FROM GRAMMAR-TRANSLATION TO COMMUNICATIVE METHODS: RETHINKING ENGLISH TEACHING IN UZBEKISTAN
Abstract
This article explores the transition from the Grammar-Translation Method (GTM) to Communicative Language Teaching (CLT) in the context of English language instruction in Uzbekistan. It provides a comparative analysis of both methods, evaluates current challenges in implementation, and suggests practical strategies for integrating CLT into traditional classrooms. The study emphasizes the need for learner-centered, communication-focused pedagogy to better equip students with real-world language skills.
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