METHODS OF LEARNING ENGLISH

 Abduraximova Farida Komiljon qizi

teacher of Samarkand State Foreign Language of Institute

Ravshanbekova Asalkhon San’atbekovna

Samarkand State Foreign Language of Institute English faculty Foreign language and literature: student of the 1^st year group 2403

asaloyravshanbekova1606@gmail.com 

+998337511512

Samarkand, Uzbekistan

Abstract. English is one of the most widely spoken languages globally, playing a significant role in communication, business, science, and culture. Effective methods for learning English can enhance language acquisition and improve students’ efficiency. This article explores various approaches: the grammatical method, communicative method, interactive teaching, and the audio-visual method. The grammatical method emphasizes understanding language structure and rules, while the communicative method focuses on real-life applications of language skills, helping students engage in practical interactions. The interactive teaching method encourages active student participation, enhancing critical thinking, collaboration, and motivation. The audio-visual method facilitates learning through multimedia, improving comprehension of pronunciation, intonation, and context. Lastly, self-study, through online resources and mobile applications, fosters independent learning. Combined, these methods enable students to develop language proficiency through diverse, engaging approaches, preparing them for practical communication.

Keywords: English language learning, grammatical method, communicative method, interactive teaching, audio-visual method, self-study, language acquisition, practical communication

English is one of the most widely spoken languages globally and is important in modern communication, business, scientific research and culture. Choosing effective methods for learning English can speed up the process of language acquisition and increase the efficiency of students.

 The first is grammatical method. Grammatical method mainly focuses on students learning the structure, rules and grammatical rules of the language. With this method, students will be able to learn the rules of the language, make sentences and use the language logically. However, this method can often be dry and uninteresting, so it should be combined with independent study and practical training.

The next one – communicative method is a teaching method designed to focus on communication during the language learning process. This method helps students to apply the language practically, communicate and use the language effectively in real-life situations. The main features and advantages of the communicative method are as follows:

Real Life Situations: During the lessons, students are given the opportunity to simulate real life situations. This includes, for example, situations such as shopping in a store, checking into a hotel, or participating in conversations.

Communication-Oriented Activities: Students learn the language through activities that encourage interaction and exchange of ideas, such as group discussions, role-plays, and conversations.

Pronunciation and Intonation: The communicative method emphasizes the importance of pronunciation and intonation. Students will learn in practice how to use pronunciation and intonation in real communication.

Language Acquisition: Students learn language rules through practical application rather than just theory. This makes language learning more intuitive and fun.

Interactivity: Students will have the opportunity to express their opinions, ask questions and discuss through active participation. It increases students’ ability to express themselves.

There are a lot of pluses of these methods. Advantages of them are:

– Developing Communication Skills: With this method, students develop communication skills and learn to use the language in real situations.

– Motivation: Fun and hands-on activities increase students’ motivation, which makes the learning process more effective.

– Interest in Language: Students develop interest in language learning because they are able to express themselves and communicate.

– Critical Thinking: Students develop critical thinking skills through problem solving and brainstorming.

– Individual Approach: Students will have the opportunity to further personalize the lesson based on their abilities and needs.

The communicative method is distinguished by the fact that communication is the center of the language learning process. This method helps students to apply the language in practice, prepare for real-life situations and develop communication skills. By using this method in their classes, teachers can encourage students to learn English in an effective and interesting way.

Interactive teaching method is a teaching method aimed at ensuring active participation of students. This method, unlike traditional teaching methods, encourages students to express themselves, discuss, and work collaboratively rather than passively accepting. The main features and advantages of the interactive teaching method are vital for teaching at schools.

Firstly, students work in small groups to complete specific tasks or solve problems. This allows mutual exchange of ideas and strengthening of knowledge.

Secondly, through classroom discussion, students have the opportunity to express themselves, share ideas with others, and learn new ideas.

Besides, students will have the opportunity to use the language in an environment close to real life situations by playing different roles. It promotes communication.

Furthermore, through games, simulations, and other activities, students learn the language in a fun and engaging way.

