Mamun -university roman -german philology english department

Conclusion
I believe that the primary goals of education should be to improve students' entire character and to promote their overall growth. There is no point in debating whether teaching style is superior to the other. Instead, we should focus on creating the finest education system for kids, as it is the students who will lead the country in the future. I believe that only by combining traditional and modern teaching approaches will we be able to establish a better education system. I gathered literature on the subject. I searched libraries and the internet for literature, particularly specialist databases on education such as Eric and Jstor. I discovered a wealth of books on contemporary technique but a scarcity of information on old approach. There are works that discuss classical methods, but the majority of them do so in a negative light. This might be because it is natural for people to convey new things better than old ones, or it could be because the authors sought to encourage instructors to employ current technique rather than conventional teaching methods. However, having negative sources and compiling them into a neutral piece of theory proved challenging. I resolved to speak with experienced professors and obtain the names of writers or book titles from them. This presented an intriguing issue. All of the teachers said that they couldn't recall the names or titles of classic methodological books. They characterized their exam preparation as sitting in libraries and studying texts written by their lecturers. This strikes me as noteworthy and maybe worthy of additional investigation.
The list of used literature
1 )Babel, M. (2009). Phonetic and social selectivity in phonetic accommodation. Doctoral dissertation, University of California at Berkeley, Berkeley, CA.

2) Babel, M. (2012). Evidence for phonetic and social selectivity in spontaneous phoneticimitation. Journal of Phonetics, 40(1), 177-189.

3) Babel, M., & Bulatov, D. (2012). The role of fundamental frequency in phonetic accommodation. Language and Speech, 55(2), 231-248

4) Bilous, F. R., & Krauss, R. M. (1988). Dominance and accommodation in the conversational behaviours of same-and mixed-gender dyads. Language & Communication, 8(3-4), 183-194.

5) Chang, J. (1987). Chinese speakers. Learner English, 310-315.

6) Goldinger, S. D. (1996). Words and voices: episodic traces in spoken word identification and recognition memory. Journal of experimental psychology: Learning, memory, and cognition, 22(5), 1166.

7) Hwang, J., Brennan, S. E., & Huffman, M. K. (2015). Phonetic adaptation in non-native spoken dialogue: Effects of priming and audience design. Journal of Memory and Language, 81, 72-90.

8) Kim, M. (2012). Phonetic accommodation after auditory exposure to native andnonnative speech (Doctoral dissertation, NORTHWESTERN UNIVERSITY).

9) Natale, M. (1975). Convergence of mean vocal intensity in dyadic communication as a function of social desirability. Journal of Personality and Social Psychology, 32(5), 790.