Ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN


SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES


COURSE WORK
THEME: Teaching across age and proficiency levels

Scientific supervisor: Melieva Z.
Student: Nugmanova S.

CONTENTS
INTRODUCTION……………………………………………………………….3
Chapter I

1. 
   The actuality of the work……………………………………………..5
   
2. 
   The background study concerning the learners’ age and proficiency in language acquisition ………..………...………………………………...6
   

Chapter II

1. 
   Peculiarities of teaching through proficiency levels……….........................9
   
2. 
   Special features of teaching through age and suggested methods and approaches....................................................................................................12
   
3. 
   Problems of teaching through age and proficiency levels and ways to overcome them………………………….……….......................................15
   

CONCLUSION....................................................................................................20
LIST OF USED LITERATURE…………...…………………………………..21

INTRODUCTION
One of the basic concerns in the field of second language learning has always been finding more efficient ways for teachers or learners to facilitate language teaching and learning, and this has resulted in a great number of studies on the nature of language teaching and learning. Until 1970s, these studies were mostly based on teacher oriented methodologies. Then, it was argued that some language learners seemed to be 'more successful' regardless of teaching methods and techniques (Rubin, 1975). Rubin (1975, p. 41) suggests that “if all people can learn their first language easily and well, why does this ability seem to decline for some when second language learning is the task?”. These studies resulted in a shift of focus from teachers and teaching methods to learners and learning process, leading to a great amount of research aimed at investigating learner variables.