TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) OR AS A FOREIGN LANGUAGE (EFL) Creators

https://doi.org/10.5281/zenodo.15648277

Authors

  • Anorboyeva Rukhshona Oybek kizi Student, Chirchik State Pedagogical University Author
  • Khazratkulova Ezoza Ismatovna Scientific adviser, Chirchiq State Pedogogical University Author

Keywords:

ESL, EFL, TESOL, Language acquisition, Second language learning, Foreign language instruction, Communicative competence, English language teaching (ELT), Classroom environment, Language exposure, Cultural integration, Teaching methodology, Curriculum design, Learner motivation, Applied linguistics

Abstract

Teaching English to non-native speakers encompasses two main approaches: English as a Second Language (ESL) and English as a Foreign Language (EFL). Though both aim to develop learner’s proficiency in English, they differ significantly in context, learner environment, and instructional objectives. ESL typically occurs in English-speaking countries, where learners require English for daily communication, integration, and survival. In contrast, EFL is taught in non-English-speaking countries, often within academic or professional frameworks, where learners have limited exposure to the language outside the classroom. These differences influence teaching methodologies, curriculum design and learner motivation. Understanding the distinctions between ESL and EFL is crucial for edicators to effectively address learner needs, adapt instructional strategies, and foster language acquisition. This paper explores the key characteristics, challenges and pedagogical implications of ESL and EFL, highlighting best practices for each context.

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Published

2025-06-01

How to Cite

Anorboyeva , R., & Khazratkulova , E. (2025). TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) OR AS A FOREIGN LANGUAGE (EFL) Creators: https://doi.org/10.5281/zenodo.15648277. Journal of International Science Networks , 1(5), 412-414. https://bestjournalup.com/index.php/jisn/article/view/1837

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