A Comparative Study of Traditional And Interactive Methods in Teaching English to Young Learners

Abstract

The number of people using English, which has gained the status of a global language in the modern era, is increasing day by day. One of the main reasons for the sharp change in the needs and demands of those learning this language is the significantly growing role of English on the global stage. As is well known, the primary goal of most learners of English is to be able to use it as a means of communication. Its function as a tool for global integration ensures that it is taught communicatively, and the advantages of being able to use English within a short period are widely recognized.

It should be noted that, during the transition to the European education system in Azerbaijan, substantial changes have been made in the teaching of foreign languages, particularly English. These changes cover various areas such as the content of education, the methods used in language teaching, student–teacher relationships, the role of the teacher, and more. Today, English language teachers must be aware of global developments in foreign language learning and be ready to apply new methods. In accordance with modern European standards, teachers should be creative, proactive, willing to take risks, and capable of organizing the learning process in line with students’ needs. They should also be able to plan both their own activities and those of their students effectively, create an efficient learning environment in the classroom, establish appropriate teacher–student relationships, possess a high level of intellectual competence, and motivate students to learn a foreign language.

Although recent curricula aim to teach foreign languages as a means of communication, it is evident that, in actual classroom practice, traditional methods are still more commonly used, with greater emphasis placed on teaching linguistic knowledge rather than developing students’ communicative skills.