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EXPERIMENTAL AND INNOVATIVE MODELLING OF PEDAGOGICAL
ACTIVITY IN EDUCATION
Va a Z. Babaye a, assosia e p o esso , Ph.D
Aze baijan Uni e si y o Languages, Aze baijan
e-babaye [email protected]
bannaye [email protected]
The impac o age, mo i a ion and language p o iciency di e ences among
English lea ne s on English language eaching in Aze baijan and p oposed
solu ions o eme ging challenges
Abs ac : The p esen ed a icle aims o iden i y he a ia ions in English
language lea ning among indi iduals in Aze baijan, di e en ia ed by age g oup and
mo i a ional ac o s. D awing on da a ob ained h ough a s uc u ed su ey, he
indings a e syn hesized o highligh key ends, and a ge ed ecommenda ions a e
p oposed o suppo mo e e ec i e language ins uc ion ac oss di e se lea ne p o iles.
Key wo ds: second language acquisi ion, age ac o in lea ning, lea ne
mo i a ion and a i udes, s uc u al di e ences o L1and L2.
In oday’s globalized wo ld, English is no only a means o communica ion, bu
also he main language o science, echnology, and in e na ional collabo a ion. In e es
in lea ning English is g owing s eadily in Aze baijan. Howe e , due o di e ences in
lea ne s’ age g oups, le els o mo i a ion, and p io language knowledge, he eaching
p ocess can lead o a ying ou comes. This esea ch aims o explo e he impac o hese
di e ences on eaching and lea ning English and o sugges solu ions o he ela ed
p oblems.
Based on su ey da a, he s udy seeks o:
·examine he di e ing needs and app oaches o a ious age g oups (adul s and
adolescen s) in lea ning English
·analyse he impac o mo i a ion ypes (in insic and ex insic) on eaching
e ec i eness
·iden i y he ela ionship be ween lea ne ’s p io language knowledge (na i e and
o he languages) and hei English acquisi ion
·de e mine how challenges mani es du ing ins uc ion and o e p ac ical
solu ions
Summa ising he su ey esul o 12 adul s and 15 younge adul s, i can be
s a ed ha age ac o plays an impo an ole in language lea ning. S udies and he
esul s o conduc ed su ey show ha language lea ning ha begins a ea ly age can be
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mo e e ec i e, as neu oplas ici y in he b ain is high du ing his pe iod. Child en a e
mo e ecep i e, bu hey ha e di icul y unde s anding sys ema ic g amma . The
su ey p o es ha , younge adul s’ g amma and w i ing skills a e mo e easily o med
because o hei s ong analy ical hinking. Fo adul s, language lea ning is based on
mo i a ion and is goal-o ien ed, bu he lea ning p ocess is ela i ely slow. J. Ha me
a icula es his pe spec i e on his concep as ollows: “The age o he lea ne s in on
o us will be a majo deciding ac o in how we each hem and we ask hem o do.
People o di e en ages ha e di e en needs, compe ences and cogni i e skills.” [2,
p.80]
Ano he ac o ha a ec s language lea ning is mo i a ion. Mo i a ion is he
d i ing o ce o language lea ning. The e wo main ypes o mo i a ion; in insic
mo i a ion- in e es , pe sonal de elopmen , enjoymen , ex insic mo i a ion- exams,
job applica ions, social s a us. I he eache can co ec ly iden i y he ype o
mo i a ion, he e ec i eness o he lesson signi ican ly inc eases. The su ey indica es
ha lea ne mo i a ion among bo h adolescen s and adul s in Aze baijan is
p edominan ly ex insic.
