EFFECTIVE METHODS OF TEACHING FOREIGN LANGUAGES TO SLOW-LEARNING UZBEK-SPEAKING LEARNERS AND THE ROLE OF RELIGION, GENDER, AND CULTURE
Abstract
Abstract. Are you, as a foreign language teacher, experiencing challenges in
teaching foreign languages to school students? Does working with slow learners in
your classroom particularly concern you? Do issues such as low learning achievement,
lack of motivation, and the influence of cultural and social factors affect your teaching
process? If these questions sound familiar, then this academic article is written
especially for you.
Building on these practical concerns, the present study examines effective
methods of teaching foreign languages to low-achieving Turkic-speaking learners
through an interdisciplinary framework combining philology and pedagogics. The
article analyzes common linguistic difficulties faced by Turkic-speaking students,
including phonological, lexical, and grammatical interference, which often impede
successful foreign language acquisition, particularly among slow learners in school
environments. From a pedagogical perspective, the study highlights the importance of
differentiated instruction, scaffolded learning activities, and learner-centered
approaches aimed at increasing motivation and academic engagement. Special
attention is given to the role of religion, gender, and culture as key socio-cultural
factors influencing learners’ attitudes toward foreign language education. Respect for
religious values, the application of gender-sensitive teaching strategies, and the
integration of culturally relevant materials are discussed as effective means of reducing
affective barriers such as anxiety and low self-confidence.
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