Moreover, students can develop their knowledge and skills through peer assessment and feedback.

The interactive teaching method ensures that students are actively involved in the language learning process and prepares them for real-life situations. The use of this method serves to increase the level of knowledge of students and to develop mutual communication. By using this method in their classes, teachers can encourage students to learn English in a more effective and interesting way.

There are several benefits of this method, such are active participation, motivation, developing competencies, interaction and adaptability.

Through active participation, students absorb more of their knowledge and apply what they learn in practice. Interactive activities increase student interest and encourage interaction, which increases motivation. Students develop skills such as critical thinking, problem solving and teamwork. By interacting with each other, students acquire practical language skills and improve their ability to express themselves. This method can be adapted for different students and teachers to meet the needs of each student.

The third – audio-visual method focuses on the use of multimedia materials, such as films, videos, and audio materials, in learning English. This method facilitates language learning through listening and viewing, as students gain a better understanding of pronunciation, intonation, and contextual meaning. At the same time, it also plays an important role in increasing the interest of students.

Meanwhile, self-study increases students’ interest in learning English independently. This method includes the use of online resources, mobile applications, books and teacher support. In self-study, students have the opportunity to choose the materials that suit them, taking into account their time and interests.

As a conclusion, the process of learning English is multifaceted and individual. Students can develop their language skills using different methods. For best results, students are encouraged to use multiple methods together.

References

1.  Abduraximova F. Improving virtual education through innovative methods. Development of pedagogical technologies in modern sciences. Vol. 2 No. 10 (2023). https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=hXRYYwIAAAAJ&citation_for_view=hXRYYwIAAAAJ:3fE2CSJIrl8C

2. Brown, H. D. Principles of Language Learning and Teaching. Pearson Educationa. 2007

3. Harmer J. The Practice of English Language Teaching. Pearson Longman. 2007

4. Scrivener, J.  Learning Teaching: The Essential Guide to English Language Teaching. Macmillan Education. 2010

5. Ur P. A Course in Language Teaching: Practice and Theory. Cambridge University Press. 1996

Andy Warhol Christ the King

Andy Warhol Christ the King of Art Consuming New York City.

Capturing the compulsive jackdaw collectors-of-means.

Collectors of bright, stunning, eye magnet colors, shapes and shines.

Holding attention with layers of color, shape, personality, wigs, reputation, eye contact.

Posing high, glassy-eyed, the Mona Lisa junkie savior.

Sharing the obvious in a new found WAY:

As weeds are created by the miracle of life and are the kingdom of God, so are

Paintings of large tomato soup cans beautiful shapes, colors and ART.

Everlasting LIFE! Increasing VALUE! Buy low sell HIGH!

Andy Warhol Christ the King died so that Campbell’s tomato soup

May have ever-lasting life and collectors’ ever-rising value.

Shot by a woman but returned from the dead by modern medicine.

Showing his scar, his weak body and his shiny junkie face.

The disciples wait for Andy Warhol Christ the King’s second return from the dead.

His crown of thorns a giant blonde wig atop his shiny-skinned addict’s head.

Gardun gah Manga jafo-u dunluq qildi,

Baxtim kibi, har ishta zabunluq qildi,

Gah kom sari rahnamunluq qildi,

Alqissa, base buqalamunluq qildi.

●A.Navoiy

Sometimes fate inflicted hardship and baseness upon me,

Like my fortune, it made me weak in every matter.

Sometimes it guided me towards fulfillment (or pleasure),

In short, it acted very chameleon-like.

●Translation by Shukurilloyeva Lazzatoy 

Lazzatoy Shamshodovna Shukurilloyeva

Student of the Uzbekistan State World Languages University, 1st year.

Speaks Uzbek, English, Russian, French, and Persian-Tajik. Holds an IELTS international certificate (2023) and Uzbek national language certificates (2024).

Winner of district, city, and republican-level Olympiads. 

