The differences between younger learners and older learners

“ Teaching English intensively in non-English speaking countries”

The integration and internationalization of the world today requiring a common language to be equally and efficiently used by representatives of all countries, nations, and cultures has enormously increased the demand for learning English which has become not simply the language of international communication (like many others, such as Spanish or French) but that of planetary, or global communication

• The integration and internationalization of the world today requiring a common language to be equally and efficiently used by representatives of all countries, nations, and cultures has enormously increased the demand for learning English which has become not simply the language of international communication (like many others, such as Spanish or French) but that of planetary, or global communication

The absence of free command of English as the global medium of communication means great limitations for a person in their educational, professional, career, and even personal opportunities restricting such a person to living and functioning only inside one speech community, that of their own, without any chance of going beyond its narrow borders. Actually, in the twenty-first century’s “global village” not being fluent in English is somewhat akin to functional illiteracy.

• The absence of free command of English as the global medium of communication means great limitations for a person in their educational, professional, career, and even personal opportunities restricting such a person to living and functioning only inside one speech community, that of their own, without any chance of going beyond its narrow borders. Actually, in the twenty-first century’s “global village” not being fluent in English is somewhat akin to functional illiteracy.
• Graddol D. English next. Why global English may mean the end of “English as a Foreign Language”. British Council.2016

• Chapter I. Principles of teaching English in non- English speaking countries
• The principles of conducting intensive teaching
• There is an increasing demand for intensive teaching of English in non-English speaking countries. As some authors cite that:

Teaching and learning methods are frequently quite obsolete and of very low efficiency, like the grammar-translation method practically forgotten by really competent teachers of English but some of the teachers are still using it.

The motivation of students often suffers if they learn English as a mandatory discipline at state-owned educational institutions and are really eager to acquire it. They frequently have to study in the same group with students who are indifferent to the subject or are at a lower level of language command and, therefore, slow down the progress of more advanced or more highly motivated students.

• The motivation of students often suffers if they learn English as a mandatory discipline at state-owned educational institutions and are really eager to acquire it. They frequently have to study in the same group with students who are indifferent to the subject or are at a lower level of language command and, therefore, slow down the progress of more advanced or more highly motivated students.

1.2 Organizing extra class activities in teaching English intensively

• 1.2 Organizing extra class activities in teaching English intensively
• The aim of the graduation paper is to research possible ways of creating extra English-speaking environment for students of technical universities who do not a ready-made context for communication beyond their classroom in non- English speaking countries.

III. Teaching Approaches for Young Learners

• II Chapter. Practical approach to teaching English inUzbekistan
• 2.1. Defining the students’ needs
• The hypothesis of the study is that if learners of any proposed EST course are involved in the selection of course material (reading and listening material) and in the design of the course, such involvement of the learners will enhance their interest and motivation level, foster their critical thinking skills, make them take part in various language activities enthusiastically and result in their effective learning. Moreover, such a step would make teaching-learning process enjoyable and pave the way for achieving the course objectives.

2.4. Modern pedagogical Technologies in Intensive Teaching of English.

• 2.4. Modern pedagogical Technologies in Intensive Teaching of English.
• In intensive teaching of English we should consider the pedagogical technologies and methods too. Because selecting the correct technology or method means to find the way to teach the students. That is why in this paragraph I put some of the technologies.

• Mind Mapping: Learning and Teaching with Both Sides of the Brain (by Hobie Swan)
• One of the more undiscovered or, in some cases, underutilized teaching methods is the use of mind maps. While the exact origin of this approach to learning is lost in the mists of time, mind mapping has for decades been a regular feature of primary and secondary education in Europe—in Germany and Britain, in particular.