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THE ROLE OF EFFECTIVE METHODS IN TEACHING ENGLISH
Muhidova Nilufar Baxtiyor qizi
Chirchik State Pedagogical University
4th year student of the Faculty of Tourism,
Foreign Language and Literature (English).
https://doi.org/10.5281/zenodo.15504239
Annotation:
Effective methods for teaching English play a critical role in ensuring
successful language learning. As English becomes increasingly important for global
communication, educators face the challenge of selecting the most effective teaching strategies.
The strategic application of contemporary methodologies is currently proving valuable not only
in language instruction but also across a range of other disciplines.
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This article examines
different approaches to teaching English, assesses their effectiveness, and emphasizes the
significance of choosing the right methods to enhance student outcomes. By analyzing modern
techniques like communicative language teaching, task-based learning, and the direct method,
the paper provides a deeper understanding of how these strategies facilitate language
acquisition.
Key words:
Effective methods, teaching English, language acquisition, EFL students,
communicative language teaching, task-based learning, direct method, educational strategies.
A method is a strategic approach employed to accomplish a specific objective. In reality,
methods are deeply embedded in our daily routines, influencing nearly every moment of our
lives. For instance, something as ordinary as walking to school in the morning or taking a bus
reflects our chosen method for navigating our environment effectively and purposefully. In
today’s interconnected world, proficiency in English is essential for academic achievement,
professional growth, and international communication. However, teaching English as a second
or foreign language (ESL/EFL) poses significant challenges.
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To ensure effective language
learning, educators must select appropriate teaching methods that engage students and cater
to their unique linguistic needs. This paper investigates the role of effective teaching techniques
in English instruction, with a focus on key methods that have been shown to significantly
improve language learning in diverse educational environments.
1. Complex Grammar: English grammar is difficult for students to learn, especially in using
correct tenses and sentence structures. Learners often confuse past, present, and future tenses
while speaking.
2. Overuse of Native Language: Excessive use of the native language in classrooms hinders
English learning. Teachers should encourage communication in English to improve fluency and
pronunciation.
3. Lack of Confidence: Many students feel insecure speaking English in public. This is often
due to insufficient encouragement from teachers. Confidence is essential, and students should
be motivated to speak even if they make mistakes, as learning comes from those errors.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.).
Cambridge University Press.
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2
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Longman.
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4. Over-Reliance on Translation: Students often use dictionaries or translation apps,
which can lead to inaccurate translations—especially with idioms and phrases. Literal
translations can distort meanings and affect speaking quality.
5. Dominance of Top Students: Teachers should not focus only on high-achieving students
but also motivate weaker ones to participate actively in class.
The famous educator and psychologist Lev Vygotsky once said: “The effectiveness of
education is closely linked to the learner’s zone of proximal development.”
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If a teacher
correctly identifies this zone and chooses appropriate methods accordingly, the outcomes of
education will be significantly enhanced. Therefore students should learn English not as an
obligation, but out of genuine interest and curiosity. To prevent these issues, it would be
appropriate for teachers to use innovative and effective teaching methods. Below, we outline
effective pedagogical methods for enhancing student learning.
Quick answers
This technique involves fast question-and-answer interactions during a lesson. The
teacher engages students with quick questions, which helps to increase their attention and
response speed. The teacher rapidly asks students simple questions (e.g., “What is the capital
of France?”). Students must answer as quickly as possible within a time limit (e.g., 10 seconds).
Points are awarded for correct and fast answers.
Pantomime
This method uses gestures to demonstrate new words. The teacher shows a word using
div language while students guess the correct term. This keeps learners from getting bored
and introduces vocabulary in a playful manner. A student or teacher acts out a word using
gestures without speaking. The rest of the class must guess the word. (Examples: “swimming,”
“reading,” “eating”).
Learning Through Observation
It is known that young learners remember more of what they see than what they hear.
Teachers can use visual aids like posters, flashcards, and real-life objects to reinforce
vocabulary. For instance, everyday items such as books, pens, windows, and tables can be used
in classroom activities to help learners practice using new words in sentences. Students choose
an object in the classroom and describe its color, shape, and use in English without naming it
directly. Others guess which object it is.
