is the first interactive method or modernized form of approach active
methods. Most teachers usually understand or envision cooperative action throughout the lesson.
But here the focus should also be on internal actions. Learners need to have an internal
motivation that motivates them to take an active part in active work or class. In an interactive way,
the teacher’s role is to focus students ’activities on the lesson goal, which includes interactive
exercises and tasks. Below are some types of interactive methods: Mental Attack.
This is a technique for creating new ideas on a topic.
These methods encourage students to be creative in problem solving and express their ideas
freckly. Typically, different options for solving the problem are listed here. In a mental attack, the
quantity of words is important, but the quality is not. The teacher should listen to all the words and
not criticize them. Instead, it inspires students to give as many options as possible to solve the
problem. The lack of criticism creates a favorable environment for students to express their
opinions freely, and this certainly encourages them. At the end of the brainstorming, all the
expressed words are written down and then analyzed. This type of interactive method requires you
to study the study material on the topic before starting the discussion. Once students have learned
the lexico-grammatical material on the topic, they can begin the discussion. This method helps
students to express their ideas consistently and logically with the rationale for their ideas. Here,
students work in small groups, which improve their performance, as each member of the group
can express their ideas and participate in the discussion.
Forms of group work are as follows:
a) the topic is selected (selected);
b) students must have studied the chosen problem;
c) groups are formed;
d) the teacher gives instructions and announces the time;
e) monitors the activity of students and, if necessary, helps and encourages them;
f) At the end of the discussion, one representative from each group will make a
presentation.
The next innovative method is a cluster. Today, this is one of the most widely used
methods in teaching foreign languages. It can be used at all stages of teaching English to young
and older students. When presenting new words, the teacher writes a new word on the board. And
then the students say the words that can be used in conjunction with that word.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
121
For example: The teacher then gives the task of making phrases with the word “book”: my
book, my good book, my interesting book, my favorite book, and so on. This method engages all
students in active forms of work and motivation. It can be used to improve monologue speech
habits and skills.
Role-playing is also one of the types of activities used in teaching innovative techniques.
They were made to increase the effectiveness of teaching. Role-playing games engage
students in active activities that have a positive impact on their internal activities. This creates a
favorable environment for cooperative work. Such an atmosphere creates their motivation,
personal potential for inner activity, and helps to shape practical skills and habits. Skills such as
creativity, coping with difficult situations, ingenuity, self-management are formed and improved
in role-playing. Role-playing has not only educational but also social purposes, as some life
situations are created for teaching here. The teacher should follow these guidelines when using the
role-playing method in foreign language teaching:
This is another innovative method. It is a combination of different media as text, audio and
video materials, through which the teacher provides information to the students. In the process of
problem-based learning as a teacher of information technology and an innovative teaching
strategy, the teacher encourages students to active knowledge through real-life problems.
Advantages of using multimedia education: has a positive effect on the formation of speech
habits and skills. An effective conclusion revises the important elements of the lesson and links
them to the goal. Reviewing and concluding ideas reinforces students ’knowledge and improves
retention of what has been learned. New ideas should not be included in the conclusion, as they
may confuse readers at this time.
Traditional lesson planning finds more topics that students find useful. This means that
students need to learn the grammar and vocabulary that teachers need to know, a lesson around
activities that all students feel comfortable with and can relate to. It is important to make plans,
skills and competencies. Thus, planning and design is not about what it teaches, but why it is
taught, this approach uses individual skills and competencies to teach students materials that
should meet their goals and objectives, separates, room, or perhaps more advanced tasks such as
analyzing the film or discussing their views on country politics. The language taught in this
approach revolves around the task itself, not the other way around.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
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For this method to work, teachers need to understand their students ’needs and expectations
in order to design lessons that will help their students succeed. Grammar, vocabulary, and language
skills are just tools that allow students to achieve end results.
Project-based approach
Like the task-based approach, the project-based approach is designed to meet the real needs
of students by adapting the language to the skills and competencies they really need, both
personally and professionally. This approach begins with setting an important goal for the
individual or group of students. For example, if you are teaching a business English lesson, you
need to consider why students in the classroom should start the lesson and plan accordingly.
They had to prepare monthly accurate reports in English for several departments in their
offices. Thus, we divided a single sample report into parts and analyzed each segment. Each
student prepared the units as if they were real. In addition to filling in all the vocabulary and
grammar needed to complete each section of the lesson, I discussed the challenges my students
faced. Their final draft was a completed report that they could submit to the employer for approval,
and the criteria for creating our report were based on their company manual. It was a lot of work,
but we enjoyed it. This project can range from an oral presentation to a wide range of products
such as classroom games. In any case, the project should consist of individual tasks that lead to
goals in student assessment.
While the previous two approaches focused on the skills and competencies that students
need to develop, this approach focuses on what language students should actually create. In
particular, real words that students need to understand in order to complete specific tasks.
This approach is based on the language that students need to have for their needs.
Professional students need very specific dictionaries for their fields. For example, “benefit”
is an important term for business students, just as “scalpel” is the same for medical students. In
addition, any other language taught outside of this target language should be effective and aimed
at ensuring students ’communication in their field.
