LANGUAGE LEARNING PROFILES, IDENTITY, MOTIVATION, INSTRUCTIONAL METHODS AND APPROACHES, INVESTMENT AND TEACHING PHILOSOPHY STATEMENT

Abstract

This passage offers a detailed analysis of two students' English language learning journeys, Tugrul and Bobur. It highlights their distinct
backgrounds, motivations, and learning styles, as well as the challenges they face in developing specific language skills. A key focus of
the passage is the role of instructional methods and approaches in shaping student learning. The work discusses the limitations of the
traditional Grammar Translation Method (GTM) and advocates for more student-centered approaches like Communicative Language
Teaching (CLT) and Cooperative Learning (CL). These approaches are seen as more effective in fostering language proficiency, critical
thinking, and cultural understanding. The passage also delves into the teacher's philosophy, emphasizing the importance of fostering
student identity, critical thinking, and real-life language application. By exploring these factors, the author provides valuable insights into
the complexities of second language acquisition and the role of effective instruction in supporting student success