Online ISSN: 2515-8260

Keywords : language performance

Teachers' Attitude to Communicative Language Teaching in Uzbekistan

Gulnara Makhkamova; Ugiloy Kusanova

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 2, Pages 392-403

Growing of the status of methodology of FLT both in western countries and Uzbekistan has been seen for the last time because of a changing educational paradigm. This article focuses on a discussion of Communicative Language Teaching in the national context of Uzbekistan. This educational approach or method is widely used in all over the world. That is why this article provides a clear articulation of efficacy of some principles of the Communicative Language Teaching applied in English classes at the senior grades of the secondary schools, as well as necessity and rationality of application of the eclectic method. It also describes the research conducted with teachers of the English language who work at schools of Tashkent city in Uzbekistan. By the help of the interview we found out teachers’ attitude to Communicative Language Teaching (CLT), their preferences and gaps in teaching English to the achievement of B1 level of language proficiency by learners (10th -11th grades).
The main inferences of this study are: 1) CLT is dominant in the FLT setting in Uzbekistan and allows to concentrating at a function, meaning and authentic material; 2) teachers need to apply eclectic approach to achieve a certain level of the language proficiency reflected in the program's requirements because of the national context specificity; 3) instructions should be designed in accordance with the principles: accuracy, fluency, approximation, appropriacy.


Yongjin Zhu; Professor Dr. Siti Maziha Mustapha; Bo Gong

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 3, Pages 2331-2346

This quantitative study investigated the relationship between Chinese university students’ English self-efficacy and English language performance. All the data were collected from a questionnaire of English self-efficacy (QESE) and National College English Test(CET) among 387 university students in China. Principal component analyses showed that the QESE included four sub-dimensions, English self-efficacy in listening, speaking, reading, and writing. Confirmatory factor analysis (CFA) was  
used to test the validity of the scale. The descriptive analysis showed Chinese university students have a moderate level in English self-efficacy. Female students were more self-efficacious than male students by Independent Samples t-test. Pearson product-moment correlation coefficient analysis showed that Chinese university students’ English self-efficacy was significantly correlated with their English language performances. What’ more, Multiple regression analysis showed that speaking and listening statistically significantly predicted English performances among Chinese university students. Pedagogical implications and future researchare discussed at the end of this paper.