Her creative works began to be published in newspapers during her school years, and in 2024, her creative works were included in the collection titled “Bridge of Creators,” published by Lulu Press in the USA. As an active member of the American “Foyle Young Poets” association of young poets and the Argentinian “Juntos Por las Letras” science and literature association, she actively participated in the international conference held on October 19th of this year, reading her poems in Uzbek. Many of her scientific articles been approved and published in prestigious journals. In 2025 been participated with her outstanding article in international conference devoted to Alisher Navoi. 

Participant of the “IYC 2024” conference held in New York.

Serves as a “GLOBAL PEACE AMBASSADOR” and “Child Rescue AMBASSADOR” with India’s “Iqra Foundation,” working in the field of peace and child rights advocacy.

She is also an active member of the “Òzlidep” Democratic Party of Uzbekistan.

Paradise

I see it

horizon glint

long edge

just out of touch

my life

over there

corner city

coming back

after all these years

absent from

where I was born

glowing

yesterdays

never again

but always there

within my heart.

The Tranquility of the Interspace

In the interspace, the joyful assaults of the day are repelled,

the sunlight filters weakly, like broken dreams,

silence reigns supreme, among persistent shadows,

where the noises of the world become distant.

Here, between walls of suspended time,

the mind takes refuge, in search of quiet,

a place of calm, a shelter defended,

from the screams of the day, from disturbing anxieties.

But even in the shadow, a small ray,

insinuates itself, bringing a faint hope,

a promise of peace, in the heart, a glow.

Oh, interspace, guardian of serenity,

protect the soul from nameless storms,

and let silence soothe every pain.

Lidia Popa was born in Romania in the locality of Piatra Șoimului, in the county of Neamț, on 16th April, 1964. She finished her studies in Piatra Neamț, Romania with a high school diploma and other administrative courses, where she worked until she decided to emigrate to Italy.

She has been living for 23 years and worked in Rome as part of the wave of intellectual emigrants since the fall of the Berlin Wall.

She wrote her first poem at her age of seven. She is a poet, essayist, storyteller, recognized in Italy and in other countries for her literary activities. She collaborates with cultural associations, literary cenacles, literary magazines and paper and online publications of Romanian, Italian and international literature. She writes in Romanian, Italian and also in other languages as an exercise in knowledge.

BOOKS

She has published her poems in six books:

in Italy:

1. ” Point different ( to be ) ” – ed. Italian and

2.” In the den of my thoughts ( Dacia ) ” – ed. bilingual Romanian/ Italian AlettiEditore 2016,

3.“ Sky amphora ” – ed. bilingual Romanian/ Italian EdizioniDivinafollia 2017,

in Romania:

4. ” The soul of words” ed. bilingual Romanian/ Albanian Amanda Edit Verlag 2021,

5.” Syntagms with longing for clover ” ed. Romanian, EdituraMinela 2021.

6.” The Voice interior ” LidiaPopa and BakiYmeri ed. bilingual Romanian/Italian, Amanda Edit Verlag 2022.

Her poems featured in more than 50 literary anthologies and literary magazines on line from 2014 to 2023 in Italy, Romania, Spain, Canada, Serbia, Bangladesh, United Kingdom, Liban,USA,etc.

Her poems are translated into Italian, French, English, Spanish, Arabic, German, Bangladesh, Portuguese, Serbian, Urdu, Dari, Tamil, etc.

Her writings are published regularly with some magazines in Romania, Italy and abroad.

She is a promoter of Romanian, Italian and international literature, and is part of the juries of the competitions.

She translates from classical or contemporary authors who strike for the refinement and quality of their verses in the languages: Italian, Romanian, English, Spanish, French, German, stating that “it is just a writing exercise to learn and evolve as a person with love for humanity, for art, poetry and literature “.

