Хорижий филология факультети, Хорижий тил ва адабиёти кафедраси 3-курс 307а ва

<sub>Хорижий филология факультети, Хорижий тил ва адабиёти кафедраси 3-курс (307а ва
310а гурух) талабалари учун 2020-2021 ўқув йили 6-семестр учун “Чет тилларни
ўқитишнинг интеграллашган курси” фанидан тузилган якуний назорат саволлари
Тузувчи: ўқ. М.М. Абдуллаева
Кафедра мудири ф.ф.н., доц. И.К.Усаров
Ticket 7
1. What is “The five hour problem of language learning?”
2. How can we solve this five-hour problem?
3. What is the out of classroom?</sub>

307 a-group

Buriyev Abdulvohid

Answers

1. We know that Teachers do not have enough time in class to help learners master a language. In the current academic structure, in almost all parts of the world, English is taught as a class subject like any other. It is the fact is that academic institutions don't seem to recognize what you already know very well. That language is not just learned, it is acquired. So institutions, high schools, junior highs, colleges typically give teachers a one hour class. Just like you would for Math, History or Science every day, but by treating language as if it were a learned subject, students are not given enough opportunity to practice the language and get comfortable with it. We call this the five hour problem of language learning.

2. There are many things that you can do to solve this five hour problem and, in fact, we will give you time to think of your own creative solutions a little later. But let me suggest a few things that teachers around the world are beginning to do with some success. First, let me remind you of the advice we gave you in module two. Within the classroom, make sure you are giving students enough time to practice. Don't fall into the common pattern of only teaching students language rules and lists and then only testing them on those rules.

Even with just five hours of instruction, make the most of them. Remember the phrase, learn a little, use it a lot.
Second, help students believe that practicing a language is a normal and exciting possibility outside the classroom walls.
3. Teaching and learning experiences that take place outside of the confines of the classroom walls have a range of benefits for both students and instructors. When students are asked to put into practice “in the real world” what they have theorized about from behind a desk, the result is a student-centric learning experience that enhances learning and fosters personal and social development. Further, students that engage in learning experiences outside of the classroom report having higher levels of motivation, recall the course material more vividly, and have improved academic performance in the class. Moreover, field experiences early in a student’s career can be formative and can inspire students to continue in a fiel. Learning experiences outside the classroom are forms of experiential learning. These experiences are rooted in the simple principle that “experience is the best teacher.” Under this framework, learning outside of the classroom is an active process, wherein students encounter authentic problems, construct novel hypotheses, test for real solutions, and interact with others to make sense of the world around them. When we do this, we encounter the world as a whole and are forced to engage multiple modalities, no matter which pair of disciplinary “lenses” we intended to wear. Because experiential learning is inherently interdisciplinary, scientists and humanists alike would do well to consider the ways in which other disciplines might enrich their own disciplinary approach to their field.

There are many ways to make learning extend outside the classroom:

• 
  Field Trips
  
• 
  General Strategies for Successful Field Trip and Field-based Learning Experiences
  
• 
  Technology Outside (and Inside) the Classroom
  
• 
  Assessment of Field Experiences
  Additional Resources for Research on Experiential Learning