Using Songs and Poems
Difficult-to-remember words can be taught through songs and poems. Singing vocabulary
helps children develop their speaking skills and better remember words. For example, teaching
the English alphabet through a song is more effective than rote memorization. Students sing a
popular children's song in English (such as “Head, Shoulders, Knees and Toes”) while acting out
the lyrics with appropriate movements.
Grammar Games
Games can be used to enhance vocabulary and grammar skills. Most of these games
involve active participation and creativity. Students are given various tasks, and this
3
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge,
MA: Harvard University Press.
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encourages competition and engagement, making language learning more exciting. Students
are divided into teams. Each team is given a grammar task (for example, using the correct tense)
and must take turns answering. Teams lose points for incorrect answers.
Educational Games
Language learning can be enriched with subject-based games. During class, such activities
can spark interest in students who are usually passive. One example is: “Merry Riddles” – a
game where students guess riddles in English. They must think critically and use their
vocabulary to solve the riddles. Such activities develop students’ problem-solving skills and
confidence. The teacher reads English riddles aloud. Students must guess the answers. Correct
guesses earn rewards (such as points or small prizes).
As Jerome Bruner has emphasized any subject can be taught effectively in some
intellectually honest form to any child at any stage of development. It can thus be concluded
that the careful selection of instructional methods plays a pivotal role in achieving successful
educational outcomes. While the previously mentioned techniques are well-suited for early-
grade students, we shall now examine pedagogical approaches that cater to the needs of more
mature learners.
Communicative Language Teaching (CLT): This approach emphasizes communication
over memorization, encouraging students to use English in realistic situations. It fosters
practical language use, particularly in speaking and listening. Dell Hymes argues that knowing
a language involves more than mastering grammar; it also requires understanding how to use
language appropriately in different contexts. Sandra Savignon highlights that communicative
language teaching sees language as a tool for expressing meaning, and it encourages learners
to perform tasks that reflect real-life communication. Jack C. Richards and Theodore S. Rodgers
explain that in CLT, interaction is both the method and the goal of language learning.
Task-Based Learning (TBL): Focusing on language learning through completing relevant
tasks, TBL connects the language learning process to real-world activities, such as role-playing
and problem-solving, thereby motivating students. Jane Willis emphasizes that task-based
learning offers a natural environment for language use and allows learners to engage in real
communication, which is essential for language development. Rod Ellis points out that task-
based teaching focuses on helping students build communicative competence through
meaningful interaction.
This method requires the exclusive use of English in the classroom, focusing on oral
communication to immerse students in the language, which accelerates their ability to
understand and use English. François Gouin believed that language should be learned naturally,
in the same way children acquire their first language—through direct use and exposure, not
through translation. Harold E. Palmer maintained that the Direct Method is most effective when
only the target language is used in the classroom, helping learners to think directly in that
language. Charles Berlitz claimed that the best way to teach a language is through active use in
conversation, without relying on the learner’s native language.
Blended Learning: A combination of in-person and online learning, blended learning
allows flexibility and enhances accessibility, making it a popular method for modern
classrooms.
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The Silent Way and Suggestopedia: These less conventional methods encourage self-
discovery through visual aids, gestures, and a more passive teacher role, supporting diverse
learning styles.
In conclusion, effectively and appropriately chosen methods significantly contribute not
only to language instruction but also to time efficiency, error prevention, and the streamlined
achievement of objectives across various fields. Effective English language teaching requires a
combination of modern, student-centered methods that promote active participation and
communication. Approaches such as the Communicative Language Teaching (CLT), Task-Based
Learning (TBL), and the use of technology in the classroom have proven to be highly successful.
These methods focus on improving learners’ speaking, listening, reading, and writing skills in
real-life contexts. Additionally, creating a supportive and motivating learning environment
plays a crucial role in student success. By applying these strategies, teachers can significantly
enhance language acquisition and help students achieve fluency and confidence in English.
According to the eminent educational expert Dylan William “Every teacher needs to improve,
not because they are not good enough, but because they can be even better. And effective
teaching strategies are the key to that improvement.”
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Bruner, J. S. (1960). The Process of Education. Cambridge, MA: Harvard University Press.
2.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press.
3.
Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree
Press.
4.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching
(3rd ed.). Cambridge: Cambridge University Press.
5.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language
Teaching (3rd ed.). Oxford: Oxford University Press.
6.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson
Education.
7.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Longman.