Topics such as movies and hobbies, workplaces can take second place in issues such as
booking a hotel or describing a work experience. However, there are common skills in all areas,
such as saying your name or providing your personal information. Because this approach focuses
on content, assignments and homework should be student-centered. So, the assessment should be
based on what the students actually achieved. Examples of these assessments include taking the
time to write an application for a job or an interview.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
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This approach requires teachers to understand what students really need, focus on it, and
then broaden students ’worldviews as their communication skills develop. The good news is that
there is very little research on this topic. Activities can range from customizing images and
descriptions to working with dialogues. Describing their favorite seasons or even guessing what
they can do in summer or winter can be a progressive twist.
Since almost everyone has an Internet connection or a data plan, banning smartphones can
become a missed opportunity to further improve the learning experience. Smartphones can provide
important tools such as dictionary, translator, and grammar apps. Just like computers, students
need to understand that phones are used as a learning tool, not for play or personal use.
A good example of how smartphones improve learning in the classroom is a hunter-
gatherer exercise. Here, students have to go through websites to find the information they need to
fill out a worksheet. Students can also use their devices to access free, online exercises that
reinforce the language and / or skills seen in the lesson.
The main problem here is to be creative when using smartphones. Students can record
themselves in practice, which helps them get feedback on specific tasks and activities. This allows
you to create surveys that students can easily answer using their phones. It can be used as an
evaluation tool or as part of an activity portfolio. For example, students could even develop
questionnaire questions, complete them, analyze the results, and then create a presentation of those
results. Personally, I think one of the other ways to fit smartphones and tablets is without paper.
The audio-lingual method became a popular approach to foreign language teaching in the
mid-20th century and still plays an important role in many classes. In a departure from earlier
methods based on reading and writing, audio-lingual instruction emphasizes spoken language with
correct pronunciation and grammar. Audio-lingual theory sees language learning as habit
formation, so audio-lingual activities primarily use repetition and drill to teach students correct
forms in the new tongue. Because of the emphasis on natural spoken language, the audio-lingual
method presents grammar and vocabulary through dialogues. Each dialogue also has a cultural
context, such as shopping for clothing. The teacher first reads each line of the dialogue or presents
it with a recording. In chorus, students repeat each line of the dialogue after it's presented,
eventually memorizing it through many repetitions. The teacher then takes one role and the class
takes the other, and they also change parts. As additional activities, a small group or an individual
student may role play the dialogue with the teacher. As a finale, pairs of students practice the
dialogue together and present it to the class.
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«MODERN SCIENCE АND RESEARCH»
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As with many other methods and approaches, Grammar Translation tended to be referred
to in the past tense as if it no longer existed and had died out to be replaced world-wide by the fun
and motivation of the communicative classroom. If we examine the principal features of Grammar
Translation, however, we will see that not only has it not disappeared but that many of its
characteristics have been central to language teaching throughout the ages and are still valid today.
The Grammar Translation method embraces a wide range of approaches but, broadly
speaking, foreign language study is seen as a mental discipline, the goal of which may be to read
literature in its original form or simply to be a form of intellectual development. The basic
approach is to analyze and study the grammatical rules of the language, usually in an order roughly
matching the traditional order of the grammar of Latin, and then to practise manipulating
grammatical structures through the means of translation both into and from the mother tongue.
The method is very much based on the written word and texts are widely in evidence. A
typical approach would be to present the rules of a particular item of grammar, illustrate its use by
including the item several times in a text, and practise using the item through writing sentences
and translating it into the mother tongue. The text is often accompanied by a vocabulary list
consisting of new lexical items used in the text together with the mother tongue translation.
Accurate use of language items is central to this approach.
Generally speaking, the medium of instruction is the mother tongue, which is used to
explain conceptual problems and to discuss the use of a particular grammatical structure. It all
sounds rather dull but it can be argued that the Grammar Translation method has over the years
had a remarkable success. Millions of people have successfully learnt foreign languages to a high
degree of proficiency and, in numerous cases, without any contact whatsoever with native speakers
of the language (as was the case in the former Soviet Union, for example).
There are certain types of learner who respond very positively to a grammatical syllabus
as it can give them both a set of clear objectives and a clear sense of achievement. Other learners
need the security of the mother tongue and the opportunity to relate grammatical structures to
mother tongue equivalents. Above all, this type of approach can give learners a basic foundation
upon which they can then build their communicative skills.
Applied wholesale of course, it can also be boring for many learners and a quick look at
foreign language course books from the 1950s and 1960s, for example, will soon reveal the non-
communicative nature of the language used.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
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Using the more enlightened principles of the Communicative Approach, however, and
combining these with the systematic approach of Grammar Translation, may well be the perfect
combination for many learners. On the one hand they have motivating communicative activities
that help to promote their fluency and, on the other, they gradually acquire a sound and accurate
basis in the grammar of the language. This combined approach is reflected in many of the EFL
course books currently being published and, amongst other things, suggests that the Grammar
Translation method, far from being dead, is very much alive and kicking as we enter the 21st
century. Without a sound knowledge of the grammatical basis of the language it can be argued
that the learner is in possession of nothing more than a selection of communicative phrases which
are perfectly adequate for basic communication but which will be found wanting when the learner
is required to perform any kind of sophisticated linguistic task.
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«MODERN SCIENCE АND RESEARCH»
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