English Language Teaching is one of the key subjects for language students and a long-lasting interest for language professionals. Nowadays the profession of a language teacher is becoming more and more prestigious. Our society is keen on studying foreign languages because it gives people, children first of all, a competitive educational and professional advantage. Language teaching has undergone amazing change in the last decades: from teacher-centered classrooms to individualized learning, from grammar-translation method to communicative approach and from the chalkboard to the Internet, we have come a long way. Methods of foreign language teaching as a science deals with teaching methodology that helps language practitioner make learners acquire the target language. The object of the science is the educational process, the process of teacher-student interaction, which includes teacher‘s activity, students ‘activity and classroom management.

Listening comprehension is a vital aspect of second language acquisition, and its significance in successful communication is obvious. It is a constituent of the task-based approach, which emphasizes meaningful interaction through the utilization of modern tasks in the context of second language acquisition. This specific study attempts to focus on the benefits of the task-based approach in the enhancement of second language listening skills among undergraduate EFL learners through the implementation of the qualitative method of teaching a second language, characterized as the approach of observing listening tasks. From the results of the specific approach, it is obvious that the task-based approach is efficient in teaching second language listening skills, provided that the tasks are adequately designed.

This article discusses international standards for English language teaching and assessment, their content, didactic requirements, and the advantages of integrating them into the educational process. In the modern education system, international standards such as CEFR, TOEFL, and IELTS allow students to assess their linguistic competencies based on specific criteria. The study analyzes the scientific basis of CEFR language proficiency levels, communicative approach, assessment criteria, language skills teaching methods, and testing systems. It also presents proposals for implementing international assessment standards in national educational programs, improving teacher training, and modernizing the teaching process. The results show that the adaptation of English language teaching to global requirements is an important factor in improving the quality of education, developing students' communicative competence, and shaping them as competitive personnel in the international arena.

This article provides a comprehensive overview of various methods for teaching foreign languages, exploring both traditional and contemporary approaches and the article considers some innovative methods of teaching a foreign language at a non-linguistic university. It examines prominent methods including the Grammar-Translation Method, Direct Method, Communicative Approach, Task-Based Language Teaching (TBLT), Total Physical Response (TPR), and the Audio-Lingual Method. Each method is analyzed in terms of its principles, strengths, and limitations, highlighting how they address different aspects of language acquisition such as grammar, vocabulary, and communicative competence. The new requirements for student’s education, which assume that they have relevant professional  competencies,  including  foreign  language  communicative  competence,  actualize research  attention  to  different  approaches,  technologies  and  conditions  aimed  at  improving the quality of higher education.

This article analyzes the Communicative Language Teaching (CLT) method and its significance in real-life communication. CLT offers an effective approach for language instructors and learners, emphasizing that language learning is not only about memorizing grammar rules and vocabulary, but also about applying language in practical communication settings. The article discusses the core principles of the CLT approach, the role of real-life communication in language learning, and provides recommendations for effectively implementing this method. The study also discusses experiments and theoretical foundations that support the efficacy of CLT.

The issue of applying an open way to deal with foreign language instructing of understudies in non-language branches of advanced education foundations in various nations has been examined in the paper. It has been noticed that the communicative approach, in light of intuitive techniques for educating and establishing the climate of normal language climate at class, shapes the teaching of language preparation in the USA, Malaysia, Serbia, Croatia, and in the greater part of West European nations. In China and Saudi Arabia, open way to deal with foreign language education is joined with a conventional strategy to foster a wide range of discourse movements. It has been validated that limiting the syntax part of understudies' foreign language preparation for framing just open abilities has brought to familiar yet linguistically wrong discourse. It has been demonstrated that the viability of foreign language instructing to an extensive degree relies upon applying the coordinated preparation framework because of customary didactics and communicative approaches.

This article explores the structure, principles, and effectiveness of a Communicative Language Teaching (CLT) lesson plan. It examines the theoretical foundations of CLT, focusing on communicative competence, learner-centered instruction, and authentic language use. The study analyzes how communicative tasks, interaction-based activities, and meaningful input contribute to students’ fluency, confidence, and sociolinguistic awareness. The results show that CLT-based lessons enhance learner participation, improve communication skills, and create an engaging learning environment. The article concludes that CLT is a highly effective approach for developing practical language proficiency and preparing learners for real-world communication.

