In more than a decade years of teaching experience, I have found English language classroom, a great challenge

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bank harajatlari auditi, Ergashev, Американская модель менеджмента, TAQDIMOT ISHI 1111 albomni, KARIMA MUSTAQIL ISHI MOLIYA VA KREDIT, 1 mavzu, 21Khodeeva, Editorial, Evropa Ittifoqi, Editorial, EESA 3 55 march 2020 part 3 (1), 19(117 8), 19(117 8), RISOLA 2, abdumalik taqdimnoma va xulosa dekan

  1. Introduction

In more than a decade years of teaching experience, I have found English language classroom, a great challenge. Countries like Peru, China, Japan etc incorporate English as a foreign language in their school educational system because English is not required much outside the classroom. On the other hand, English is taught as a second language in countries like Sri Lanka, India, United Arab Emirates, etc in an English medium school where students- young and adult are prepared to use English outside the classroom as essential to succeed. English teachers deal with a number of issues such as students‟ age, sex, race, attitude, intelligence factor, confidence level and motivation. Teachers have to handle the language classroom carefully without hurting the sentiments and the shortcomings that may make a student feel low in front of others. Thus teachers have to work out a teaching methodology that may bring out the maximum for students to grasp the contents easily and make the teaching-learning sessions meaningful. In recent years, language teachers and researchers have focussed their attention in observing and developing approaches and strategies that leads to an effective learning process in acquiring English as a SL. In order to make learning process smooth and effective, language teachers have to design various teaching methods out of their personal teaching experience and training. There are various language teaching techniques that help students to understand more clearly and participate in the learning process more actively. Sometimes more than one technique is combined to make an ESL classroom meaningful.

In a developing country like Uzbekistan, achieving the command and mastery of English is a challenging task. The country is struggling to produce a young workforce with a high level of proficiency in English. The present study examines the difference of performance in English between Uzbek and English medium school‟s students. While doing so, it attempts to do an analysis of the methods and approaches in action in these two streams of education.

The diploma work entitled to the concept of “approach”, “method” and “technique”.

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