Uzbekistan Republic Termez state university Foreign philology faculty Course work Subject

Results
Descriptive Analysis
General Strategy Uses among Lower Secondary School Children
The mean scores and standard deviations showed moderate LLS use, with the use of metacognitive, affective and social strategies being the highest in Year 5 (Table 1). Compensatory strategies were employed significantly the lowest. In Year 8, besides metacognitive and social strategies, cognitive strategies were relied on the most. Metacognitive strategy use was similarly high in both age groups. Significant differences were found between the age groups in memory, compensation and affective strategies (p ≤ 0.01). While the use of affective strategies was relatively high in Year 5, it was the least frequently employed in Year 8.


CONCLUSION
Teaching a foreign language can be a challenging but rewarding job that opens up entirely new paths of communication to students. It’s beneficial for teachers to have knowledge of the many different language learning techniques including ESL teaching methods so they can be flexible in their instruction methods, adapting them when needed.
Keep on reading for all the details you need to know about the most popular foreign language teaching methods. Some of the ones covered are the communicative approach, total physical response, the direct method, task-based language learning, sugguestopedia, grammar-translation, the audio-lingual approach and more.


How to Choose the Best Foreign Language Teaching Methodology
Now that you know a number of methodologies and how to use them in the classroom, how do you choose the best?
While there are always those programs that insist upon a mandatory methodology, doing great disservice to students and teachers alike, you should always try to choose those methodologies and approaches that are most effective for your students. After all, our job as teachers is to help our students to learn in the best way for them—not for us, not for any researcher and not for any administrator.
Did I say methodologies and approaches? Plural? Yes! The best teachers choose the best methodology and the best approach for each lesson or activity. They aren’t wedded to any particular methodology. Rather they use principled eclecticism, freely moving between lessons, tasks, methodologies and approaches, almost seamlessly.
Have you ever had to teach a grammatical construction that only appears in written form? And then had your students practice it by writing? Then you’ve used the grammar-translation method. Have you ever talked to your students in question/answer form, hoping that they will pick up the grammar point that you are trying to teach? Then you’ve used the direct method.
Have you ever repeatedly drilled grammatical endings, or numbers, or months, perhaps before showing them to your students? Then you’ve used the audio-lingual method. Have you ever played Simon Says? Or given your students commands to open their textbook to a certain page? Then you’ve used the total physical response method. Have you ever written a thematic unit on a topic not covered by the textbook, incorporating all four skills and culminating in a final assignment? Then you’ve used task-based learning.
If you’ve already done all of these, then you’re already practicing principled eclecticism.
The point is: The best teachers make use of all possible methodologies and approaches at the appropriate time, for the appropriate activities, and for those students whose learning styles require that approach.
The ultimate goal is to choose the methods that best fit your students, not to force your students to adhere to any particular or limiting methodology. Remember: First and foremost, it’s always about our students!