This article aims to conduct a cross-cultural comparison of foreign language teaching methods, analyzing their effectiveness and cultural implications in diverse educational contexts. The study examines prominent approaches such as the Grammar-Translation Method, the Communicative Approach, and the Task-Based Learning approach, exploring their theoretical underpinnings, pedagogical practices, and cultural considerations. By analyzing research findings and case studies from different cultural backgrounds, the article highlights the challenges and opportunities presented by cross-cultural influences on language learning and teaching. The findings suggest that culturally sensitive and inclusive approaches are crucial for successful foreign language acquisition, emphasizing the need for teachers to adapt their methods to the specific cultural and linguistic needs of their learners.
| Mualliflar | Sherzod Usmonovich, Ishonkulov |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2025-07-24 |
| Jild | 5 |
| Son | 3 |
| Til | O‘zbek |
Foreign language teaching methods, cultural context, cross-cultural comparison, Communicative Language Teaching, Grammar-Translation Method, Task-Based Learning, student motivation, learning styles, cultural implications, language acquisition, pedagogical practices;
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