In general, teaching is a noble profession in which children are educated at the elementary and secondary levels, and students are educated at the higher levels of colleges and universities. Learning is a process in which pupils learn a variety of skills in order to improve their physical, mental, and moral well-being. At every level, teachers employ a variety of methods, approaches, strategies, and techniques to teach their students. Teachers in English language classes use certain methods, approaches, and tactics while teaching a second or foreign language, notably English. Various teaching methods and approaches are developed via continuous review and observation. Grammar Translation, Direct Method, Audio- Lingual Method, and Communicative Language Teaching Approach (CLT) are among the most popular, and teachers use a variety of approaches and tactics to make English language learning flexible and appealing.

This article is devoted to an in-depth analysis of the role and significance of English idioms in the process of teaching a foreign language. Idioms are important units that make up the lexical wealth of the English language, which embody the national-cultural characteristics of the language, historical experience and folk thinking. Mastering idioms in the process of learning English helps students use the language naturally, fluently and meaningfully and significantly increases their communicative competence. The article covers the semantic and stylistic features of idioms, the problems associated with their lack of direct translation, and the difficulties in their perception by students. Also, the effectiveness of the contextual approach, visual aids, authentic texts and interactive methods in teaching idioms is analyzed on a scientific basis.  It is emphasized that through the study of idioms, students develop not only language skills, but also intercultural communication competence. The results of the study show that the systematic and purposeful use of idioms in English lessons serves to expand students' vocabulary, activate speech activity, and deeply and effectively master a foreign language.

Given the significance of ongoing innovation and advancement in language teaching techniques and the benefits of employing short stories in language classes, a novel language teaching approach disguised as a short story is presented here. The goal of using a short tale as a language teaching tool is to increase students' understanding of their own identities, as well as their cultures and languages. The major goal of short story is to assist students in developing their language abilities by allowing them to appreciate and use language for conversation while using short tales as the teaching materials in a welcoming environment. It improves the pupils' critical thinking and communicating skills.

This article explores Task-Based Language Teaching (TBLT) as a learner-centered approach within modern foreign language education. The paper examines the main theoretical principles underlying TBLT and considers its practical application in classroom contexts. Particular emphasis is placed on the role of tasks in promoting communicative competence, learner motivation, and spoken fluency. The study also reflects on classroom outcomes associated with task-based instruction and discusses the significance of TBLT for contemporary language teaching practice.

This thesis investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing student motivation in second language learning. The study explores how task-based instruction, which emphasizes meaningful communication and real-life tasks, influences learners’ intrinsic and extrinsic motivation compared to traditional grammar-focused teaching. Using a mixed-method approach involving questionnaires, classroom observations, and interviews, data were collected from sixty intermediate-level ESL students over eight weeks. The findings reveal that TBLT significantly increases learners’ motivation, engagement, and confidence in using the target language. Students in the task-based environment reported higher enjoyment and greater willingness to communicate. The results demonstrate that authentic, collaborative, and learner-centered tasks promote sustained motivation and positive learning attitudes. The study concludes that TBLT is an effective pedagogical approach for motivating language learners and recommends its wider integration into language education programs.

The article touches upon the topic of using the method of role-playing/simulation in teaching students a foreign language. Particular attention is paid to the question of how this method can be used in higher education institutions to encourage students to make the most of the foreign language in the classroom. The authors draw attention to the fact that the types of role-plays can be different depending on the level of difficulty and language skills of the students, and that it is necessary to choose the right type of role-play appropriate to the knowledge level of the group.

The article examines the issues of forming gender sensitivity in foreign students when teaching Russian as a Foreign Language (RFL). Gender literacy is considered an integral component of intercultural communicative competence. The purpose of the article is to demonstrate the methodological possibilities of using texts, dialogues, and exercises to develop foreign students' understanding of gender norms of the Russian language and culture. The article contains a theoretical justification, recommended methodology, practical examples from Russian literature, and adapted exercises for RFL students to develop gender-sensitive communication skills. The materials are intended for teachers of Russian as a foreign language, researchers in the field of language teaching methodology.

This article discusses modern methods of language teaching. The article considers about the methodological features of using authentic material in teaching speaking. It analyzes the concept of “authentic materials” and their classification given by different scientists. The essence of authentic materials and the specifics of their use in teaching listening and developing methodological materials on the topic of the study are studied.