SHE IS

*Member of the Italian Federation of Writers (FUIS)

*Honorary member of the International Literary Society Casa PoeticaMagia y Plumas Republic of Colombia,

*Member of Hispanomundial Union of Writers (Union Hispanomundial de Escritores) (UHE) and Thousands Minds For Mexico (MMMEX)

*President UHE and MMMEX Romania, August 21, 2021

*She had come power of attorney Vice-president UHE Romania, Mars18, 2021- August 21, 2021

*President UHE and MMMEX Romania, August 21, 2021

*Counselor from Italy for Suryodaya Literary Foundation Odisha India,

*Director from Italy for Alìanza Cultural Universal (ACU) Argentina

*Member Motivational Strips Oman,a member of numerous other literary groups at the level internationally,

*Director of Poetry and Literature World Vision Board of Directors (PLWV) Bangladesh

*Membership of ANGEENA INTERNATIONAL NON PROFIT ORGANISATION of Canada

International Peace Ambassador of The Daily Global Nation International Independent Newspaper from Dhaka Bangladesh – 2023

*Founder literary group Lido dell’anima with LIDO DELL’ANIMA AWARDS

*Founder LIDO DELL’ANIMA Italian magazine

*Founder SILVAE VERBORUM INTERNATIONAL multilingual magazine

*Founder literary currently #homelesspoetry

etc.

Ozod Sharafiddinov – The Star of Uzbek Literature After Navoi

Ozod Sharafiddinov, a distinguished figure in Uzbek literary criticism and philology, has left an indelible mark on the field. His creative and scholarly legacy remains highly relevant today. He was not only a literary critic but also a translator, publicist, and an enlightened intellectual.

Looking at his life path, he was born on March 1, 1929, in the village of Okhunqaynar, near Kokand. He graduated from the Faculty of Philology at the Central Asian State University. His thirst for knowledge led him to complete postgraduate studies in Moscow, where he earned a PhD in 1955. Later, he continued his work at the Academy of Sciences of Uzbekistan, conducting in-depth research in literary studies.

Ozod Sharafiddinov’s works focus on the development of Uzbek literature, creative freedom, and the study of talented writers. He authored numerous literary-critical articles and monographs. One notable example is the book “Zamon. Qalb. Poeziya” (“Time. Soul. Poetry”), which analyzes the essence of Uzbek poetry and the emotional depth of poets.

Another book that deeply impressed me is “Iste’dod jilolari” (“The Sparkles of Talent”, 1976). This work explores the creativity of gifted Uzbek poets and writers. Sharafiddinov examines their writing style, mastery, and role in the literary process. The book provides an in-depth study of writers such as Oybek, G‘afur G‘ulom, and Abdulla Qahhor.

His work “Adabiy etyudlar” (“Literary Etudes”, 1968) discusses the relationship between literature and society, creative freedom, and the role of literary criticism. Sharafiddinov emphasizes that literary criticism should not only highlight shortcomings but also serve as a tool for the development of writers.

Another remarkable book, “So‘nggi satr Vatan shoniga aylandi” (“The Last Line Became the Glory of the Homeland”) delves into the theme of patriotism, explaining its artistic and spiritual significance.

Sharafiddinov also made significant contributions as a translator. He translated many masterpieces of world literature into Uzbek. Among his notable translations are Leo Tolstoy’s “Confession”, Paulo Coelho’s famous novel “The Alchemist”, and Anton Chekhov’s psychological short stories. His translations preserve the artistic and spiritual essence of the original works, making them accessible to Uzbek readers.

His contributions to Uzbek literature were highly esteemed. On August 23, 2002, he was awarded the title of “Hero of Uzbekistan.”

In his works, Ozod Sharafiddinov not only analyzed the artistic aspects of literature but also examined its social significance. He established himself as a leading literary scholar and a master of criticism. His scientific and artistic legacy solidified his position as one of the greatest figures in Uzbek literature after Navoi. His contributions played a key role in shaping new directions in literature beyond Navoi’s era. Today, Sharafiddinov remains one of the brightest representatives of Uzbek literature, and his academic and creative legacy continues to be relevant. His works are not only valuable for literary scholars but also for writers and readers.

In conclusion, I must say that reading Ozod Sharafiddinov’s works has been a true intellectual and spiritual nourishment for me. Each book deepened my perspective on literature and enriched my thoughts. I highly recommend exploring his works, as they offer not only knowledge but also profound enrichment for the soul.

Odina A’zamqulova

1st-year student at the University of Journalism and Mass Communications of Uzbekistan