FROM MEMORISATION TO COMMUNICATION: TRANSFORMING ENGLISH CLASSROOMS
Zarina Sharapova Ergashboy qizi
Jizzakh Pedagogical University, English teacher
Keywords: communicative competence, English language teaching, memorisation, learner-centred learning, task-based learning, classroom interaction
Abstract
English language teaching has traditionally placed considerable emphasis on memorising vocabulary, learning grammatical rules, and completing written exercises. Although these practices can support linguistic development, they do not necessarily prepare learners to communicate confidently in real-life situations. This article examines the transition from memorisation-based instruction to communicative, learner-centred approaches. It explores the principles of Communicative Language Teaching (CLT), the role of task-based learning, and practical strategies for developing learners’ communicative competence. It also considers challenges such as examination-oriented curricula, large classes, limited resources, and learners’ fear of making mistakes. The article argues that effective English teaching should integrate explicit language instruction with meaningful interaction, enabling students to develop both accuracy and fluency. Transforming English classrooms requires teachers to create opportunities for purposeful communication while maintaining clear learning objectives and appropriate assessment practices.
References
1. British Council. (n.d.). Communicative approach. Teaching English.
2. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
3. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249. https://doi.org/10.1017/S0261444807004363
