PROBLEMS OF TEACHING AND LEARNING ENGLISH AS AN
INTERNATIONAL LANGUAGE
Yunusova Dilnoza Mfadirovna
.
ESP teacher, Tashkent State Dental Institute.
oydin2009@mail.ru
Nowadays technology, information and knowledge explosion have led to the
increase of teaching and learning English as an international language. Teaching and
learning English in different countries have been faced with some problems. English
has been taught in schools in Uzbekistan since many years. But the point is that
although our medical students spend a long time in language classes, they do not
achieve a desirable level in various language skills.
In modern world, multilingualism is becoming more and more important. In
addition to opening up employment opportunities, being able to speak a foreign
language helps to make a real connection with people and to know more about diverse
cultures, places and lifestyles. The more proficient you are, the better you can express
yourself.
Out of the 6 500 spoken languages in the world today, why choose to learn
English? As the third most widely spoken language in the world, English is widely
spoken and taught in over 118 countries and is commonly used around the world as a
trade language or diplomatic language. It is the language of science, aviation,
computers, diplomacy, and tourism. Last but not least, it is the language of international
communication, the media and the internet. The article under discussion depicts the
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problems encountered in learning English as a second language. The authors of the
article suggest some ways of solving the target problems to increase effectiveness of
teaching and learning English.
Currently, there is a tendency among students in Uzbekistan to go to private
educational centers. This proves once again that the general educational curriculum is
not effective enough and it is necessary to take into account the experience of private
educational centers for the development of this direction.
More specifically, there are several factors to consider. The first and most
important is the division of students into mini-groups based on the level of English.
Currently, a large number of educational institutions divide students based on other
criteria: age, direction of study, course, this in most cases is not an effective solution.
Practice shows that it is more expedient to divide students according to their level of
English (beginner, elementary, pre-intermediate, etc.), regardless of the course of
study, age and direction.
The graph below graphically shows the results of a study conducted at Volgograd
State Medical University. During the study, the students were divided into 2 groups.
The first group was trained according to the traditional teaching method, the second
used interactive methods during the training. As a result, after the tests, it was found
that the results of the second group were significantly high. Thus, he proved that the
assimilation of knowledge is more effective when using interactive methods.
Combining the above, it must be said that these two factors play a key role in the
educational process. At the same time, the use of one factor without the second will
not give a good effect. The results of the study have demonstrated the effectiveness of
the inclusion of interactive teaching methods and separation of students into the
educational process, which contribute to more successful mastering of the studied
material, the development of teamwork skills, the formation of basic competencies that
allow students to independently acquire knowledge that is as close to practical health
care as possible.
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