In ela ion o his ma e , R. Ga dne s a es: “A conside a ion o he mo i a ional
cons uc also sugges s ha a i udes and mo i a ion migh ela e o o he aspec s o
beha io which a e ela ed o second language acquisi ion. Two o hese, pe sis ence in
language s udy and class oom pa icipa ion, e lec oli ional beha io on he pa o
he s uden , and a conside a ion o hem demons a es once again ha a i udes and
mo i a ion a e in ol ed in he lea ning p ocess. These ela ionships sugges , he e o e,
ha a i udes and mo i a ion a e impo an because hey e lec an ac i e in ol emen
on he pa o he s uden in he en i e p ocess o lea ning a second language.” [6, p.61]
O cou se, he in luence o he lea ne s’ p e ious language expe ience (mo he
ongue o o he languages) on he acquisi ion o English also plays an impo an ole. I
he e is a simila i y be ween he mo he ongue and English, lea ning goes mo e
smoo hly. I he lea ne al eady knows ano he o eign language, his makes i easie o
adap o he s uc u e o he new language. Aze baijani is an agglu ina i e language,
cha ac e ized by he a achmen o mul iple su ixes o simple oo wo ds o con ey
g amma ical and lexical meaning. S uc u ally, Aze baijani ollows a subjec -objec -
e b (SOV) wo d o de . While lea ne s end o g asp he basic p inciples o English
syn ax in simple sen ence cons uc ions ela i ely quickly, hey o en s uggle wi h
mas e ing mo e complex syn ac ic pa e ns.
Gene al psycho-pedagogical ac o s a ec ing eaching include he indi idual
lea ning s yles o he lea ne s, sel -con idence and language ba ie , social
en i onmen and eache -s uden ela ionship. The su ey indings sugges ha , in he
con ex o English language ins uc ion in Aze baijan, communica ion in he mo he
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ongue is gene ally pe cei ed as ad an ageous. By highligh ing his issue, D. Riddell
s a es: “S uden s ha e di e en lea ning s yles. Some s uden s p e e o be augh
h ough exe cises and g amma ules, whe eas o he s seek a pu ely communica i e
app oach. In ei he case, a oiding he use o L1 in he class oom will help s uden s
imme se hemsel es in English.” [ 1, p.22]
We can summa ize he main p oblems ha eme ged du ing he s udy as ollows:
1. Failu e o selec eaching me hods app op ia e o age di e ences
2. Failu e o ake pe sonal mo i a ion in o accoun
3. Inco ec de e mina ion o he le el o language lea ning skills
4. Failu e o adap cu icula o indi idual needs
To sol e he p oblems no ed, we can sugges he de elopmen o di e en ial
eaching models app op ia e o di e en age g oups, he inclusion o in e ac i e
echnologies and eal-li e opics o inc ease lea ning mo i a ion, he co ec assessmen
o language p o iciency a he beginning and he o ma ion o app op ia e g oups, and
he de elopmen o p ac ical aining and me hodological ecommenda ions o
eache s.
This s udy showed ha di e ences in age, mo i a ion, and language p o iciency
o English lea ne s in Aze baijan ha e a signi ican impac on he eaching p ocess. The
applica ion o app op ia e me hods o each age g oup and di e en mo i a ion le els
inc eases he e ec i eness o lessons. P ope g ouping by language le el c ea es
oppo uni ies o an indi idual app oach o eache s. Taking hese ac o s in o accoun
makes English eaching mo e pu pose ul and success ul. The p oposed me hodological
inno a ions and measu es o inc ease mo i a ion can imp o e he quali y o he
eaching p ocess and ensu e s uden s' con inuous lea ning en husiasm. Inc easing he
p o essionalism o eache s is one o he main condi ions. In gene al, he esul s o he
s udy p o ide p ac ical ecommenda ions aimed a sol ing he p oblems encoun e ed in
English eaching and imp o ing he quali y o eaching.
Lis o Re e ences:
1. Da id Riddell, Teach English as a Fo eign Language, Teach You sel , 2011,
pp.364
2. Ha me J., The P ac ice o English Language Teaching, 5 h edi ion,
Pea son Educa ional Limi ed, 2015, pp.446
3. Swan M., P ac ical English Usage, Ox o d P ess, 1996, pp684
4. Swan, Lea ne English, Camb idge Uni e si y P ess, 2001, pp.365
5. S e en P., The language ins inc : How he Mind C ea es Language, Ha pe
Collins Publishe , 1994, pp.436
6. h ps://publish.uwo.ca/~ga dne /docs/SECONDLANGUAGE1985book.pd
