Kenjayeva Sabrina 1
DOI: https://doi.org/10.5281/zenodo.15187266
Zenodo community: https://zenodo.org/records/15187266
Nordic_press journal: https://research.nordicuniversity.org/index.php/nordic/article/view/2294
MAQOLANI YUKLAB OLISH
SERTIFIKATNI YUKLAB OLISH
REVIEW:
The thesis by Kenjayeva Sabrina tackles the critical issue of socio-cultural competence in foreign language teaching, specifically focusing on the education systems of Finland and Uzbekistan. As the world becomes increasingly globalized, the need for foreign language teachers who not only have linguistic proficiency but also a strong understanding of diverse cultures is vital. The author investigates the current shortcomings in Uzbek schools and presents a set of solutions inspired by Finnish educational practices, which are renowned for their effectiveness in developing socio-cultural competence among both students and teachers.
The thesis’s central argument is timely and highly relevant given the global emphasis on intercultural communication, especially in foreign language education. By analyzing the challenges and proposing methods that can be applied in Uzbek schools, the work contributes significantly to the ongoing educational reforms in Uzbekistan.
Key Findings and Discussion:
Deficiencies in Uzbek School Education:
The thesis identifies several key deficiencies in the current approach to foreign language education in Uzbek schools:
Low Communicative Competence: A heavy focus on grammar and theoretical knowledge often leaves students ill-prepared for real-world communication. The author suggests methods like role-playing, debates, and cross-talk to foster practical communication skills.
Lack of Interactive Methods: Traditional methods, such as teacher-centered lectures, dominate classroom instruction. The thesis advocates for a shift toward task-based and project-based learning, as well as the incorporation of modern technologies like interactive whiteboards and mobile applications to increase student engagement.
Inadequate Training Materials: The materials often do not match the age or interests of students, nor do they provide enough interactive or audiovisual resources. The thesis recommends integrating real-life situational texts and using online platforms like Duolingo and BBC Learning English to create more relevant and engaging learning environments.
Poor Teacher Skill Development: Many teachers lack exposure to international educational practices and advanced foreign language teaching methodologies. The thesis suggests international seminars, online courses, and professional development programs to address this gap.
Finnish Educational Experience:
The author draws on Finland's foreign language education model, which emphasizes:
Individualized Student Approach: Finnish education is characterized by personalized learning that tailors teaching strategies to the unique needs and abilities of each student.
Use of Play and Interactive Techniques: Finnish schools integrate games, theater, and role-playing activities to make language learning both enjoyable and effective.
Cultural Integration: Foreign language learning in Finland includes a strong focus on understanding the culture, customs, and history of the countries where the language is spoken, thereby enhancing socio-cultural competence.
Continuous Teacher Development: Finnish teachers are provided with regular opportunities for professional development, ensuring they stay updated with the latest educational trends and methodologies.
Recommended Methods for Foreign Language Teachers:
The thesis outlines several effective methods based on Finnish best practices:
CLIL (Content and Language Integrated Learning): This approach integrates language learning with subject content, allowing students to learn other subjects like math or science in a foreign language. The method enhances language acquisition in real-world contexts, making learning more engaging and practical.
Role-Play and Gamification: These methods are highlighted as key tools for increasing student engagement and improving communication skills. Role-playing exercises allow students to practice the language in real-life scenarios, while gamification elements (like scoring and competitive activities) make learning fun and stimulating.
Project-Based Learning (PBL): Students work on projects, conducting independent research on a topic and presenting their findings. This method helps develop critical thinking, teamwork, and both written and spoken language skills.
Digital Learning Tools: The author emphasizes the role of modern technology in language learning. Platforms like Duolingo, BBC Learning English, and Quizlet, as well as tools like Kahoot and Google Classroom, are recommended for their ability to make learning more accessible, engaging, and interactive.
Conclusions and Suggestions:
The thesis concludes with several important recommendations:
Increase Interactive and Communicative Methods: A stronger focus on interactive, student-centered teaching approaches will enhance the communicative competence of students.
Teacher Training Programs: There is a need for organized training programs that expose teachers to modern pedagogical technologies and international teaching experiences, especially those from successful education systems like Finland.
Adapt Finnish Experience: The thesis suggests that Finland’s individualized teaching approach and emphasis on continuous professional development should be adapted to fit the local context of Uzbekistan.
Wider Use of Multimedia and Digital Resources: Incorporating more multimedia and digital resources into the curriculum would make foreign language learning more engaging and effective, particularly for younger learners who are more accustomed to technology.
Overall Evaluation:
This thesis provides a thorough and insightful analysis of how to improve foreign language education in Uzbekistan by focusing on the development of socio-cultural competence among future teachers. The author’s exploration of the Finnish education system offers a valuable perspective on how innovative teaching methods can be applied in the Uzbek context. The practical recommendations provided are well thought out, and the proposed solutions address the specific challenges faced by Uzbek schools.
The comparison between the Finnish and Uzbek education systems is both informative and constructive, offering concrete strategies for enhancing foreign language education. The thesis is well-structured, with a clear focus on both theoretical and practical aspects of language teaching, and it makes a compelling case for reform in Uzbekistan’s foreign language education.
In conclusion, this research is a valuable contribution to the field of foreign language education and offers a roadmap for improving the socio-cultural competence of teachers and students alike. It is an important resource for educators, policymakers, and researchers interested in advancing language teaching methodologies in Uzbekistan and beyond.
